PR2 First Quarter

Republic of the Philippines
Department of Educatio n
Region 02 (Cagayan Valley)
Schools Division Office Of Isabela
Jones West District
300555- JONES RURAL SCHOO
Jones, Isabela
L
 09157824196  jonesruralschoolshs300555@gmail.com
Grade 12
PRACTICAL RESEARCH 2
First Semester
School Year 2021 - 2022
First Quarter
Learning Modules
Jones Rural School – Senior High School
Grade 12 – Practical Research 2 Page | 1
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List of Competencies
Lessons 1 – 3
1. Describe the characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-
Ia-c-1);
2. Illustrate the importance of quantitative research across field (CS_RS12-Ia-c-2);
3. Differentiate the kinds of variables and their uses (CS_RS12-Ia-c-3);
Lessons 4 – 9
1. design a research useful in daily life (CS_RS12-Id-e-1);

2. write research title (CS_RS12-Id-e-2);
3. describe background of research (CS_RS12-Id-e-3);
4. state research questions (CS_RS12-Id-e-4);
5. indicate scope and delimitation of study (CS_RS12-Id-e-5);
6. present written statement of the problem (CS_RS12-Id-e-7);
Lessons 10 – 13
1. illustrates and explains the research framework(CS_RS12-If-j-6);

2. defines terms used in the study (CS_RS12-If-j-7);
3. list research hypothesis (if appropriate)(CS_RS12-If-j-8) and
4. presents a written review of related literature and conceptual framework (CS_RS12-If-j-9).

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Lesson
Introduction to
1 Quantitative Research
What’s In
Practical Research I introduced you to the two main classifications of research methods: quantitative and
qualitative. You have learned that qualitative research is more of describing a phenomenon in a narrative;
hence, the data collected can be in the form of words, images, or transcripts taken from a small sample, not
generalizable to the population. Choosing a small sample size makes room for in-depth data collection and
interpretation. In this lesson, you will learn about quantitative analysis, a more formal, objective, and
systematic approach to obtaining answers to a question or problem of the study.
What I Need to Know
Vital to the conduct of a quantitative research project is a deep understanding of its characteristics. When you
know its strengths and different classifications, you will be able to identify what kind of questions you should
ask and what approach is most suited to find answers to these questions. The identification of its weaknesses
on the other hand, aids in recognizing the questions or topics that are inappropriate to this course. At the end
of this lesson, you will have a good grasp of what is quantitative research that will prepare you in crafting a
good research study and instrumental to building lifelong skills.
Activity 1: Let’s match
Directions: Match the following quantitative research title under column A to its classification (research design)
in column B. Write the letter of the correct answer on the space provided.
Column A Column B

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______1. Investigating the effects of formalin treated eggplants on mice. A. Experimental

______2. Factors affecting job satisfaction among Tech-Voc graduates. B. Descriptive
______3. Prevalence of domestic violence in cities declared under C. Ex post facto
Enhanced Community Quarantine during the Covid-19 pandemic.
______4. The effects of age on social media platform choice. D. Quasi-experimental

______5. The relationship between intelligence and sports choices among E. Correlational
high school students.
F. Case Study
What Is It
Quantitative Research
You have learned from Practical Research 1 that research method is classified into two main types:
quantitative and qualitative. While both methods utilize a specific data gathering procedure, the former is
generally concerned with understanding phenomenon relating to or involving quality or kind. The latter, on the
other hand, is based on the measurement or quantity. In this module, we will focus on quantitative methods
of research and what are its different kinds.
Quantitative research uses scientifically collected and statistically analyzed data to investigate
observable phenomena. A phenomenon is any existing or observable fact or situation that we want to unearth
further or understand. It is scientific for the fact that it uses a scientific method in designing and collecting
numerical data. Once data is collected, it will undergo statistical analysis like Pearson’s r, t-test and Analysis
of Variance (ANOVA) for analysis. Since data is analyzed statistically, it is imperative that the data obtained
must be numerical and quantifiable, hence its name quantitative research.
Numerical data are generally easier to collect than descriptions or phrases used in qualitative research.
Information like student’s grades in different subjects, number of hours of engagement in social media
platforms of teens, percentage of consumers who prefer the color blue for soap packaging, average daily
Covid-19 patient recovery per region are just few examples of research data expressed in numbers. Some
data on the other hand, are not directly countable and thus require conversion from non-numerical information
into numerical information. For instance, determining which brand of canned sardines is the best choice for
consumers in terms of taste cannot be expressed in numbers unless we do a survey using a rating scale.
Several forms of rating scales are available, e.g., the Likert scale that we can use to quantify data. Usually,
they come in a selection of numbers with a corresponding meaning for each choice, for example: 1= tastes

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very good, 2 = satisfactory, or 3 = undesirable. Numerical choices convert texts into numbers so the researcher
can perform mathematical operations for faster, more accurate, and more objective analysis.
Characteristics of Quantitative Research
Quantitative research is commonly used in natural sciences research problems because of the
following characteristics:
1. LARGE SAMPLE SIZE. To obtain more meaningful statistical result, the data must come from a large
sample size.
2. OBJECTIVE. Data gathering and analysis of results are done accurately, objectively, and are
unaffected by the researcher’s intuition and personal guesses.
3. VISUAL RESULT PRESENTATION. Data is numerical, which makes presentation through graphs,
charts, and tables possible and for better conveyance and interpretation.
4. FASTER DATA ANALYSIS. The use of a statistical tools give way for a less time-consuming data
analysis.
5. GENERALIZED DATA. Data taken from a sample can be applied to the population if sampling is done
accordingly, i.e., sufficient size and random samples were taken.
6. FAST DATA COLLECTION. Depending on the type of data needed, collection can be quick and easy.
Quantitative research uses standardized research instruments that allow the researcher to collect data
from a large sample size efficiently. For instance, a single survey form can be administered
simultaneously to collect various measurable characteristics like age, gender, socio-economic status,
etc.
7. RELIABLE DATA. Data is taken and analyzed objectively from a sample as a representative of the
population, making it more credible and reliable for policymaking and decision making.
8. REPLICATION. The Quantitative method can be repeated to verify findings enhancing its validity, free
from false or immature conclusions.
Strengths of Quantitative Research
The following are the strengths of quantitative research.
1. Quantitative research can be replicated or repeated.

2. Findings are generalizable to the population.
3. Conclusive establishment of cause and effect
4. Numerical and quantifiable data can be used to predict outcomes
5. Fast and easy data analysis using statistical software.
6. Fast and easy data gathering
7. Very objective

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8. Validity and reliability can be established
Weaknesses of Quantitative Research
The following are the disadvantages of quantitative research:

1. It lacks the necessary data to explore a problem or concept in depth.
2. It does not provide comprehensive explanation of human experiences.
3. Some information cannot be described by numerical data such as feelings, and beliefs.
4. The research design is rigid and not very flexible.
5. The participants are limited to choose only from the given responses.
6. The respondents may tend to provide inaccurate responses.
7. A Large sample size makes data collection more costly.
Kinds of Quantitative Research
Quantitative research is a broad spectrum that it can be classified into smaller and more specific kinds:
descriptive, correlational, ex post facto, quasi-experimental, and experimental.
Descriptive design is used to describe a particular phenomenon by observing it as it occurs in nature. There
is no experimental manipulation and the researcher does not start with a hypothesis. The goal of descriptive
research is only to describe the person or object of the study. An example of descriptive research design is
“the determination of the different kinds of physical activities and how often high school students do it during
the quarantine period.”
The correlational design identifies the relationship between variables. Data is collected by observation since
it does not consider the cause and effect for example, the relationship between the amount of physical activity
done and student academic achievement.
Ex post facto design is used to investigate a possible relationship between previous events and present
conditions. The term “Ex post facto”, means after the fact, looks at the possible causes of an already occurring
phenomenon. Just like the first two, there is no experimental manipulation in this design. An example of this
is “how does the parent’s academic achievement affect the children obesity?”
A quasi-experimental design is used to establish the cause and effect relationship of variables. Although it
resembles the experimental design, the quasi-experimental has lesser validity due to the absence of random
selection and assignment of subjects. Here, the independent variable is identified but not manipulated. The
researcher does not modify pre-existing groups of subjects. The group exposed to treatment (experimental)
is compared to the group unexposed to treatment (control): example, the effects of unemployment on attitude
towards following safety protocol in ECQ declared areas.
Experimental design like quasi- experimental is used to establish the cause and effect relationship of two or
more variables. This design provides a more conclusive result because it uses random assignment of subjects
and experimental manipulations. For example, a comparison of the effects of various blended learning to the
reading comprehension of elementary pupils.

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What’s More
Activity 1: True or False
Directions: On the space provided, write TRUE if the statement describes quantitative research and FALSE if
it is incorrect.
_______1. Quantitative data can be presented using tables and graphs.

_______2. The results of quantitative research can be used to generalize and predict.
_______3. Quantitative research is flexible so at any stage, the study may change.
_______4. Quantitative data are more credible, reliable, and useful than qualitative data.
_______5. The research study cannot be replicated or repeated because it is unique in every case.
Activity 2: Yes or No
Direction: Write YES on the blank if the question requires for quantitative approach and NO if it does not.
__________1. Are high grades in Mathematics a good indicator for employment after graduation?
__________2. Will taking brain enhancers increase examination scores?
__________3. Are there changes in consumer behavior before and after online selling was popularized?
__________4. Do online learning materials enhance the computer skills of students?
__________5. Are there changes in the study habits of public school students before and after the Covid-19
pandemic?
What I Have Learned
Directions: Write your learning about the following:
1. What is quantitative research?

__________________________________________________________________________________
__________________________________________________________________________________
2. What are the characteristics of quantitative research?

__________________________________________________________________________________

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__________________________________________________________________________________
3. Discuss the strengths of quantitative research.

__________________________________________________________________________________
__________________________________________________________________________________
4. Discuss the weaknesses of quantitative research.

__________________________________________________________________________________
__________________________________________________________________________________
5. Describe each type of quantitative design and give one (1) example for each kind.
A. Descriptive design. ________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
B. Correlational design. ______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
C. Ex post facto design. ______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
D. Quasi-experimental design. _________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________ E.
Experimental design. ______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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Lesson
Importance of Quantitative Research
Across Fields
2
What’s In
You have learned from Lesson 1 that quantitative research is a formal, deductive, and systematic
process that focuses mainly on obtaining and analyzing numerical data. The method of data collection is
objective and replicable. At the same time, its analysis is statistical and generalizable to the population making
the findings of quantitative research very credible and useful for administrators, law makers, scientists,
decision-makers and business owners. It is for these reasons that quantitative analysis can be applied and
very useful to various fields of study. In this lesson, you will uncover the role of quantitative research in the
advancement of knowledge across disciplines.
Key Question: How is quantitative research applicable across fields?
What I Need to Know

People indulge in research to know more, to solve problems, or to improve existing conditions. More
and more institutions promote research studies while younger individuals indulge in research projects not only
because they are required to but also because they came to realize the value and benefits research has to
offer. The quantitative research’s systematic way of finding the answers forges its pertinence regardless of

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the area or sector. The more you perceive the value of quantitative research to different groups or field of
study, the more you appreciate it, hence, igniting your interest from knowing that you may make use of it in
your own chosen track.
What’s New
Activity 1: Where do I belong?
Direction. Listed in Column A are the important inventions, innovations or discoveries in history. Identify which
field in Column B do these discoveries have great importance.
Column A Column B
_______1. Vaccine A. Agriculture and Fisheries
_______2. Refrigeration B. Natural and Physical Science
_______3. Printing press C. Business and Accounting
_______4. Computer D. Information and Communications Technology
_______5. Airplane E. Arts
_______6. Photo finishes F. Education
_______7. Social media G. Sports
_______8. Paint H. Humanities and Social Science
I. Mathematics
What Is It
Importance of Quantitative Research Across Fields
The value of quantitative research to man’s quest to discover the unknown and improve underlying
conditions is undeniable. Throughout history, quantitative research has paved the way to finding meaningful
solutions to difficulties. For instance, the development of vaccines to strengthen our immunity against viruses
causing highly communicable diseases like polio, influenza, chickenpox, and measles to name a few,
underwent thorough experimental trials. You bet, scientists and medical experts all over the world today are
working their best to fast track the development, testing and release of the vaccine for the Corona Virus
Disease of 2019 (Covid-19) as the pandemic has critically affected the world economy, education, as well as
physical and emotional well-being of people.
The findings of the quantitative study can influence leaders and law-makers’ decisions for crafting and
implementing laws for the safety and welfare of the more significant majority. For example, a community with
high cases of Covid-19 positive patients is mandated by law to be under Enhanced Community Quarantine
where only the most essential businesses can operate. On the other hand, cities with less or zero case will be
under General Community Quarantine where some businesses, public and private offices are already allowed
to operate.
Using quantitative design helps us determine and better understand relationships between variables
or phenomenon crucial to reducing the range of uncertainty because the mathematics (more of this in the last

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module) behind quantitative studies helps us make close estimates of the outcome (dependent variable) from
a given condition/s (independent variable). Relationship between demand and supply, age and health,
discipline and academic achievement, practice and winning at sports, depression and suicidal rates, algae
population and Oxygen demand are just a few examples of real-life applications of correlation studies in the
past that we still apply today.
Most inventions and innovations are products of quantitative studies. Before you can enjoy the uses
and features of a smart phone, it took years of research to establish compliance to standards for
interoperability, to find the most cost-effective raw materials, identify the sleekest and sturdiest design, the
fastest data saving and processing power, and most marketable add-ons according to consumer needs.
Indeed, mankind will dwell in the darkness of ignorance if not for the people who conducted their research
before reading about it from books or manuals.
The table below shows some of the contributions of quantitative research to other fields and their
example.
Field Contribution/Application Example
Social Science • Effects of intervention to group The effects of pandemic on social

behavior. behavior and economic stability.
• Understanding cultural or racial
conflicts.
• Human satisfaction and stressors
Natural and Physical • Investigate the effectiveness of a Antidiabetic properties of common
Sciences product or treatment to illnesses. Philippine herbs.
• Finding or enhancing alternative
energy sources.
• Advancement in material science.
Agriculture and • Increase the yield of crops The effectiveness of organic and
Fisheries • Prevention and cure for crops and inorganic fertilizer to vegetable
livestock diseases production.
Sports • Enhance athletic performance Diet and exercise techniques for

different kinds of sports.
Business • Device marketing strategies Improve Effectiveness of Facebook ads on
• marketability sales.
Arts and Design • Relationship between color and The effects of music on learning and
architectural space behavior.
• Multimedia use and adaptation for
recreation, business marketing and
lifestyle changes.
Environmental • Causes and effects of climate The environmental factors affecting
Science change natural calamities

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What’s More
Directions: In a separate sheet, make a concept map (example below) of all other fields/disciplines where
you think quantitative research can be applied. Explain why quantitative research is important to
these fields.
Journalism
Anthropology
Quantitative History
Research
Engineering
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What I Have Learned

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Directions: Answer the following questions clearly but briefly.
A. How is quantitative research relevant to different discipline?

_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
_
____________________________________________________________________________________
_
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
B. Explain briefly, the importance or contribution of quantitative research to each of the following fields
of study.
Field Importance / contribution

Natural and Physical Science
Education
Arts and Design
Information and Communication

Technology
Social Science

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Lesson
Variables in Quantitative
3 Research
What’s In
You have learned from the previous lessons that quantitative research is concerned about numerical
or measurable values that we can analyze statistically. How do we measure such values? Is it measurable at
all times? Do these values change? Are these values applicable for descriptive, correlational, ex post facto,
quasi-experimental and experimental research? In this lesson, you will learn about the different classifications
of data used in quantitative research and their examples.
What I Need to Know
Variables play a significant role in quantitative research. When you intend to accomplish something
through research, the boundaries of your goal must be defined first to direct your focus into a specific
characteristic or condition through identifying the variables of your research study. Doing such eliminates
complexities and elaborate work especially for a senior high school student like you. Knowing the different
kinds of research variables also aids in smooth data collection and analysis.

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What Is It
In order to get an answer to an inquiry that they are investigating, researchers will observe and
measure the quality or quantity of the object of the study. It is therefore imperative for the researcher to
identify the variables significant in explaining observed effects or behavior.
A Variable is anything that has a quantity or quality that varies. For instance, during the quarantine
period, your mother planted tomato seedlings in pots. Now common understanding from science tells you
that several factors are affecting the growth of tomatoes: sunlight, water, kind of soil, and nutrients in soil.
How fast the tomato seedlings will grow and bear fruits will depend on these factors. The growth of tomatoes
and the number of fruits produced are examples of the Dependent Variables. The amount of sunlight, water,
and nutrients in the soil are the Independent Variables. If there is an existing relationship between the
independent and dependent variables, then the value of the dependent variable varies in response to the
manipulation done on the independent variable. The independent variable is also identified as the presumed
cause while the dependent variable is the presumed effect. In an experimental quantitative design, the
independent variable is pre-defined and manipulated by the researcher while the dependent variable is
observed and measured. For descriptive, correlational and ex post facto quantitative research designs,
independent and dependent variables simply do not apply.
It is important to note other factors that may influence the outcome (dependent variable) which are
not manipulated or pre-defined by the researcher. These factors are called Extraneous Variables. In our
example above, the presence of pests and environmental stressors (e.g. pets, extreme weather) are the
extraneous variables. Since extraneous variables may affect the result of the experiment, it is crucial for the
researcher to identify them prior to conducting the experiment and control them in such a way that they do
not threaten the internal validity (i.e. accurate conclusion) of the result. Controlling the extraneous variable
can be done by holding it constant or distribute its effect across the treatment. When the researcher fails to
control the extraneous variable that it caused considerable effect to the outcome, the extraneous variable
becomes a Confounding Variable. For example, if the tomato had been infested by pests (confounding
variable) then you cannot conclude that manipulations in sunlight, water and soil nutrients (independent
variable) are the only contributing factors for the stunted growth and poor yield (dependent variable) of the
plant or is it the result of both the independent variables and the confounding variable.
The variables can also be classified according to their nature. The diagram below shows the different
classifications:

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VARIABLE
QUANTITATIVE QUALITATIVE
(NUMERICAL) (CATEGORICAL)
DISCREET CONTINUOUS NOMINAL ORDINAL DICHOTOMOUS
Quantitative Variables, also called numerical variables are the type of variables used in quantitative
research because they are numeric and can be measured. Under this category are discrete and continuous
variables.
A. Discrete variables are countable whole numbers. It does not take negative values or values between
fixed points. For example: number of students in a class, group size and frequency.
B. Continuous variables take fractional (non-whole number) values that can either be a positive or a
negative. Example: height, temperature.
Numerical data have two levels of measurement, namely:
A. Interval are quantitative variables where the interval or differences between consecutive values are
equal and meaningful but the numbers are arbitrary. For example, the difference between 36 degrees
and 37 degrees is the same as between 100 degrees and 101 degrees. The zero point does not
suggest the absence of a property being measured. Temperature at 0 degree Celsius is assigned as
the melting point of ice. Other examples of interval data would be year and IQ score.
B. Ratio type of data is similar to interval, the only difference is the presence of a true zero value. The
zero point in this scale indicates the absence of the quantity being measured. Examples are age,
height, weight and distance.
II. Qualitative Variables are also referred to as Categorical Variables are not expressed in numbers but are
descriptions or categories. It can be further divided into nominal, ordinal or dichotomous.
C. Dichotomous are consisting of only two distinct categories or values. For example, a response to a
question either be a yes or no.
D. Nominal variable simply defines groups of subjects. Here you may have more than 2 categories of
equivalent magnitude. For example, a basketball player’s number is used to distinguish him from other
players. It certainly does not follow that player 10 is better than player 8. Other examples are blood
type, hair color and mode of transportation.

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E. Ordinal variable, from the name itself denotes that a variable is ranked in a certain order. This
variable can have a qualitative or quantitative attribute. For example, a survey questionnaire may
have a numerical rating as choices like 1, 2, 3, 4, 5ranked accordingly (5=highest, 1=lowest) or
categorical rating like strongly agree, agree, neutral, disagree and strongly disagree. Other examples
or ordinal variable: cancer stage (Stage I, Stage II, Stage III), Spotify Top 20 hits, academic honors
(with highest, with high, with honors).
Activity 1: Classifying variables
Directions: Identify the following variable as either qualitative or quantitative. Then classify which specific
category they belong.
Data Classification
Type of variable (Discrete, continuous,
(Qualitative/Quantitative) interval, ratio, nominal,
dichotomous, ordinal)
Ex. Number of eggs laid by chickens Quantitative Discrete, interval
1. Amount of fertilizer given to plants
2. Weight of Pechay harvested (in grams)
3. Speed of car
4. Tomato plant variety
5. Color of alcohol packaging (blue, orange,
white, pink)
6. Educational level of parents (high school
grad, college grad, MS, PhD)
7. Online seller satisfaction rating (1-5
stars)
8. Cellphone brand
9. Number of Covid-19 positive cases
10. Type of music
11. Number of passengers in a PUJ
12. Socio-economic status
13. Gender
14. Temperature in Fahrenheit
15. Civil Status
What I Have Learned
Directions: Explain briefly what is being asked for.

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1. Compare and contrast qualitative variables and quantitative variables.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
2. Why are dependent and independent variables not applicable in a descriptive type of research?
_________________________________________________________________________________
_
_________________________________________________________________________________
_
_________________________________________________________________________________
_
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
Summary
• Quantitative research uses scientifically collected and statistically analyzed data to investigate
observable phenomena.
• Characteristics of quantitative research are (1) Large sample size, (2) Objective, (3) Visual result
presentation, (4) Faster data analysis, (5) Generalized data, (6) Fast data collection, (7) Reliable data,
and (8) Replication.
• Kinds of quantitative research are (1) Descriptive, (2) Correlational, (3) Ex post facto design,
(4) quasi-experimental, and (5) experimental.
• Types of Variables: (1) Independent, (2) Dependent, (3) Extraneous, (4) Continuous, (5) Discrete,
(6) Dichotomous, (7) Nominal variable and (8) Ordinal variable.
Lesson
Designing Research Topic

4
What’s In
You have learned from Module 1 that quantitative research is very useful in all fields of study because of its
objectivity and fast data collection and analysis. The different kinds of research designs (descriptive,

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correlational, ex-post-facto, quasi-experimental, and experimental) offer a viable and numerous options for
any type of inquiry. The field of studies where you can apply quantitative research is practically countless. In
this lesson, you will expand your understanding of the characteristics and different applications of quantitative
research and be able to design a study useful in daily life.
What I Need to Know
The first and foremost step in the research is selecting and properly defining a research problem. Before
starting a laborious journey of finding the unknown, you need to know first what it is that you want to find out,
where and how you are going to find the answers to your questions, and what specific qualities are you
looking for. For instance, you want to find a specific kind of fish in the ocean; however, the ocean is so vast
that it is almost impossible for you to achieve that goal of finding the fish without equipping yourself with the
right tools and information about it. You may need to know first its behavior and living conditions before you
can precisely pinpoint the perfect spot to find the fish. Thus, baseline information is needed for a successful
quest.
That fish analogy can be applied to finding a research topic. A well-defined research topic is essential for a
successful research. When the topic is not well-defined, it becomes unmanageable and may result in some
drawbacks during data collection and analysis that could compromise the strength of your study.
Hence, choosing a topic must undergo proper and thorough planning and designing. The four basic
steps in designing a research topic are the following: (1) choose a broad topic, (2) do preliminary research,
(3) define the problem, and (5) refine the question. Guided with these steps, a student researcher can
certainly jumpstart a quantitative research project.
What Is It
Steps in Developing Research Topic
Despite the advancement in knowledge and technology, there is still a lot to discover in this world. There is
still an ocean of things that we are yet to explore. It can be a difficult situation that we want to improve or

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eliminate, a better understanding of the unfamiliar, information gaps we wish to fill, or theories that we want
to validate. What limits our choice of a topic are our capacity, understanding, resources, and skill.
Most researchers will agree that choosing a good topic is a challenging and tedious task. Because a
research topic serves as the groundwork for any succeeding actions, it must be defined appropriately at the
beginning of the research work. Otherwise, it may result in unanticipated complexities to the researcher.
Developing a research problem can be done in four (4) steps:
1. Choose a broad topic

2. Do a preliminary research
3. Define the problem
4. Refine the question
As a student researcher, let us go through these steps to guide us in choosing a quantitative research
topic related to our chosen field.
1. CHOOSE A BROAD TOPIC. The first step is quite simple. As a Senior High School student, these tips will
surely guide you in selecting a broad topic for quantitative research:
A. Choose an interesting topic.

Research is a very challenging task that demands your time and persistence. Your motivation to find the
answer to the problem should keep you going, thus building a momentum along the way. Therefore, your
research topic must be something that you are passionate about. Review your answers in activity 1, and it
might lead you to the right path. After all, nothing is more satisfying than accomplishing something that
matters to you.
B. Select a significant topic.

A topic that is worth researching must be able to answer or solve problems in the community. No one will
take an interest in your topic if it is obsolete and does not address any real problem. To be proactive and to
take part in solving problems with socio-economic relevance gives a sense of accomplishment. You do not
even have to look far, just take a look at your household, neighborhood, school, group of friends, or local
community for a common problem or difficulty. Activity 2 will help you identify some main points that can
serve as a basis for choosing your research study.
C. Choose a topic relevant to your field.

One of the goals of this course is for you to be able to produce a quantitative research study that is aligned
to your chosen track. A SHS student under ABM must choose a topic related to business and management
while students taking HUMSS may consider choosing a topic about politics, culture, and arts. Choosing a
topic that you can relate will certainly make your research project less challenging.
In the event, that the three tips above do not shed some light on your minds, do not despair; other sources
of ideas like the ones below may be available for you.
i. Department of Science and Technology (DOST) Harmonized National R & D Agenda for 2017-
2022. Early in 2017, DOST, together with researchers from the health, agriculture, industry, and

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academe, released research priorities for 2017 to 2022 that are relevant for the economic growth of
the country. Visit this link https://bit.ly/3hHTf2Y for a list of suggested studies.
ii. Review of Literature. Some researchers reveal that reading previous studies fueled their minds with
tons of research topics. Reviewing the literature lets them know what has been studied, what is not
yet done, and what other researchers suggest working on. Journals, periodicals, and peer-reviewed
articles are a good read.
iii. Field experts. Gather up some guts to approach anyone you know that are experts on the field of
your choice because they may give valuable inputs or may currently be working on a study where
you can collaborate. Your instructor may also give you some advice, especially on the possible
obstacles, resource limitations, and expanse of the study.
iv. Brainstorming. Do not underestimate the ideas from classmates, friends, and family members. You
may be overwhelmed at first by the outpouring of ideas, just build a list, then cross off any topic
unrelated to your field or not so interesting to you. Of course, you must take precautionary
measures in doing this by observing physical distancing. You can use any social media platform to
do this.
2. DO A PRELIMINARY RESEARCH. The second step is much more time-consuming. Once you have
chosen a broad topic, you need to have a better understanding of it by reading some more articles,
journals, and related research studies. Find out how other researchers gathered their data, what
research instruments were used, how the data were analyzed, and what important findings they shared.
Take note of every relevant research study for future reference. If you started the topic search (first step)
by doing a literature review, the second step is just a continuation of what you started.
3. DEFINE THE PROBLEM. After getting enough information, you may be able to list some questions or
problems that you want to research. At this stage, you should be able to narrow down broad topic into
feasible and manageable research questions. A broad topic can be narrowed down by limiting the
population, place, period, or a certain characteristic. However, be very mindful that your problem may
not be too narrow that it becomes very simple and does not need to collect unique data or does not
generate new information. A very narrow research question can be developed by doing a comparative
study or expanding the scope of the study.
4. REFINE THE QUESTION. This step lets you evaluate the questions formulated. What specific questions
should you ask? How should you gather your data sufficient to answer the questions? Are the questions
too narrow, or does it need to be trimmed down? While evaluating the research question, consider the
requirements of the course. How much time are you given to finish the research? What resources do
you need and are they available?

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What I Have Learned
Directions: Answer briefly the questions below.

1. Why is it important to choose a relevant, significant, and interesting research topic?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________
2. How does background/preliminary research help in defining a research topic?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What is your understanding of refining the research question?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What I Can Do
Directions: Choose one broad topic related to your track that interests you. Do preliminary research on this
topic. Take note of at least 1 related study with its corresponding author/s, then list 1 quantitative
research questions related to the topic. Follow the format below. Write your answers in separate
sheet of paper.
Broad Topic: _____________________________________________________________
References:
1. Title: _______________________________________________________________

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2. Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________
3. Title: _______________________________________________________________
4. Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

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Lesson
Research Title
5
What’s In
At this point, you may already have an interesting and relevant quantitative research topic that is
related to your chosen track. The next step is for you to have a suitable and captivating title for the research
study in mind. How is it done? Is writing a research title similar to writing a title for movies, songs, or poems,
or is there a guideline for it. Read through this lesson, and you will know how to make a good title for your
quantitative research study.
What I Need to Know
The old saying “never judge a book by its cover” applies to research studies no matter how much we say
otherwise. When the title is poorly constructed that it does not accurately describe the objective of your
research, it can discredit the value of the entire research, let alone the implication of your research findings.
It is, therefore, important that you make your research title accurate yet captivating. Afterall, the research title
is the first thing your professor, fellow researchers, journal editors, or reviewers get to see first. Once it
captures the attention of the readers, they will be enticed to read the entire work and learn something from
your research. Learning how to make your research title create a good impression is essential.
What’s New
True or False
Directions: Write TRUE if the statement is correct and FALSE if it is incorrect.
_____________1. Inserting humor on the research title makes it more interesting to the reader.
_____________2. Abbreviations are a must to make the research title shorter.

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_____________3. Proper punctuation and correct grammar must be observed in writing the title.
_____________4. All types of quantitative research design must include the independent and dependent
variables in the title.
_____________5. Jargons make a research title more sophisticated.
_____________6. Only the first letter of nouns and pronouns are capitalized.
_____________7. To minimize the number of characters in the title, only use the chemical formula than
generic names.
_____________8. Use declarative format in writing the research title.
_____________9. To make it more specific, the year must be included in the title.
_____________10. Using obsolete terms do not matter in writing the title.
What Is It
Basic Guidelines in Make Research Title
A research study title is the very first thing a reader comes across when searching for scientific
literature. It is a concise description of the content of the research study containing the fewest possible words,
yet adequate to describe the contents of the paper for a simple reason that we do not want to mislead the
readers. After conceptualizing a most probable research topic, drafting the title early in the research process
helps in keeping your focus on the subject. The following are the basic guidelines in making a research study
title:
1. Use an accurate description of the subject and scope of the study instead of using general terms.
2. Do not use abbreviations except for commonly known ones like DNA and ICT.
3. Do not include words like “The study of,” “analysis of,” “an investigation of” or similar construction
as these would only lengthen the title.
4. Include the main dependent and independent variables.
5. Be mindful of the proper use of grammar and punctuation.
6. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first letter of the first and
last words.
7. State in a declarative form, although you may also see titles in question form from time to time.
8. The year the study has been conducted should not be indicated unless it is a historical study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to15 words are sufficient to describe the research
study.
11. Use the common name instead of chemical formula (e.g., NH 4) 12. Write and italicize the full
scientific names.
13. Must reflect the tone of the paper. An academic research paper has title which is not casual, or
informal, or does not contain humor.

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The following steps can guide you in writing your research title:
1. Determine what it is that you wish to accomplish or know from your study. Write one to two sentences
to state the main objectives of your research project.
2. Include important keywords and variables. Revise the sentences into one complete sentence that
includes important keywords and variables of the study.
3. Shorten the title by eliminating unnecessary words. You may also shrink a phrase into a simpler
phrase or a single word. In doing this, make sure that the main thought of the research study is
retained.
4. Correct grammar and punctuation errors if there is any.
5. Observe proper formatting. The format may vary according to the requirements of the course or
school. Please seek guidance from your professor.
What I Have Learned
Directions: Answer briefly what is asked.
1. A researcher is discouraged from putting too many words in the research title. Why?
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
2. A bad title discredits a good research. Why?

_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
3. What are the components of a good research title?

_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________
What I Can Do

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Directions: This activity is a continuation of what you have done in Lesson 1 of this module. You are to
construct a good research title for each of the quantitative research questions made on page 6.
Follow the format below:
Research question 1: _______________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________
Additional Activity
Directions: After you submit your Research Title, once it is corrected in accordance with the guidelines given,
you may start incorporating your Research Title to your research manuscript.

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Lesson Background of Research

6
What’s In
Reading a well-written research title gives the reader an insight of what the research study is all about.
Although it captures the main point of the study, it does not sufficiently explain all the details of the study.
Hence the reader opts to read on for better understanding.
When introducing your study to the readers, you must bridge the gap from what is known to what is
unknown. Establishing the importance of finding the answer to the question makes the reader feel the need
to answer such a question. Thus, it makes the research project more meaningful and valuable.

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What I Need to Know
Choosing a sound research topic entails a considerable amount of time, focus, and
preliminary research. Before a topic was finalized, you may have read and evaluated the question many times
and even consulted professionals or instructors to ensure its validity and feasibility. How you relay to the
reader the implication of the research problem formulated is what constitutes the background of the study
section of your paper. At the end of this lesson, you should be able to describe the background of research
and will learn what salient information should be included in the background of the study segment of your
paper.
What’s New
Expand Your Vocabulary!
Directions: Read through the text of this lesson and look for an underlined word that has the same meaning
as the word in the list below. Write the word on the space provided.
1. Uncharted - _______________
2. Motivation - _______________
3. Background - ______________
4. Extensive - _________________
5. Communicate - ______________
6. Conceive - ________________
7. Remarkable - ________________
8. Inclusive - ______________
9. Understanding - _______________
10. Valid - __________________
What Is It
Background of the Study
The background of the study is the part of your paper where you inform the reader of the context of
the study. When we say context, it means the situation or circumstances within which your research topic
was conceptualized. Ideally, this part is written when you have already conducted a literature review and has
a good perception of the topic so you can articulate the importance and validity of the research problem. It is
also in this part of the paper where you justify the need to conduct a research study about the topic selected
by establishing the research gap.

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A research gap is an under or unexplored area of a topic that requires further exploration. The gap can be
in a form of other variables, conditions, population, methodology, or test subject. To identify research gaps,
an exhaustive literature review regarding the topic is required. You may have to look for similar or related
studies employing quantitative, qualitative, or mixed-methods from legitimate sources and examine the gray
areas. Reading through the Discussion, Conclusion, or the Recommendations sections of the articles will
help you know potential areas of study that need further attention. Identifying research gaps sometimes would
even make researchers modify their research problem as they get noteworthy ideas from fellow researchers.
While both the Background of the Study and the Review of Related Literature involves reading past related
studies, they differ in some aspects. The former is at the introductory part of the paper with the purpose of
relaying the importance of your research study; the latter is more comprehensive and thoroughly discuss the
studies mentioned in the background of research. Moreover, the background of the study will answer the
following questions:
1. What is already known about the topic?

2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?
While answering these questions, keep in mind that the studies you include in this part of the paper
are laid down as part of the introduction and should not be discussed in great detail. The depth and length of
the background information largely depend on how much information you think the reader needs to know to
have a full grasp of the topic being discussed.
What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.
1. What is the relevance of the Background of the Study in your research paper?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Compare and contrast Background of the Study and Literature Review.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. What important components should be included in the Background of the Study?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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_______________________________________________________________________________
What I Can Do
Directions: Let’s expand the research topic and title you did in the activities from lessons 1 and 2 by
composing a one to two-page Background of the Study. Print it on a short bond paper in the
format below:
Font: Arial, size 11 Spacing: double Margin: Normal: 1” all sides
Name: _________________________ Section: ___________________ Date: ___________

Research topic:___________________________________________________________
Research title:____________________________________________________________
Background of the Study

_______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________.
Additional Activity
Directions: After you submit your Background of the Study, once it is corrected in accordance with the
guidelines given, you may start incorporating your Background of the Study to your research manuscript.
Lesson Research Questions

7
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What’s In
In previous lessons of this Module 3, you were taught how to design research that is interesting and
something that you are passionate about. You have learned that research problems are actually within your
environment or area of interest. You are given various activities to learn how to come up with interesting and
useful research problems. Identification of the research problems and research questions will be furthered
explained in this lesson.
You have also learned how to craft qualitative research problems and questions when you took
Practical Research 1 In this lesson, quantitative research problems and types of quantitative research
questions will be elaborated.
What I Need to Know
Nature of Quantitative Research Problem
Once a person encountered uncertainty, being inquisitive, you will find ways for answers or solution.
Ignited by interest, curiosity, or need you will find yourself pondering about the current problem you are facing.
When you are thinking and behaving this way, you are then confronted by a problem that can be a source of
a research problem.
A research problem is simple as a problem you would like to research. Quantitative Research Problem
dealt more with the precision and specificity of the problem. Furthermore, the quantitative research problem
describes trends and patterns of a phenomenon.
When you have identified your quantitative research problem, you can now state it and make sure to
establish its place in your study. In your written paper, this can be found as Statement of the Problem,
where it formally introduces the problem that you want to investigate or address. Then you will start
specifying what you want to answer in your study.
Research Problem and Research Questions
The research questions help to clarify and specify the research problem. Research questions are also
considered as sub-problems of your research problem. These questions are informative in nature. It specifies
the method of collecting and analyzing data and the type of data to be collected since you are exploring a
quantitative research problem.

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What Is It
Characteristics of Good Research Questions
Once you have already enumerated your research questions for your study, it is important that you
consider its quality to answer and explain your research problem. The following are good characteristics of
research questions, as described by Fraenkel and Wallen (2020).
Feasible. Consider the amount of time, energy, money, respondents, and even your current situation as a
student-researcher. Is the research problem possible? Will it not spend unreasonable amount? Consider
these examples: “How do parents feel about the blended learning modality for elementary learners?” and
“How would giving each learner their own laptop to be used in this blended learning modality affect their
performance tasks?” The first example is definitely a more feasible research question. Considering the
resources, it is more possible to gather the data needed to answer the question.
Clear. The clarity of how the questions stated lead to agreement of meaning of the readers of your study.
Since your research questions are also considered as the main focus in the gathering and analyzing the data,
it is therefore very important that these are stated clearly.
Significant. Ask if your research questions are relevant or important to ask. Will answering these questions
provide an additional contribution to address the given research problem? In other words, are the research
questions really worth investigating?
At this point, you do not just consider the time and money that you will spend, but more importantly,
the value of what you are trying to investigate. So aside from the reason that your chosen research problem
is within your interest, you should also provide a sound justification of your choice as a researcher.
Ethical. Always consider the welfare of people, animals or who so ever involve in your study. Look into ways
of answering the research questions without inflicting physical and psychological harm to persons involved.
Formulating Research Questions
Research questions can be generally classified into two: general and specific. The general question
of the study is derived from the research problem while the specific questions are anchored on the general
research problem.
For example:

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This study aims to determine the relationship between the types learning delivery mode and students’
learning styles. Furthermore, it seeks to answer the following research questions: (1) What are the different
learning delivery modes of the school? (2) What the various learning styles of the students? (3) Is there a
significant relationship between the different learning delivery modes of the school and the learning styles of
its students?
Notice that a general problem was presented first. Then it was followed by the specific questions considered
as research questions of the study.
In stating quantitative research questions, you should also consider the design of your quantitative
research. Quantitative research designs will be elaborated in Module 4. For the purpose of writing your
research question, here’s a quick guide of research questions for descriptive research, correlational research,
Ex Post Facto research, Experimental, and Quasi-experimental research.
Research Questions for Descriptive Research focuses on observing and reporting factors or
aspects of the research problem. Phrases such as how often/frequently, how many/much, what is/are, to
what extent/degree, and the likes are used in these questions. For example, you study the use of social media
among Senior High School Students, you can ask the following questions:
What are the various social media platforms used by Senior High Students?
How many hours students spend on social media per week?
Research Questions for Correlational Research aim to determine the relationships among two or
more variables in your research problem. Correlational research questions usually begin with the phrases “Is
there a significant relationship” or “What is the relationship between/among”. In the study of use of social
media and level of digital literacy of students following questions can be asked:
What is the relationship between the length of hours spent on social media and level of digital literacy
of students?
Is there a significant relationship between the type of social media used and the level digital literacy
of students?
Research Questions for Ex Post Facto Research attempt to identify the causes of the phenomenon
in the context of your research problem. It is also assumed that no control or manipulation of variable has
been done in order to cause the effect. It is understood that the cause of the problem already exists before
you conducted your study. For example, ex post facto study on family background and digital literacy of
students, the following questions can be asked:
Is there a difference in the literacy level of students between their cultural and educational family
background?
Research Questions for Experimental and Quasi-experimental Research suggests that answers
to these questions are brought about by manipulation or control of a certain variable during the conduct of
the study. These questions provide explanation to the causal relationship of variables. The following research

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Exposure and Health

Anxiety
Organization’s
Leadership Practices
and Employee’s Job
Satisfaction
Effects of Parenting
Style and Children
Study Habits
questions can be asked on studies on elementary student’s remedial sessions and academic performance of
students:
Is there a significant difference in the posttest scores of the control group and experimental group?
Activity 1: Write the Questions
Directions: Write one general research question and two specific research questions for the given research
problem below.
Research Problem General Question Specific Questions
The Relationship
between Media

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What I Have Learned

1. What I know about research question?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. I have learned that good questions are

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. This time, I have learned that when stating quantitative research questions
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What I Can Do
State your Research Questions
Directions: Perform the following task. Referring to your background of the study and research problem, list
your research questions. When formulating these questions, consider the design of your
quantitative research.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________

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___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
Additional Activity
Direction: After you submit your research questions, once it is corrected in accordance to the guidelines given,
you may start incorporating your research questions to your research manuscript.
Lesson
Scope and Delimitation

8 of the Study
What’s In
In Module 1, Lesson 3 you were taught how to identify and differentiate various research variables
and its uses. Identifying your research variables is very important since it will set the parameters of your

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study. Carefully selecting your research variables also helps you to determine what will be investigated. As a
result, it will be easier for you to set the scope and delimitation of the study. This lesson focuses on how you
are going to indicate the scope and delimitation of your study.
.
What I Need to Know
Activity 1. Find and Form the Meaning
Directions: Find five synonyms of “scope” and “delimitation”. Then, analyze and connect the gathered words
in order to form the meaning of “Scope and Delimitation of the Study.
Synonyms Formed Meaning
1.
2.
3.
Scope
4.
5.
1.
2.
3.
Delimitation
4.
5.
What’s New
Activity 2. It’s the Scope and Limitation

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Directions: Read the sample scope and limitation and identify the boundaries of the study by writing the
corresponding components on the table below.
Sample Scope and Delimitation of the Study
The main objective of this study is to provide information about students’ knowledge and perception of
genetically modified foods and their family health practices. The study also includes the student’s personal
information and occupation of their parents and siblings. This study is limited to the 120 Grade 12 Male
and Female enrolled in the First Semester, School Year 2019-2020 of Gusa Regional Science High School
– X. Each of the respondent is given questionnaire to answer. The students selected came from six
different sections to prevent subjective perceptions.
Components of the Scope and Delimitation

Topic of the study
Objective of the study or problems to be

addressed
Time frame in which the study will be

conducted
The locale or area where the study will be

conducted
Characteristics of the participants of the

study
Other parameters

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What Is It
Scope and Delimitation
In doing research study, we make sure that we have certainty and reasons for drawing the inclusion and
exclusion of research variables. We do not write for the sake of writing the parts of the research paper; such
as setting the scope and delimitation of your study. It is important because it draws the boundary of your
study. Without doing so, research procedures and results will not be coherent to the goal of your study.
The scope specifies the coverage of your study such as variables, population or participant, and timeline.
Delimitation cites factors of your study that are not included or excluded or those you will not deal in your
study.
In this section of your research paper, you may also state the reasons why you did not include the variables.
A clearly written scope and delimitation of the study will make it definitely easier to answer questions which
are related or not related to your study.
Components of Scope and Delimitation
In writing the scope and delimitation of your study, you are also asking the basic profile questions of your
research. The following are the components of the scope and delimitation of the study but not limited to:
Topic of the Study. What are the variables to be included and excluded?
Objectives or Problems to be Addressed. Why are you doing this study?
Time Frame. When are you going to conduct this study?
Locale of the Study. Where are you going to gather your data?
Characteristics of the Respondents. Who will be your respondents?
Method and Research Instruments. How are going to collect the data?
Difference between Delimitation and Limitation of the Study

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The delimitation of the study describes the various limitations that arose during the design and conduct
of the study. Along the way of conducting your study, you will encounter limitations which you have not drawn
before you start – these are the delimitations of study. Most of the delimitations arose from the applicability
or usefulness of the findings of the study to the current problem.
Variables not included in your study are also determined by delimitation of your study. While on the
other hand, limitation of the study are those variables included in your study. Hence, limitation of the study
is actually the identified scope of the study.
What’s More
Activity 3. Reshape the Scope and Delimitation
Directions: Read the following scope and delimitation about a research on sickness prevention. Try to improve
its structure and coverage. You can add some details in revising this research section.
Sample
The current focuses on the relationship between socio-demographic background of the family and
their heath practices. Only 60 Grade 11 students were considered in this study as respondents. The
research lasted for two months.

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Your revised version
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
______________________________________________
What I Have Learned
1. What I know about scope and delimitation of the study?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. I have learned that when indicating the scope and delimitation of the study
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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What I Can Do
Indicate your Scope and Delimitation of the Study
Directions: Perform the following task. Specify the scope and delimitation of your study why answering the
basic contents of this research section.
1. What are the variables to be included and excluded?

___________________________________________________________________
__________________________________________________________________
2. Why are you doing this study?

___________________________________________________________________
___________________________________________________________________
3. When are you going to conduct this study?

___________________________________________________________________
___________________________________________________________________
4. Where are you going to gather your data?

___________________________________________________________________
___________________________________________________________________
5. Who will be your respondents?

___________________________________________________________________
___________________________________________________________________
Additional Activity:
Direction: After you submit you have specified your scope and delimitation, once it is corrected in accordance
to the guidelines given, you may start writing a paragraph format of this and incorporate it in your
research manuscript.

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Lesson
Presenting Statement of the
9 Problem
What Is It
Getting this far means you have already completed the first part of the research paper. The next step is to
present your Statement of the Problem. The following topics were already discussed and practiced so it is
time to present your output for this Module.
Research Title
Background of the Research
Research Questions
Scope and Delimitation of the Study
Significance of the Study or Beneficiaries (if applicable)
What’s More
Activity 1. Personal Work Evaluation
Direction: Rate your own paper using the rubric below. For the purpose of improvement, rate your output as
honestly as you can. Use the following scale in evaluating your own paper.
5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs Improvement
Self-
Indicator
Rating
1. Title Formulation
Variables, goal, respondents are clearly stated
2. Background of the Study
Rationale, basic literature background, gravity of the
chosen problem are established
3. Statement of the Problem
General problem, research questions are correctly stated
4. Scope and Delimitation
Indicators to be included and excluded are mentioned

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5. Significance of the Study

Benefits and beneficiaries are discussed completely
Total Rating
What I Have Learned
1. What the new learnings you have gained from this module in terms of skills, content, and attitude in
identifying and stating the research problem?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How will you improve your research writing skills in quantitative research?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What I Can Do
Direction: Get ready for presentation of your written statement of the problem. The rubrics below will
serve as a guide on how you will be rated by your teacher. The 4C (content, coherence, creativity,
communication) technique will be used so that you can easily remember.
Rubrics for Written Statement of the Problem
5 4 3 2 1
Content (35%)
 The title is concise and understandable.
 The Problem is relevant and well-explained.
 Research gap was established.
 The scope and delimitation of the study is clearly
stated and explained.
 Overall content is comprehensive.
Coherence (25%)
 Cohesive of devices are effectively used.
 Organization of ideas is smoothly presented.

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Creativity (25%)
 Writer’s voice is showcased.
 Paper uses variety of sentence structures.
 Uses appropriate language.
Communication (15%)
 Sentences are well structured
 Grammatical conventions are observed.
 Correct spelling and proper research format is
followed.
Legend: 5 – to a very great extent, 4 – to a great extent,
3 – to some extent, 2 – to a little extent, 2 – not at all
Summary
• Steps in developing a research topic;(1) Choose a broad topic, (2) Do a preliminary research, (3)
Define the problem, and (4) Refine the question
• Background of the study states the situation or circumstances within which your research topic was
conceptualized.
• Research Problem is the focus of investigation.
• Characteristics of good research questions are feasible, clear, significant, and ethical.
• The scope specifies the coverage of your study such as variables, population or participant, and timeline.
Delimitation cites factors of your study that are not included or excluded or those you will not deal in your
study.

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Lesson
Research Framework
10
What I Need to Know
As you begin writing your research project, you must consider the framework that is
suitable for your study. What is a research framework? A research framework illustrates the structure or
blueprint of the research plan and helps the researcher formulate relevant research questions.
The framework consists of the key concepts and assumed relationships of the research project. It is
normally used as a guide for researchers so that they are more focused on the scope of their studies. It can
be presented using visual (diagrams, chart, etc.) and narrative (paragraph stating the concepts and
relationships of the study) forms.
Theoretical and Conceptual Framework
The types of research frameworks are classified as the theoretical and conceptual frameworks. A theoretical
framework is commonly used for studies that anchor on time-tested theories that relate the findings of the
investigation to the underpinning relevant theory of knowledge. At the same time, a conceptual framework
refers to the actual ideas, beliefs, and tentative theories that specifically support the study. It is primarily a
conception or model of what is out there that the researcher plans to study.

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Similarities of the Theoretical and Conceptual Framework
The following are the similar characteristics of Theoretical and Conceptual Framework:
1. Provide an overall view of the research study;
2. Anchor a theory that supports the study;
3. Guide in developing relevant research questions/objectives;
4. Help justify assumptions/hypothesis;
5. Aid in choosing appropriate methodology;
6. Help in gathering and interpreting data and 7. Guide in identifying possible threats to validity.
Differences between the Theoretical and Conceptual Framework

Theoretical framework Conceptual framework
Scope • Broader • Narrower/focused
• Can be used in different studies • Directly related to a specific study
Focus of Content • The particular theory used already in the • Set of related concepts to a specific study
field
Number of Theories • Presents one theory at a time • May synthesize one or more theories
Time of Development • Already existing before the conduct of the • Develop while planning and writing a
study specific research
These are the following guidelines and strategies of choosing and developing a Research Framework
according to Barrot (2017, p.73).
Theoretical framework Conceptual framework

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• Understand the variables included • Identify the key concepts in your study by referring to your research
in your study as well as their questions or objectives.
relationship with one another. • Search for existing theories that incorporate the same concept and
Review the existing literature look into their relationships with one another.
• related to your research topic. • Using the existing theories as a guide, plot your conceptual framework
Using the information that you using a concept map.
• have gathered from the literature, • In case that there are concepts not covered by the selected theories.
look for possible theories that Incorporate them into your framework. However, make sure that you
may potentially account for the are incorporating this concept into your framework because it is
expected results of your research necessary for your paper.
topic. • After completing the initial draft of your conceptual framework, write a
From these theories, select the narrative explanation of each concept and how each of them relates to
one that is most relevant to your one another. Again, there should be a basis for the relationship
•
study and can provide a blueprint between the concepts being incorporated.
for your research. • Refer once again to your research questions. Check if the conceptual
framework is aligned with them.
• Note that the process of creating a conceptual framework is
developmental. This means that it may still be refined or changed as
you read more literature and look into more theories.
• In some cases, the research hypothesis is presented at the end of the
conceptual framework.
Concept Map
A concept map is a visual representation of information that helps show the relationship between ideas.
Concept maps begin with the main topic and then branch out into sub-topics, reflecting the connection of all
the elements in the study. It can also provide and organize new ideas.
It is composed of different figures such as lines, circles, boxes, and other marks or symbols which represent
the elements of your research. It can take the form of charts, graphic organizers, tables, flowcharts, Venn
Diagrams, timelines, or T-charts. Concept map arranges related ideas in a hierarchy. You start broad, and
the sub-topics will get more and more specific. It also helps you in formulating a specific topic from the general
or the main idea with significant connections of information. In other words, understanding the big picture
makes the details more significant and easier to comprehend.
Concept maps are very useful for researchers and readers who understand better visually. With the
proper connection of lines and linking arrows to shapes and other symbols representing your concepts about
the research, the readers can visualize a comprehensive picture of your study.
However, in the concept map, you are not yet actually researching your study. It is developing or
creating your plan or blueprint so that you will be guided on the flow and direction of your research study. And
that includes your research questions, variables, and methodology. It means that you are just gathering and
soliciting ideas on what you could learn about your chosen topic.
Before creating your conceptual framework, you have to understand first the different variables of your
study. Although these were already discussed in the previous module for the purpose of utilizing it in your
framework, an in-depth concept is a need.

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The independent variable is the “presumed cause” of the research problem. It is the reason for any
“change” or difference in a dependent variable. It can be purposely manipulated by the researcher, depending
on the focus of the study. It maybe can cause, influence, or affect the result or outcome of the study. It is also
called as the experimental, treatment, antecedent, or predictor variable. Moreover, it refers to the variable
that is stable and unaffected by the other variables you are trying to measure.
The dependent variable is the “presumed effect” of the research problem. It is usually the problem
itself or the element that is being questioned. This variable is altered as a result of experimental manipulation
of the independent variable or variables. It is also called as the criterion, effect, response, or outcome variable
which captures the interest of the researcher and requires analysis, interpretation, and implication of the
findings of the study. The variable that depends on other factors that are measured and are affected or
influenced by the independent variable.
The moderating variable is an independent variable which influences the direction and the strength
of the connection between independent and dependent variables. The independent variable interacts with
the moderator variable, which makes the relationship of the independent and dependent variable stronger or
weaker. It alters the effect that an independent variable has on a dependent variable base on its value. The
moderator thus influences the effective component of the cause-effect relationship between the two variables.
This is also called as the interaction effect.
Mediating variable or Intervening variable is an element that exists between the independent to the
dependent variable. A mediator (or mediating) variable is an integral part of the cause-effect relationship and
helps us to understand the effects of the independent variable on the dependent variable. It is a variable that
describes the effect and influence of the relationship between the variables and what is controlling that
relationship. This is also called as correlated or mediator variables
The control variable is a special type of independent variable that can influence the dependent
variable. It takes an active role in quantitative studies. Statistical procedures are used to control this variable.
It is useful to integrate the control variables into your research study, but it is not the main focus.
It has somehow an effect on the dependent variable and an extension of the independent variable.
However, if you omit the control variable from your study, the findings would be less accurate. It is mostly
relevant if your study is about to prove a cause-effect relationship by undertaking statistical analysis.
The Input-Process-Output Model
The Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the inputs, required
process, and the output. This approach is seated on the premise of acquiring essential information by
converting inputs into outputs through the required processing steps in obtaining the result. The IPO Model
is also referred to as a functional model that is usually used in action research where an intervention or
solution is necessary to solve the identified problem.
The Input is usually the independent variable of the study. Meanwhile, the Process is the intervention or
solution consist of the instruments and analyses used to acquire the result. Lastly, the Output is the findings
or outcome of the interventions being made to solve the identified problem.

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Common Example of Conceptual Framework
As you read on different research studies, the common conceptual frameworks used of most studies
are the independent and dependent variable model and the input, process, and output model.
A. Independent Variable - Dependent Variable Model (IV-DV)
For example:
Figure 1. The schematic diagram of the Independent and Dependent Variables of the Study.
This conceptual framework shows the independent and dependent variables of the study. It is
presumed that the more number of hours a student prepares for the exam, the higher would be the expected
academic performance.
B. The Input – Process - Output Model (IPO)
For example:
Figure 2. The schematic diagram of the Input, Process, and Output Approach of the Study.
This conceptual framework shows the input, process, and output approach of the study. The input is
the independent variable, which includes the socio-demographic and food safety profile of the respondents.
The process includes the tools and analyses in gathering the data, while the output is the outcome based on
the results of the study.

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What’s New
Activity 1: Who is YTC?
Identify the following statements, whether it is true to both theoretical and conceptual framework or
not. Write (Y) for “yes” on the space at the left side of the statement if it is true to both while (T) for “theoretical”
and “C” if it is conceptual.
Answer Statement
Directly related to a specific study.
Overall view of the research study.
Considered as the blueprint of the research.
General frame of reference used in conducting the research.
Researcher’s idea of how the study will be explored.
Anchor in a particular theory existing already in the field.
Generalized in scope.
Guide in choosing an appropriate methodology.
Can be presented using both visual and narrative form.
Enable the readers to obtain a general understanding of the research study.
Considers the relevant theory underpinning the knowledge base of the phenomenon.
It may synthesize one more theory.
Can monitor possible threats to the validity of the study.
It is more focused and narrower in scope.
Develop only during the planning stage of the study.

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What Is It
Example 1
Research Title: Effect of Mentoring Program on Academic Performance among Senior High School
Students
Conceptual Paradigm:
Effect of Mentoring
Program
In this conceptual framework, it is expected that the students who underwent the mentoring program
will have better academic performance than those who did not.
Example 2
Research Title: Awareness on the Safety Precaution against COVID 19 among the Senior Citizens
who are living in the Home Care Facilities: Basis for a Proposed Intervention Program
INPUT PROCESS OUTPUT

Socio-demographic Profile
1. Age
2. Sex
3. Marital Status 1. Profiling
4. Educational 2. Survey Tool
Attainment 3. Data Gathering Proposed
Safety Precaution Awareness 4. Data Analysis Intervention
Against COVID 19 Program
and Interpretation
1. Causes
2. Management
3. Prevention
In this conceptual framework, the input is the baseline information about the respondents.
Necessary steps and procedures are to be implemented to obtain the vital data as a result and findings of
the research. Furthermore, these findings will be the basis for a proposed intervention program as the
output of the study.

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What’s More
After thorough reading on the guidelines on how to make your conceptual framework, kindly answer the
following activities. You are given the title of the research study and the variables in the framework. Designate
which box or variable you are going to place the different elements in the study. Make sure to identify only
the factors that can affect the result of the study. (Note that not all of the elements are applicable.)
Activity 1: Spot the Variable (Part 1)
Research Title: Medical Intervention and the Number of Patients Recovering from Pneumonia
Elements/Factors
1. Health Care Facilities

2. Work Experience of the Medical Team
3. Medical intervention
4. Social Status of the Patient
5. Number of Patients Recovered from Pneumonia
6. Immune System of the Patient

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7. Patient’s Employment
In this conceptual framework, there are assumed moderating variables that are taken into
consideration that somehow they would influence the relationship between the independent and the
dependent variable. They can affect the strength of the connection of the variables.
Additional Activity
Direction: After you submit your research framework, once it is corrected in accordance with
the guidelines given, you may start incorporating your research framework into your research
manuscript.

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Lesson
Definition of Terms
11
.
What I Need to Know
Usually, in writing a research paper, the definition of terms is included. It helps in simplifying
some of the technical terms which are vital in the understanding of the research project.
Although this part of the paper is optional, it is advantageous for the reader to include this to prevent the
ambiguous meaning of terms that might otherwise be interpreted in different ways, causing confusion. It can
also enhance comprehension of important key terms.
Definition of Terms is also called as Operational Definition of Variables (ODV). The word operational
refers to “how the word/term was used in the study. At the same time, the variables are the elements essential
to the study.
There are two ways in defining the terms, the conceptual and operational definition. The conceptual
definition is the meaning of the term that is based on how it is defined in the dictionary or encyclopedia.
Operational definition on the other hand is the meaning of the term based on how it was used in the study.
Generally, there are two cases in which important terms need to be defined. First, if the term is not common
or widely known and second, if the term has a specific or unique meaning in the context of the study.
Benefits of Having Definition of Terms

1. It is a useful place to include technical terms in the topic of the research questions.
2. It can clarify the definition of term, especially if it has a different meaning. Define the term according
to how it was used in the study.
3. It makes it easier to revisit or check the meaning of a term instead of trying to locate it through the
paper.
4. Helps to ensure that the reader can understand the technical terminologies and jargons while reading
the paper.
Guidelines on How to Write the Definition of Terms

1. Write a brief introductory statement. It shortly describes the content of the definition of terms.
2. List/write the words/terms (which are technical) that would be included (make sure that the variables
and key terms found in the title are included).

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3. The terms should be arranged alphabetically.

4. Indention should be applied to each term.
5. The term should be followed with a period.
6. It can be underlined or not.
7. It can be bold and italic or not.
8. It does not have to be lengthy (direct to the point).
9. Acronym/initials should be defined clearly. Complete name should be written first, followed by the
acronym/initials in open-close parenthesis, then the definition/meaning.
10. Do not overflow with technical terms (only those relevant and significant to the study).
11. Keep the definition brief and basic. You will elaborate on it more in the body of your paper.
Note: Refer also to your institutional format (some institutions have different formats).
Examples of Writing the Definition of Terms
1. Conceptual definition
Face to face. It is when the people involved are being close together and looking directly at each other.
Module. Is any in a series of standardized units used together, such as an educational unit that covers a
single subject or topic.
Online. Is controlled by or connected to another computer or network.
2. Operational definition
Face to face. This refers to one of the modalities used in learning delivery in which the teacher and
students should be in the same place or setting, such as the classroom.
Module. Teaching modules are guides of the topics and lessons of a specific subject given to students under
the modular method. It is also an alternative distance learning delivery in which students are required to read
and answer the activities specified in the module.
Online. It refers to another form of distance learning wherein the teacher and students will have their
lessons using internet connectivity.
What Is It
Example 1
Compose a brief introductory statement written before the list of terms to be defined.

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1. For a better understanding of this study, the following terms are defined in the context of this research.
2. The following terms are defined as used in the study.
3. To comprehend the study better, the following terms are operationally defined.
Example 2
Write the meaning of the key terms, both conceptually and operationally.
1. Student. A person who is enrolled or attends classes at school, college, or university. (This is defined
conceptually).
Student. Refers to a person who is enrolled and attends a Bachelor of Science in Pharmacy
of this university. (This is defined operationally).
2. Undergraduate. A student at a college or university who has not yet earned a bachelor's or equivalent
degree. (This is defined conceptually).
Undergraduate. Refers to a student who is enrolled in the course of Bachelor of Science in

Pharmacy in this university who has not yet received the degree. (This is defined operationally). 13
3. Graduate. A person who has completed a course of study or training, especially a person who has
been awarded an undergraduate academic degree. (This is defined conceptually).
Graduate. Refers to a student who has completed the degree of Bachelor of Science in
Pharmacy of this university. (This is defined operationally).
Additional Activity
Direction: After you submit your definition of terms, once it is corrected in accordance with
the guidelines given, you may start incorporating them into your research manuscript.

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Lesson
12 Research Hypothesis
What I Need to Know
When you are finished identifying your statement of the problem or research questions/objectives, you may
now start formulating the hypothesis of your study. What is hypothesis?
A Hypothesis is a tentative statement about the relationship between two or more variables. It is a
specific and testable prediction on what you expect to happen with the variables in your study. Usually, it
proposes a possible relationship between the independent variable (what the researcher changes) and the
dependent variable (what the research measures). It is also described as an “educated guess” of what
possibly the result would be of your research, which should be supported on existing theories and knowledge.
Furthermore, the hypothesis states a tentative answer to your research question that can be tested by further
investigation in which you can support or refute it through scientific research methods such as data collection
and statistical analysis. It is the primary idea of any inquiry that transforms the research questions into a
prediction and integrates components like variables, population, and the relation between the variables.
Hypothesis formulation is employed when conducting correlational, ex-post facto, quasi experimental, and
experimental studies.
As a researcher, you must determine whether your hypothesis is accepted or not base on the findings
and outcome of your research study. Not all studies have a hypothesis while, some studies have several
hypotheses.

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Types of Research Hypothesis 1. Simple Hypothesis

A simple hypothesis is a prediction of the relationship between two variables, the independent
variable and the dependent variable.It shows a connection between one independent variable and a
single dependent variable.
Ex: The higher the poverty rate in society (one independent variable), the higher the number
would be the out of school youth (one dependent variable).
2. Complex hypothesis
The complex hypothesis reflects the relationship between the independent variable and the
dependent variable. It expresses a connection between two or more independent variables and two
or more dependent variables.
Ex: Eating more vegetables and fresh fruits (independent variables) leads to boost immune
system and enhance blood circulation and digestion (dependent variables).
3. Empirical Hypothesis An empirical hypothesis is also called as the “working hypothesis.” It is

presumed to explain certain facts and relationships of phenomena. It comes to life when a theory is
being put to the test, using observation and experiment. From the name itself “working,” it would mean
that it can be changed or replace anytime as soon as it is no longer supported or accepted base on
the observation and experimentation being done. It is going through some trial and error and perhaps
changing around those independent variables.
Ex: Plants watered everyday grow faster than plants watered once a week. (Here, trial and
error are leading to a series of findings).
4. Logical hypothesis
Logical hypothesis expresses explanation with limited evidence that can be verified logically.
It reflects a relationship of the variables which anchored based on logical phenomena. Sometimes, a
logical hypothesis can be turned into an empirical hypothesis in which you have to test your theories
and postulates.
Ex: Tomato plants bear fruit faster in Earth than in Moon. (Until we are can test the soil and
plant growth in Moon's ground, the evidence for this claim will be limited, and the hypothesis
will only remain logical).
5. Statistical hypothesis
A statistical hypothesis is an analysis of a portion of a population. It can be verified statistically.
The variables in a statistical hypothesis can be transformed into quantifiable sub-variable to assess it
statistically.
Ex: If your research is about the psychosocial development of K-3 pupils of the private and
public schools in the city, you would want to examine every single K-3 pupil in the city. It is not
practical. Therefore, you would conduct your research using a statistical hypothesis or a
sample of the K-3 pupil population.
6. Null hypothesis
The null hypothesis is denoted with the symbol Ho It exists when you consider that there is no
relationship between the independent and dependent variables or that there is an insufficient amount
of information to claim a scientific hypothesis.

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Ex: There is no significant change in my health, whether I exercise every day or not.
7. Alternative hypothesis
An alternative hypothesis is denoted with the symbol (H a). It is an alternate statement
expressed to be tested in order to generate the desired output when the empirical or working
hypothesis is not accepted. In an attempt to disprove a null hypothesis, you tend to seek an alternative
hypothesis.
Ex: My health improves during the times when I sleep 8 hours a day than sleeping for 4 hours
only.
A Hypothesis can be classified as Directional and Non-directional Hypothesis
Directional Hypothesis
The directional hypothesis relates the relationship between the variables and can also predict
its nature. It illustrates the direct association of the impact of the independent variable with the
dependent variable, whether it is positively or negatively affected. The direction of the statement
should be clear and justified according to the findings of the study. Since the hypothesis is gearing to
one specific direction it is investigated through a one-tailed test.
Ex: Students who are eating nutritious food have higher grades than students not having a
proper meal. (This shows that there is an effect between the grades and nutritious food and
the direction of effect is clear that the students got a higher grade).
Non-directional Hypothesis
A non-directional hypothesis is used when there is no principle involved. It is a premise that a
relationship exists between two variables. However, the direction of the effect is not specifically
determined. It is a statement that reflects the association of the independent variable to the dependent
variable without predicting the exact nature of the direction of the relationship.This relationship is not
specified as negative or positive. The hypothesis, in this case, is investigated through a two-tailed
test.
Ex: There is a significant difference in the average grades between those students that have
proper nutritious meal and those that do not have proper meals. (This depicts that there is an
effect between the average grades and nutritious food, but it does not reflect the direction of
the effect whether it is positively or negatively affected).
Guidelines in Formulating Hypothesis
These guidelines must be observed in formulating your hypothesis.
1. Before writing your specific hypothesis, spend more time researching about the topic you are
interested in. Focus on information and previous studies related to your topic.
2. Your independent variable and dependent variable must be included in your hypothesis.
3. The relationship of your variables must be reflected in your hypothesis. Will your independent
variable affects your dependent variable?

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4. Your hypothesis should be simple and specific as possible. If your hypothesis is vague and
complicated, it would be difficult to find the answer to your question.
5. Your hypothesis should be concise and comprises clear and simple language. Make it short
and simple for it to be easily understood and avoid any misconceptions or misunderstandings.
6. Your hypothesis should be testable without violating ethical standards. It means that it could
be investigated and measured through a scientific methods such as statistical analysis and
data interpretation.
7. Your hypothesis must be falsifiable. It means that your hypothesis can be proven wrong
through experiments or empirical data. There are no absolute answers to research questions,
but there is a possibility of validating the hypotheses to be true beyond a reasonable doubt.
What Is It
Example 1
Determine the following hypotheses, whether it is a good or bad hypothesis base on what you have
learned. Put a check (√) mark on the right column to indicate your answer. Briefly support your answer with
an explanation or remark.
Hypotheses Good Bad Reason/Remark
1. If the amount of water given to my √ This hypothesis is not clear and specific. It
plants will be altered, then they does not answer a specific question or give
may grow at different rates. a possible explanation of a potential
phenomenon.
2. When there is less oxygen in √ This hypothesis is good because it is
water, the mortality rate of the testable, simple, written as a statement, and
fish is increased. establishes the participants (fish), variables
(oxygen in water, and mortality rate), and
predicts effect (as oxygen levels decrease,
the mortality rate is increased).
3. Pest infected plants that are √ This hypothesis gives a clear indication of
exposed to insecticidal soap will what is to be tested (the ability of the
have fewer pest after a week than insecticidal soap to minimize pest
pest infected plants that are not infestation), it includes the independent
treated. variable (insecticidal soap) and the
dependent variable (number pest), and
predicts the effect (exposure to insecticidal
soap reduces the number of pests).

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4. In detecting enemy aircraft, a √ This hypothesis is not clear in its statement.

sound warning signal is more There is no point of comparison with the
effective to a fighter pilot. sound warning signal.
5. Studying of students is more √ This hypothesis is clear, concise, and
efficient under bright lights than complete. It can also be tested and can be
studying under dim lights. falsifiable.
What’s More
Activity 1: Type Identity
Given the following hypotheses, identify the type and direction which applies to each. Write your
answer in the right column.
Hypotheses Answer
1. The higher the unemployment rate, the higher will be the poverty and
crime rate.
2. Increase the intake of food with high carbohydrate content daily leads to
obesity.
3. There is a significant change in my sleeping pattern when I drink milk
20
before sleeping or do not.
4. Planets revolve around the sun at diverse speeds.
5. There is no relationship between the use of social media and the
attention span of students in school.
6. Implementing a flexible working arrangement enhance job contentment
of the employees.
7. Sex education for high school students has no effect on the rates of
teen pregnancy.
8. People who value freedom and longevity are more likely to experience
happiness than those who do not value their freedom and longevity.
9. The number of lectures attended by the senior high school students
does not affect their final exam scores.
10. If you sleep at least 6 hours a day, you will get a high score on the test
than if you get less sleep.

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Additional Activity
Direction: After you submit your research hypotheses, once it is corrected in accordance with
the guidelines given, you may start incorporating them into your research manuscript.
Lesson
Review of Related Literature

13
.
What I Need to Know
After you have selected your research topic, you have to spend more time for your review of related literature.
As a researcher, you are promoting knowledge. The knowledge created by other previous studies is essential
because it can be a baseline or reference for your research study as the related literature.
Review of related literature is a compilation of studies related to a specific area of research. It evaluates,
classifies and summarizes all the relevant previous studies conducted on a specified topic. It is also design
to justify your research by exposing the gaps of the previous studies. It is vital that your literature review is

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centralized. Thus, you should choose studies that are focused to your topic rather than collecting a broader
scope of studies which are already not relevant to your research.
Moreover, literature review is an essential component of research. It forms a "picture" for the reader,
providing a support and full comprehension of the developments in the field. This picture tells the reader that
you have acknowledged, considered and adapted previous related significant works in the field into your
research.
Literature review plays a significant impact in the discussion of the results and findings. The discussion
of results and findings should focus on your research rather than those of the other previous researches.
Hence, the literature review should be used only in the discussion as support, evidence, and further
explanation for your study. These are the three (3) ways of using literature review in the discussion of your
study: a) providing context as a foundation to develop your ideas, b) comparing your findings from other
previous related studies, and c) stating what contribution your study has made in the field.
However, there are also three (3) common errors that are usually made when including literature
reviews in the discussion of the study. First, there are wide range of studies being included in which most of
them are not anymore relevant to your specific topic under investigation. Second, stating the related article
mentioning the original article rather than citing the original article itself. Lastly, previous work has been cited
by the researcher based only on the abstracts and without even reading the entire research.
Purpose of a literature review
The review of related literature is anchored to the following purposes.
1. To discover the connection of your research to the existing body of knowledge and to the real-life
situations.
2. To identify more theories or concepts as the foundation of your research study and learn from them.
3. To determine the relationship of your research with previous research studies to prevent duplication
and to acknowledge other researchers.
4. To acquire knowledge on the accuracy and significance of your research questions.
5. To acquaint yourself with the technical terminologies relevant to your study.
6. To determine possible gaps, conflicts, and open questions left from other researches which might
help you in formulating and justifying your research ideas.
7. To clarify misconceptions on previous researches and help refocus, polish, and contribute to the
development of the body of knowledge.
Structure of Literature Review
This is how you are going to structure your review of related literature. The main goal for doing this is to
make the reader understand easily the different studies and how they are relevant to your study.
1. Introduction
The introduction somehow presents the fundamental idea of the particular study of the
literature review.

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2. Main Body
The main body is consists of the organized discussion of sources. This is where you
summarize and synthesize your literature review and reflect how they related to your study.
3. Conclusions/Recommendations
Conclusion and recommendation emphasized what you have learned from reviewing the
literature and where would your study leads to.
Types of Literature Review
These are the different types of literature review depending on how you organize and present your review of
related studies.
1. Context review
From the name itself, context review is primarily focused on the content or contextual aspect
of research. Usually it is a type of review in which the researcher relates his or her study to a larger
body of knowledge. It presents the current research by merging it into a wider framework and
determine its contribution and impact to the specific field of study.
2. Historical review
Historical review is a specialized type of literature review in which the researcher organizes
the related researches according to the period of time it was conducted.Historical literature review
focuses on probing research in a specified field throughout a chronological order, which usually starts
from the oldest period of time going to the most recent studies. The goal of this type of research is to
gain knowledge on the advancement of technology and to identify developments on certain areas,
which progress through time. It can be integrated with a theoretical or methodological review to
illustrate how a concept, theory, or research method developed through time.
3. Integrative review
Integrative review is a common type of literature review in which the researcher introduces
and summarizes the recent knowledge of the study. It emphasizes the agreements and
disagreements of knowledge among various previous researches. It also considers reviews, critiques,
and synthesizes representative literature in an integrated way in order to generate new structure and
viewpoint on the topic. This is the most common form of literature review in the social sciences.This
review is usually merge with a context review.
4. Methodological review
Methodological review is a specialized type of literature review in which the researcher gathers
and compares and contrast other studies to the current research. It basically summarizes and
evaluates the strengths and gaps in methodological aspects of various studies and illustrates the
effects of different methodologies (research designs, samples, process) to different outcomes. This
approach also emphasizes ethical issues when necessary, which you should consider and be
conscious of as you go through your current research.

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5. Self-study review
Self-study review is a literature review in which the researcher demonstrates his or her
understanding of a specific body of knowledge. It contains existing proof associated to a clearly stated
research questions and uses standardized methods to determine and evaluate relevant research.
However, it can also produce problems of prejudice especially when it is used to summarize claims
or statements linking his or her findings to a system of knowledge. Typically, it is a practice in the
educational program or course requirement.
6. Theoretical review
Theoretical review is a literature review in which the researcher introduces several theories or
concepts that are focused on a specific topic. It is particular on the theories and concepts being
highlighted on other researches and compare them to the current study basing on its framework,
hypothesis, consistency, and justification. The theoretical literature review aids in establishing the
theories already existed, the relationships of theories among various studies, the degree of its
investigation, and the development of new hypotheses.
Type of Sources for a Literature Review
In doing a literature review, researchers must be acquainted with the three (3) basic types of
sources which are the general references, primary and secondary sources. General references are
sources in which a researcher refers to tract down other sources. Primary sources are publications in
which a researcher accounts the findings of his or her investigations. Most primary sources are found
in journal articles. Secondary sources are publications in which a researcher considers the work of
others.
Where can you find review of related literature?
As a researcher, you can find information about the research studies in numerous formats such as books,
scholarly journal articles, dissertations, government documents, policy reports, and periodicals. Most
researchers are also presenting their findings during meetings, congress, and conventions of professional
societies and organizations.
1. Books
Books convey many forms of information. The needed information here is from the books
containing a collection of research materials and articles. You can find citation information on them
such as the title, author, date, and publisher in the catalog system.
2. Scholarly Journals
Scholarly journals may also be referred to as academic journals or peer-reviewed journals.
They are filled with peer-reviewed information of research. Articles are written by a scholar in the field
and the researcher is always identified. List of the sources of the information like footnotes, end notes,
and bibliography is always included. Typically, they contain an advance terminologies since the

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researcher uses technical language in their field of study. The researcher assumes that the reader
has a background and basic understanding in the field of research.
3. Dissertations
Dissertation is a final requirement for the degree of doctor of philosophy (Ph.D.) in which the
student or researcher has to complete a work of original research. Some dissertations are eventually
published as books or articles which take into account its findings and contribution to the academic
discipline. Since dissertations are original research, they can be a source of valuable information.
4. Government Documents
Most of the government agencies around the world support research undertakings and publish
the findings of the study. Government documents are usually kept at the government and some school
libraries. These documents are rarely found in the catalog system. Assistance from the librarian is
needed for you to be able to locate these documents since it is considered as specialized publications.
5. Policy Reports and Presented Papers

Policy reports are also a source of information in literature review. Policy papers are not like
the typical research papers. Usually they are discussed to non-academic readers. They may initiate
by identifying an issue or phenomenon that usually claim an answer and they are focused on being
persuasive. Moreover, policy papers are written proficiently and most of the readers does not want to
read a book due to limited time. Generally, they are supplemented by policy briefs which summarize
the papers.
6. Periodicals
Periodicals are findings of the study which can be seen in newspapers, in popular magazines,
on television or radio broadcasts, and in Internet news summaries. They are the chosen edited
summaries done by journalists for the general readers. They are deficient in numerous vital details
that are require to critically evaluate the study. Therefore, it is essential to supplement this information
with other sources.
Steps in Writing Literature Review
1. Find/Search for the Relevant Literature

There are many ways on how to find relevant research studies. You may use the following:
a. Search engines to facilitate your information inquiry. Make sure that they are reliable. b.
University online library
c. Snowballing d. Related dissertations
2. Log, Catalogue and Synthesize

After searching and gathering the different relevant studies, you need to arrange them in order for
you to organize them easily.
a. Log the reference information. You may use reference management software.
b. Catalogue all relevant articles. You may use excel so that it will be organize and systematic.
You can make your own template so that you will be efficient.

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c. Digest and synthesize. Organize the different ideas from different sources. Arrange them
according to the criteria that you made in your excel template. This would make the
connections of the different studies easier to identify.
3. Outlining and Writing Up

In-depth planning and enough time should be given importance during this period since you will
need to concentrate and have focus in writing up your paper.
a. Draw up your outline. You need to make an outline first for the structuring of your literature
review. Thorough reading and understanding should be done for you to be able to plan and
structure the ideas from your different sources. You can use the different approaches like
chronological, thematic, theoretical, etc.
b. Write it up. After formulating the outline, you can now begin writing your first draft. It is
expected that your first draft is still rough. Your second draft involves tightening up and
improving the flow. There would be several drafts needed for your paper to be polished.
c. Recap. When you are finish with your paper, have it read by others who are qualified (expert
in the field) for further improvements. Comprehend and incorporate their corrections and
suggestions for the betterment of your study. It is so much better if there will be more qualified
people that can proof-read your paper.
In-text Citation and Referencing Styles
Citation is a reference to a literature being used in your study. It is a way of giving acknowledgement
to the authors whom you have referred their intellectual works and creativity as a support or foundation of
your research. Typically, citations include author’s name, date, publisher information, journal information
and/or DOI (Digital Objective Identifier) if present.
From the name itself, an in-text citation is a reference made within the body of text in the paper. It
leads the reader to a source where a particular information has been taken of. An in-text citation should be
reflected when you refer, paraphrase, summarize, or quote from another author. A corresponding reference
list must be provided at the end of the study as references or bibliography.
A references typically includes only the sources that you have mentioned or cited in-text in your
paper, while a bibliography, is generally a list of all the sources you used to generate your ideas about your
research even if you have not mentioned or cited them in your paper.
There are different citing and referencing styles that are being used depending on the specific
requirements of different filed of disciplines.
What I Can Do

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Task 1: Presenting Written Review and Framework
Direction: Get ready for the presentation of your written review of related literature and conceptual
framework. The rubrics below will served as a guide on how you will be rated by your teacher.
The 4C (content, coherence, creativity, communication) technique will be used so that you can
easily remember.
Rubrics for Written Review of Literature and Conceptual Framework

5 4 3 2 1
Content (35%)
 Purpose of the literature review was stated.
 Studies reviewed are appropriately arranged according to format
chosen.
 Literature review presents extensive discussion of disagreements
and agreements.
 Literature review is related to the current study.
 Conceptual Framework is well explained.
 Conceptual/Theoretical Framework matched the research problem.
 Overall content is comprehensive.
Coherence (25%)
 Cohesive of devices are effectively used.
 Organization of ideas is smoothly presented.
Creativity (25%)
 Writer’s voice is showcased.
 Paper uses variety of sentence structures.
 Uses appropriate language.
Communication (15%)
 Sentences are well structured
 Grammatical conventions are observed.
 Correct spelling and proper research format is followed.
 Standard in-text citation was followed diligently.
Legend: 5 – to a very great extent, 4 – to a great extent,
3 – to some extent, 2 – to a little extent, 2 – not at all
Additional Activity
Direction: After you submit and present your literature review of your research study, once it is corrected in
accordance with the guidelines given, you may start incorporating it into your research manuscript.

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Summary
• Research Framework is the structure or blueprint of the research plan and helps the researcher
formulate relevant research questions.
• Theoretical framework is used for studies which anchor on time-tested theories that relate the findings
of the investigation to the underpinning relevant theory of knowledge.
• Conceptual framework is the actual ideas, beliefs, and tentative theories that specifically support the
study.
• Concept map is a visual representation of information that helps show the relationship between ideas.
• Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the inputs, required
process, and the output.
• Conceptual definition is the meaning of the term that is based on how it is define in the dictionary or
encyclopedia.
• Operational definition is the meaning of the term based on how it was used in the study.
• Hypothesis is an assumption about the relationship between two or more variables. There are seven
basic types of hypothesis; these are Simple, Complex, Empirical, Logical, Statistical, Null, and
Alternative.
• Directional hypothesis relates relationship between the variables and can also predict its nature. It
illustrates the direct association of the impact of the independent variable to the dependent variable
whether it is positively or negatively affected. The direction of the statement should be clear and
justified according to the findings of the study.
• Non-directional hypothesis is used when there is no principle involved. It is a premise that the
direction of the effect is not specifically determined. It is a statement that reflects the association of the
independent variable to the dependent variable without predicting the exact nature of direction of the
relationship.
• Review of related literature is a compilation of studies related to a specific area of research. It
evaluates, classifies and summarizes all the relevant previous studies conducted on a specified topic.
• Context review is primarily focused on the content or contextual aspect of research. Usually it is a
type of review in which the researcher relates his or her study to a larger body of knowledge.
• Historical reviews a specialized type of literature review in which the researcher organizes the related
researches according to the period of time it was conducted. It focuses on probing research in a
specified field throughout a chronological order, which usually starts from the farthest period of time
going to the most recent studies.
• Integrative review is a common type of literature review in which the researcher introduces and
summarizes the recent knowledge of the study. It emphasizes the agreements and disagreements of
knowledge among various previous researches.
• Methodological review is a specialized type of literature review in which the researcher gathers and
compares and contrast other studies to the current research. It basically summarizes and evaluates
the strengths and gaps in methodological aspects of various studies.
• Self-study review is a literature review in which the researcher demonstrates his or her understanding
of a specific body of knowledge. It contains existing proof associated to a clearly stated research
questions and uses standardized methods to determine and evaluate relevant research.

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• Theoretical review is a literature review in which the researcher introduces several theories or
concepts that are focused on a specific topic. It is particular on the theories and concepts being
highlighted on other researches and compare them to the current study.
• General references are sources in which a researcher refers to tract down other sources.
• Primary sources are publications in which a researcher accounts the findings of his or her
investigations. Most primary sources are found in journal articles.
• Secondary sources are publications in which a researcher considers the work of others.
• Books convey many forms of information containing a collection of research materials and
articles.Citation information can be found in them such as the title, author, date, and publisher in the
catalog system.
• Scholarly journals are also be referred to as academic journals or peer-reviewed journals. Articles
are written by a scholar in the field and the researcher is always identified.
• Dissertation is a final requirement for the degree of doctor of philosophy (Ph.D.) in which the student
or researcher has to complete a work of original research.
• Government documents are usually kept at the government and some school libraries. These
documents are rarely found in the catalog system.
• Policy reports are also a source of information in literature review. Policy papers are not like the typical
research papers. Usually they are discussed to non-academic readers.
• Periodicals are findings of the study which can be seen in newspapers, in popular magazines, on
television or radio broadcasts, and in Internet news summaries. They are the chosen edited summaries
done by journalists for the general readers.
• In-text citation is a reference made within the body of text in the paper. It leads the reader to a source
where particular information has been taken of.
• References typically include only the sources that you have mentioned or cited in-text in your paper.
• Bibliography is generally a list of all the sources you used to generate your ideas about your research
even if you have not mentioned or cited them in your paper.
Reminder:
Your Teacher will schedule the checking of Chapters 1 – 2 or Chapters 1 – 3. He will also
schedule a Virtual Mock Defense. You will be updated as much as possible. Thank
you and keep safe.

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Republic of the Philippines

1. design a research useful in daily life (CS_RS12-Id-e-1);

1. illustrates and explains the research framework(CS_RS12-If-j-6);

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What I Need to Know

Activity 1: Let’s match

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______1. Investigating the effects of formalin treated eggplants on mice. A. Experimental

______4. The effects of age on social media platform choice. D. Quasi-experimental

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Characteristics of Quantitative Research

Strengths of Quantitative Research

The following are the strengths of quantitative research.

1. Quantitative research can be replicated or repeated.

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8. Validity and reliability can be established

Weaknesses of Quantitative Research

The following are the disadvantages of quantitative research:

Kinds of Quantitative Research

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Activity 1: True or False

_______1. Quantitative data can be presented using tables and graphs.

What I Have Learned

Directions: Write your learning about the following:

1. What is quantitative research?

2. What are the characteristics of quantitative research?

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3. Discuss the strengths of quantitative research.

4. Discuss the weaknesses of quantitative research.

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Key Question: How is quantitative research applicable across fields?

What I Need to Know

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Importance of Quantitative Research Across Fields

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Field Contribution/Application Example

Social Science • Effects of intervention to group The effects of pandemic on social

Sports • Enhance athletic performance Diet and exercise techniques for

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What I Have Learned

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Directions: Answer the following questions clearly but briefly.

A. How is quantitative research relevant to different discipline?

Field Importance / contribution

Arts and Design

Information and Communication

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What I Need to Know

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DISCREET CONTINUOUS NOMINAL ORDINAL DICHOTOMOUS

Numerical data have two levels of measurement, namely:

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Activity 1: Classifying variables

What I Have Learned

Directions: Explain briefly what is being asked for.

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1. Compare and contrast qualitative variables and quantitative variables.

Name: _______________ Section: _ Date: ___