Scope and Sequence

Course Description- This course

develops CRITICAL THINKING and
PROBLEM-SOLVING SKILLS through
quantitative research.

FIRST QUARTER

1. Importance, Characteristics,
Strengths, and Weaknesses of
Quantitative Research
SECOND QUARTER
2. Kinds of Quantitative Research
9. Writing the Introduction Section
3. Kind of Variables and their (Integrating the Literature
uses Review)
4. Levels of Measurement 10. Writing the Methods Section
a. Research Design
5. The Research Process b. Sampling
c. Data Collection
6. Selecting, Assessing and d. Research Instrument
Proposing a Research Topic,
Problem and Title

7. Formulating Research
Questions SEMESTRAL REQUIREMENTS:
1. Introduction Section
8. Developing Hypothesis, 2. Method Section
Conceptual and Theoretical
Framework

SEMESTRAL REQUIREMENTS:
1. Research Title
2. Research Questions
 Lesson 1: Importance, Characteristics, Strengths, and
Weaknesses of Quantitative Research
IMPORTANCE
Research is important across different
fields. Most of the innovations and
breakthroughs that you use and know are
products of research. Different
disciplines use research to IDENTIFY
PROBLEMS and PROPOSE
SOLUTIONS to them. One kind of this
research is quatitative.
● We are the ones create the
problem and we should be the
ones to propose solutions.
According to Torneo and Torneo (2018),
quantitative research can be very useful
when we want to MEASURE or evaluate
something or when we are looking for
NUMERICAL ANSWERS to complex
questions.
● Measure- we quantify data
o Quantify- put
information/observation
into numerical
information.
● Numerical Answers- we are
going to propose answers
primarily numerical to
answer/respond to complex
question.
Quantitative research is an approach for
TESTING OBJECTIVE THEORIES
by examining the RELATIONSHIP
AMONG VARIABLES. These
variables, in turn, can be measured,
typically on instruments, so that
numbered data can be analyzed using
STATISTICAL PROCEDURES. The
final written report has a set structure
consisting of introduction, literature and
theory, methods, results, and discussion.
● Testing objective theories- we
have the theory already which is
called:
o Deductive- the biggest
concept going down to
more specific information.
General information to
specific, theory first then
tests the theory. How?:
we examine
● Relationship among variables-
variables should vary; we must be
more specific because we have
target variables that we must test
the relationship.
● Statistical Procedures- we can
use formulas to interpret or to test
the hypothesis
● Statistical treatment that makes
different from qualitative
● It has a set of structure. All
research has its own structure but
in quantitative research, it is more
common type of research publish
in journals. Researchers are using
quantitative research as their type
of research because it is more
structured than qualitative
research, but qualitative research
 has its own structure or ● we should minimize biased
framework and system. because it affects the credibility
● Quantitative is more structured of findings
because it consists of: ● Generalized- could be applied to
o Introduction a bigger population
o Literature and theory o Large sample-size- the
o Methods more confident you can
o Results generalize
o Discussion ● Replicate- repeat the research but
not exactly to verify or confirm
the correctness of the results and
Those who engage in this form of inquiry
it strengthens the validity of the
have assumptions about TESTING
findings.
DEDUCTIVELY, building in
o Replication- same method
PROTECTIONS AGAINST BIAS,
CONTROLLING FOR but different population
ALTERNATIVE EXPLANATIONS,
and being able to GENERALIZE AND
REPLICATE THE FINDINGS.
● we control other variables so we
can see the appropriate
explanation
● less bias but all research is biased
because all research is performed
and measured by humans
Lesson 2: KINDS OF QUANTITATIVE RESEARCH
Natural and unchanged environment –
a kind of setting environment where
human subjects are observed and studied
by the researchers without influencing
their normal behavior.
Research instrument – it is a tool used
to collect, measure, analyze data and
related to your research interests.
Population – it is a well-defined
collection of individuals or objects
known to have similar characteristics
from which the researcher obtains his
sample.
Data collection – it is a process where
the participants produce data, and the
researcher gathers measures them as
variables in the study
Empirical examination – it is primarily
used in research where the researcher
observes and measures phenomena or the
research topic and derives knowledge
from actual experience rather than from
theory or belief.
Measurement – it is the process of
observing and recording the observations
that are collected as part of a research
effort. It is where the researcher assesses
the quantity and quality of variables
under study
Types of Quantitative Research
1. Descriptive Research
a. Purpose
i. To define existing
conditions
ii. Does not discover
definitive answer or
disprove hypothesis
b. Types of Questions
Answered
 i. What which the researcher sought
ii. Where solutions.
iii. When 2. Correlational Research
iv. How a. Purpose
i. To define the degree
of relationship
(positive, negative, or
c. Types of Variables Studied zero) between two or
i. Does not identify the more variables
types of variable but b. Types of Questions
only observes and Answered
measures and i. What is the
measures them relationship?
d. Data Collection Methods ii. How strong is the
i. Surveys relationship?
ii. Observational methods iii. What is the direction
e. Expected Outcomes of relationship?
i. Definition of subjects c. Types of Variables Studied
characteristics i. Variables of interest
ii. Measurement of data d. Data Collection Methods
trends i. Naturalistic
iii. Comparison observation
iv. Validation of existing ii. Archival data
condition iii. Survey
Example: e. Expected Outcomes
The Influence of Principal’s i. Description of
Transformational Leadership tendencies and
and Quality of School Learning patterns in data
Environment on Students however, it can not
Academic Achievement prove or further
By Olayvar SR analyze the cause
Bulacan State University City of Example:
Malolos, Bulacan Philippines Emotional Intelligence and Job
Satisfaction: A Correlational study
● This study utilized the By Abi Ealias, MBA, Probationary
descriptive survey type of Officer, The South Indian Bank
research because this method Ltd. Jijo George, MBA, Ph.D.
is concerned with the Scholar, Department of
description of the present Management Studies, Pondicherry
situation, current practices, University, Puducherry, India
characteristics of groups of
individuals as well as their ● this study utilized a
behavioral patterns, attitudes, correlational type of research
and opinions. The analysis of which primarily aims to
the present conditions may examine the relationship. The
lead to the identification of two variables of interest are
weakness or problems for
 emotional intelligence and Example:
job satisfaction. The Effects of a Model-Based Physics
● The relation ship that is Curriculum Program with a Physics
studied is called “correlation” First Approach: a Causal-
and NOT cause and effect, Comparative Study
thus, we cannot conclude By Ling L. Liang Gavin W Fulmer
casual links using only David M. Majerich Richard
correlational study. Clevenstine Raymond Howanski
● The relationship or correlation Springer, Journal of Science Eduction
can be STRONG OR WEAK and Technology
(STRENGTH) and ● The study used a causal
NEGATIVE OR POSITIVE comparative type of research.
(DIRECTION) The investigators of this study
3. Causal-Comparative Research attempt to determine the
a. Purpose effects (dependent variable) of
i. Determine a possible a Model-Based Physics
CAUSE Curriculum Program with a
(INDEPENDENT) or Physics First Approach (cause
consequences/effects or independent variable)
exist between or Specifically, the study
among groups of employed a PROSPECTIVE
individuals. causal comparative where
b. Types of Questions they bean with the cause and
Answered studied the effect. On the
i. Why? other hand, a
ii. What is the possible RETROSPECTIVE causal
cause? comparative begins with the
c. Types of Variables Studied effects/consequences which
i. 1 independent variable have occurred already and
– identified but not finds out possible causes or
manipulated reasons.
(unethical to manipulate 4. Experimental Research
the variable = quasi a. Purpose
experimental research)
i. To ascertain cause-
ii. At least 1 dependent
effect relationships
variable
among variables.
d. Data Collection Method
ii. with control
i. Naturalistic
manipulation and
observation
randomization.
e. Expected Outcomes
b. Types of Questions
i. Examination of the
Answered
cause of a
i. Why
phenomenon
ii. What is the cause
ii. Possible cause and
iii. What if
effect relationship
c. Types of Variables Studied
 i. 1 independent variable
– identified and
manipulated
ii. At least 1 dependent
variable
d. Data Collection Methods
i. Laboratory study
e. Expected Outcomes
i. Establishment of a
cause-effect
relationship
3 Important Key Concepts in
Experimental Designs
1. Manipulation
● The process where the
researchers purposefully
change, alter, or influence the
independent variables (IVs),
which are also called
treatment variables,
intervention or factors
2. Control
● A control group is the
“untreated” group with
which an experimental group
(treatment group) is
contrasted. It consists of units
of study that did not receive
the treatment whose effect is
under investigation.
3. Randomization
● Process by which participants
in clinical trials/experiments
are assigned randomly /by
chance to separate groups
control group and
experimental group.
Lesson 3: Kinds of Variables and their Uses
Variable – the ideas or topics we study
in research are what we call also as
variables. They are the foundation of a
research study
Example:
Estimating the effectiveness of first
dose of COVID-19 vaccine against
mortality in England: a quasi-
experimental study
By Charlotte R. Bermingham, Jasper
Morgan, Daniel Ayoubhani, View
OMyer Glickman, fNazrul, Aziz
Sheikh, Jonathan Steme, A. Sarah
● This study used a quasi-
experimental type of research.
The investigators measured
the effectiveness of first dose
of COVID-19 vaccine against
mortality in England.
Effectiveness against
mortality is the dependent
variable
(effects/results/consequences)
while the first dose of
COVID-19 vaccine is the
treatment
variable/independent (cause)
o Manipulation - ✓
o Control – ✓
o Randomization – X
● They are anything that can
affect or change the results of a
study. They are properties of an
object, person or events such as
gender, social status, length,
 height, volume, etc. Variables maintained e
are any characteristics that can when in
take on different values, such as public
height, age, species, or exam Distance of Discrete Quantitativ
score. hours e
residents
are allowed
to go out to
secure
personal
needs

Variables can be broadly classified as:

(in terms of numerical value)
Categorical – have different categories;
do not have numerical value; cannot be
put into numbers; also known as
Temperaru Continuous Quantitativ qualitative variables
re of a e (ex:) colors (red and blue)
patient
Duration of Continuos Quantitativ Quantitative – gives a measurement and
hand e comes with units; all variables that can be
washing put into numbers; with corresponding
Type of Discrete Categorical numbers or numerical value
symptoms (ex:) number of patients
manifested Types of Quantitative Variable
by a patient 1. Discrete – variable assumes a
Number of Discrete Quantitativ distinct point in a scale;
patients in e countable; whole number
a hospital (ex:) number of children in the
Results of Discrete Categorical family
rapid test 2. Continuous – variable on the
(positive or other hand assumes a continuous
negative) scale rather than a distinct point in
Death and Discrete Quantitativ a scale; could have decimal
recovery e places
rates of (ex:) height of each child in the
patients family (measure using tools)
Hospital Continuos Quantitativ Types of Variable
bill e 1. Independent – it is the CAUSE
Kind of Categorical variable or the one responsible for
quarantine the conditions that act on
measure something else to bring about
applied in changes
an are 2. Dependent – also called
Distance Continuous Quantitativ outcome variable; it is the
 RESULT or EFFECT of the
changes brought about by another
variable
Independen Dependent
t
Do
tomatoes The type of The growth
grow light the rate of the
fastest tomato is tomato
under grown
fluorescent under
,
incandesce
nt, or
4. Moderating – is a variable that
natural
has a contingent (or conditional)
light?
effect on the relationship between
Do people
an IV and an DV
who live in The place Distance
- strengthens or weakens the
a city walk where one walked
relationship
more and lives weight
- When & whom
weigh less (whether
(ex:) a student puts in many hours
than city or
of studying (independent
similar suburb)
variable) in order to get a higher
individuals
on his exam (dependent variable).
in a
The longer he studies, the more
suburb?
likely gets higher score;
● However, the score may
C – CAUSE change depending on the IQ
I – INDEPENDENT level of the student. If a
D – DEPENDENT student has higher IQ, he
E – EFFECT needs shorter period of time to
study to secure high score.
3. Mediating – “intervening ● The moderating variable
variable” ; a variable between the changes the cause-effect
IV and DV (in time), and which is relationship between
supposed to explain the variables as they increase or
relationship between the IV and decrease (Swaen, 2015)
DV
- it explains what happens or how
it happens
(ex:) imagine that you find a
positive association between
hours of study and performance in
Practical Research II exam
 variables are what we MEASURE IN
A QUANTITATIVE RESEARCH.

Measurement – is the process of

assigning value to a variable.
There are 4 LEVELS OF SCALES OF
MEASUREMENT:
EXAMPLE:
SCENARIO
The government has noticed that
the rate of residents acquiring Covid-19
shoot up when the quarantine measure in
their community was lowered; this is due
to residents’ frequent going out.
What are the variables here?
1. IV – quarantine measure
2. Mediating – resident's frequency
upon going out
3. DV – rate of residents acquiring
Covid-19
Lesson 4: Level of
Measurement
Let’s Review!
In completing the survey form
presented, the data you are supplying
can be called “variables”. They are
properties or characteristics of a
person or object that can be assigned
with amount or values and may vary
from one person to another. These
1. Nominal Level of Measurement
● Observations can be named
without particular order or
ranking imposed on the data.
Word, letters, and even
numbers are used to classify
the data.
(ex:) Gender
M – Male
F – Female
2. Ordinal Level of Satisfaction
● Describes ranking or order.
The difference or the ratio
between two rankings may
not always be the same
(ex:) Competition Placement
1 – Champion
2 – 1st Runner-up
3 – 2nd Runner-up
4 – 3rd Runner-up
3. Interval Level of Measurement
● Indicates an actual amount
(numerical). The order and
the difference between the
variables can be known. Its
limitation is it has no “true
zero”.
(ex:) Temperature
60°C
20°C
10° C
-15° C
4. Ratio Level of Measurement
● It has the same properties as
the interval level. The order
and difference can be
described. Additionally, it
has a true zero and the
 ration between 2 points has can be
a meaning. added or
(ex:) Mass subtracted.
80 kg ● It can ✓
40 kg multiply
10 kg and divide
0 kg each value.
CHARACTERST N O I R ● It has true ✓
ICS zero.
● Categoriza
tion, label, ✓
or Measure Name Ord Differen True
ment d er ce Zero
classificati Level
on is Nomina ✓ ✘ ✘ ✘
determined l
. ✘ ✘
Ordinal ✓ ✓
● It allows ✘
Interval ✓ ✓ ✓
for the ✓
Ratio ✓ ✓ ✓ ✓
calculation
of the
N – Nominal
mean or
O – Ordinal
median.
I – Interval
● The ✓
R – Ratio
“order” of
French word = Black
the value
is known.
● It can
quantify ✓
the
differences
between
each value.
● The values ✓

Lesson 5: The Research Process

? Which of the processes of
? Processes or procedures in research you have undertaken last
research you have undertaken last year have you had difficulty executing
year in your Practical Research 1 class. in your investigation?
1. Topic Approval 1. Selection/Formulation of
2. Selection of Research Research Questions
Methodology 2. Identifying a problem
3. Selection of Sampling
Design/Method ? Which do you think is the most
critical part of the research that needs
thorough planning?
1. Research Topic
✔ A research, which considered an
ORGANIZED or
SYSTEMATIZED process of
thinking, is anchored in the
method of conducting a ● FALSE
SCIENTIFIC INVESTIGATION.
It can be adjusted to serve the
purpose of the researcher, but
they still contain or follow the
same set of procedures.
1. In which phase of research does
the researcher communicate
and utilize the findings?
● DISSEMINATION PHASE
2. In which phase of research does
the researcher identify the
problem?
● CONCEPTUALIZATION
PHASE
3. In which phase of research does
the researcher formulate a
research plan?
● DESIGN PHASE
4. Research is organized or
systematized process of thinking
and, is anchored in the method of
scientific investigation.
● TRUE
5. When replicating, we repeat the
research procedures and apply in
different context.
● TRUE
6. Which of the following is not
part of the research process?
● SOCIAL DESIRABILIY
BIAS
7. All researchers start from the
conceptualization phase where
they identify the problem.
● TRUE
8. Which step or procedure should
be done first by the researcher?
● TOPIC/PROBLEM
IDENTIFICATION
9. Quantitative research methods are
flexible, and the overall procedure
is less systematic than qualitative
research.
10. A quantitative researcher seeks to
develop and generate a theory.
● FALSE
Research – is considered an
ORGANIZED or SYSTEMATIZED
process of thinking, is anchored in the
method of conducting a SCIENTIFIC
INVESTIGATION. It can be adjusted to
serve the purpose of the researcher, but
they still contain or follow the same set
of procedures.
■ Any kind of research is
considered as organized and
systematized it is just that
sometimes we can adjust the
procedure so that we can target
the purpose of researcher. But
still, they contain or follow almost
the same set of procedures.
Research Process
- CYCLE PROCESS not a linear process
because from Dissemination Phase you
can start again or begin again with
Conceptualization Phase.
- RE-search – we continuously research.
We begin again.
Research Phases
Why did sir only give 5? – the number of
research phases/ steps depends on the
perspectives of the authors and the the right
flexibility of the research subject or the framework,
subject matter. conceptual
- if we try to synthesize all the available framework? – that
data, online and offline, we will be will make you
ending up with these 5 major steps that more guided
every researcher needs to know e. Objective Formulation
- Most concrete is you end
1. Conceptualization up with your objective
a. Topic/Problem Identification i. What do you have
- begin always with topic to do during and at
identification the end of research
b. Review of Related Literature process?
- read and review a lot - Brainstorming
about the topic. As much i. The researchers
as possible, review all the want to study
existing literature, thesis, phenomenon
dissertation, research about...
studies, journals, articles, ii. The researchers
essays, composition, want to
features, documentaries recommend
that you can connect/use solutions regarding
in your research/topic problems about...
problem ✔ We try to concretize or the
c. Hypothesis/Proposition objective more concrete
Development ■ all researchers, no matter what
- We begin with hypothesis kind of research they are doing,
or preposition. they all begin with
i. What is going to conceptualizing. They
be the theory that conceptualize first what is going
you going to test? to be their topic, problem,
- Quantitative research research area, interest, scope, and
writing is theory testing discipline that they will be
i. What is the theory examining; more of abstract only
that you want to – thinking, planning,
test in this brainstorming with research
population? partners/members
ii. Does this theory
work in this 2. Design
population? a. Research Plan formulation
- More common in - more entirely concrete that
experimentation because conceptualization
we test hypothesis but not - make research proposal,
only in experiments outline everything
d. Framework Development - decide
i. What’s going to be
the right models,
 i. What’s going to be the are receiving data – both are part
variables that you’re of empirical phase; anything that
going to get from the you do in research that concerns
research population? with data gathering
ii. Will I be getting
nominal, ordinal, 4. Analytical – anything that you do
interval, or ratio? in your raw data
iii. Will I be studying IV a. Qualitative or Quantitative Data
and DV? Analysis
iv. Will I be including b. Statistical Treatment
moderating or ✔ Research findings, conclusion,
mediating variable? recommendation, and final paper
v. What’s going to be ■ Counting participants’ respond
your research because you are now processing
methods/design? the answers; Process all the
(Qualitative or answers; interpretation of
Quantitative?) (If answers; perform mathematical
quantitative; computations because it is
Descriptive, quantitative research – it has
Correlational, Causal- statistical treatment of data (can
Comparative, accept or reject hypothesis);
Experimental, checking the values, numerical
Survey?) information, getting the average,
vi. Who are going to be mean, median
your respondents? ■ (ex:) you interpret the answers –
vii. What’s going to be put long answers into tables,
your data analysis? graphs, bar chart
✔ The actual steps you are going to ■ Raw data – Empirical
do Process data – Analytical
■ When you try to think of your
topic you also must think 5. Dissemination
immediately of your variables; a. Communication and Utilizing of
put ideas into written output; Findings
decide your variables, methods, - Through a defense – in
and sampling; characterized which they present their
population; research finding in front of
research panel so that
3. Empirical – raw data, not other readers or audience
processed yet can learn something about
a. Data Gathering that you have learned
b. Data Collection ■ The most important part/element
✔ Collection of all the answers got of the research phase because we
from respondents want to:
■ Based on senses; wait for the ▪ Help the
answers (kailangan kumpleto) community
because respondents are ▪ Help one another
producing data and researchers ▪ Solve the problem
 ■ Readers deserves to know what
you have found out because
researchers are writers; you must
target readers to be benefited by
your research study
■ Where else?
o Research conference
o Through publication
Characteristic of Research Process
Replication – is one of the characteristics
of quantitative research. When
replicating we REPEAT the RESEARCH
DESIGN/METHOD of a previous study
check and VALIDATE the applicability
of the solution proposed in a
DIFFERENT CONTEXT OR LOCALE
AND POPULATION
■ One of a lot of ways to continue
the cycle so we ca research or
research again
■ Repeating the cycle but it is not
always replication
■ Copied the design, method,
procedures – different context –
people, locale
Lesson 6: Selecting.
Assessing and Proposing
a Research Topic,
Problem, and Title
Research Topic
- it is a broader research area
▪ the area discipline that one wants
to study, examine, and discover
- does not portray what your study
intends to do
- conveys which area you are interested
in
- it does not reflect the purpose of the
study
Ex: COVID 19
Research Problem
- is the specific issue, concerns,
controversy, social and human problem
▪ something problematic
▪ it is very important when you
explain you research problem in
the introduction
-can be addressed or studied using
qualitative, quantitative or mixed
methods
-- do not think a problem that there is no
possible solution
- also called RESEARCH GAP which
the researcher intends to fill in or
address through his study. This either
areas in literature that are not yet
studied/still lack studies (BLANK
SPOT) or areas which have confusing,
inconsistent or contradicting research
findings (BLIND SPOT)
▪ gap – you have discovered
something controversial, social,
human, problematic
▪ Blank Spot (insufficient) – ex:
your topic is A, after conducting
literature you found out that there
are only 2 authors who studied
your topic A
▪ Blind Spot (contradicting research
findings) – ex: topic A, you found
4 authors online or through book.
Same topic and almost the same
answer from the authors but they
came up with 4 different
problems and answers
Ex: The COVID-19 pandemic has
predominantly changed the landscape
of e-commerce both globally and
locally. Lipa City, Batangas is one of
the few communities affected by the
COVID-19 pandemic in the
Philippines. The outbreak
prolongation influenced various online
start-ups to emerge within the locality 5. Time-Bound
based on numerous preceding factors.
Pulmones (2019) presents several ways
Research Title on how to develop and narrow down
- it summarizes the main idea or ideas of RESEARCH TOPIC.
your study Step 1
- while looking into it, we understand the
purpose of the study Choose a general learning
- it includes the key variables in your topic
research study
▪ Decide, which area can you Step 2
manage
Ex: Assessing Variants of Online Start-
Ups during COVID-19 among Families Add a layer of Cooperative
in Lipa City specificity by learning
obtaining
What are the major characteristics of a background of
good research problem? information.

Research Problem SHOULD BE: Step 3

1. Specific
▪ Narrow it down
Identify Cooperative
▪ The more specific the less data
additional learning
will be needed
specifics of your environment in
▪ The broader the research topic is,
topic. science
the more data will be needed
▪ The level of specificity will
determine the level of data that Step 4
will be needed
2. Measurable Choose a Cooperative
▪ can you count the data? particular learning
▪ Can you quantify the data? perspective or environment in
▪ Are they nominal, ordinal, issue on the science,
interval, or ratio? topic, and academic
▪ Are they categorical or identify variables achievement, and
quantitative? to link to your small group
▪ Are you getting the age, status of topic. process skills in
the population, level of Physics class
agreement, opinions?
3. Attainable Step 5
▪ is it possible to achieve or to be
done considering the time frame? Decide your Engagement in a
4. Realistic main controlling cooperative
▪ real consequences/reality of the idea. learning
topic environment will
▪ considering resources, time, result in higher
availability academic
 achievement and 4. Choose a particular perspective or
development of issue on the topic, and identify
small group variables to link to your topic.
5. Write a problem statement.
Step 6 6. Formulate a working title of the
study.
Formulate a The Link Among
working title of Cooperative From the final research topic selected by
the study.. Learning the researcher after a careful evaluation
Environment, of its feasibility, level of specificity and
Achievement, complexity the researcher may now start
and Small Group thinking of his working research title,
Process Skills in “working in a sense that he may still
Physics modify it at any part of the research
process as long as there is a valid need to
do so.
To make a research topic you have to
consider whether it is feasible or
How will your research title capture all
manageable therefore it should not be too
the relevant aspects of your study and
general or too limiting if the topic is
make it accessible and captivating to
narrowed down Robert Lee and the
readers? (video: HOW TO WRITE A
working title is drafted the final
RESEARCH PAPER TITLE)
considerations you need to check are the
1. Answer some basic questions
following:
about your paper
● sustained interest in the topic
2. Identify and list keywords and
passion about working in the
phrases
topic
3. Write one long sentence with
● feasibility of the questions
these keywords
generated by the topic
4. Create a working title
availability of time, money,
5. Delete all extra words and
and other resources to conduct
phrases, put keywords at the
the study
beginning and end
● value of the topic and
contribution to the field Your research should be: FINERMAPS
availability of literature about Feasible – check if the topic is possible to
the topic do; attainable (resources)?; Time-bound?
Interesting – to catch attention of readers
Try to formulate a possible narrowed Novel – provide something new about
down topic for your research. Follow the something old
given Instructions. Use COVID 19 as Ethical – consider the safety and welfare
your general topic. of respondents
1. Choose a general topic of interest Relevant – check if the topic is relevant
2. Add layer of specificity by today; check if the respondents can react
obtaining background of or relate to the questions
information. Manageable Appropriate – check data,
3. Identify additional specifics of not too specific, limiting, and broad
your topic. because the broader the research topic is,
the more data will be needed. The more ● The general objectives a free
specific the less/limiting data will be search must be cascaded among
needed; check the level of specificity can the research questions.
you manage; think of quantitative ● If the research question is not
research formulated properly the
Potential value and publishability – researchers may get into a
check how academic your paper is; how different research direction.
academic your research topic is; will you Are we not getting the right answer?
provide something new about something Are we asking the wrong question?
old?; something new that you can provide
to the readers Types of Research Questions
Systematic – consider the methods that ● Descriptive Questions
you have to do in your approach or ● Explorative Questions
research topic; what going to be your ● Evaluative Questions
procedures as early as now?; is your topic ● Predictive Questions
that objective or subjective?; the level of ● Explanatory Questions
objectivity determines most likely the ● Control Questions
procedures
3 MAJOR CATEGORIES OF
RESEARCH QUESTIONS
Aside from the categories presented
above and on previous pages that were
Lesson 7: Developing synthesized by Black (2008) based on the
works of Hedrick, Polit Hunger, and
Research Questions other, there are some other ways by reach
research questions can be classified.
Consider these following questions: Another way is presented is the next
1. What importance does each slides. The following was adapted from
question have in clarifying the Trochim (2020) and MIM Learnovate
issue or topic given? (2021).
2. What kind of data do your
questions seek? Do they ask for TYPE DEFINITI EXAMP
ON LE
statistical or numerical data? 1. Descriptiv This type public
3. Do they inquire about the e of opinion
relationship, causes or the result - this is primarily quantitativ polls that
of an important occurrence? used in descriptive e research seek only
4. Do you look for the major researchers such as question is to
survey studies. designed to describe
characteristics of the target describe the
population? what is proportio
going on n of
● Determining the problem in a or what people
situation is crucial in the success exists. who hold
This various
of the succeeding processes of question opinions
research. seeks only are
● A question must be central to the to describe primarily
topic being discussed and must be the descriptiv
beating to other questions. proportion e in
 of people nature. relationsh
who hold for ip
various instance, between
opinions if we gender
are want to and
primarily know voting
descriptive what preferenc
in nature. percent of e.
This the 3. Causal this type of if we did
intends to populatio - this is primarily quantitativ a public
collect data n would used in causal e research opinion
that vote for researches such as questions poll the
describe the causal comparative is designed trade is
the Democrat an experimental to there
characteris ic or a studies. determine mean
tics of Republica whether whether a
objects, n in the one or recent
persons, next more political
organizatio presidenti variables advertisin
ns, etc. al (e.g., a g
election, program or campaign
we are treatment change
simply variable) voter
interested process or preferenc
in a fixed one es we
describin or more would
g outcome essentiall
somethin variables. y be
g. studying
2. Relationsh This type a public whether
ip-based / of opinion the
Relational quantitativ poll that campaign
- this is primarily e research compares (cause)
used in correlational question is what change
studies designed to proportio the
look at the n of male proportio
relationshi and n of
ps between females voters
two or say they who
more would would
variables. vote for a Democrat
Democrat ic or
ic or a Republica
Republica n (effect).
n
candidate
in the
next ✔ Tips in writing the Research
presidenti Questions
al ● Avoid questions that can be
election answered with ‘yes’ or ‘no’
is ● Avoid inaccuracies, such as ‘very
essentiall
y long’ or ‘far away’
studying ● Avoid poorly defined pronouns
the such as ‘you’ or ‘we’
 ● Avoid sweeping generalizations, A good research question should
such as ‘since the dawn of man’. neither be too broad nor too narrow; it
● Avoid weasel words, such as must not be controversial and must be
‘some people say…’ probing and not answerable using
● Avoid questions that cannot be Internet search only.
answered – or at least, argued.
Example:
✔ Useful phrases in formulating the Unclear Clear
Research Questions How should social What necessary
● To what extent/degree networking sites action should
● Hoe effective is address the harm social
● How have the decisions of… they cause? networking sites
affected… like Facebook
● What is the role and significance and Twitter take
of… to protect their
● What is the best/cheapest/quickest users specifically
method for… Filipina
● In light of… how can one teenagers’
understand… personal
● What has been the influence of… information and
on… privacy?

A good research question sets the

direction of the research; it is like a map
that guides a researcher to arrive at this
desired destination. Therefore it, must be
written with clarity and must be:
Problem-based - by applying a method
of research something becomes ‘known’,
which was previously ‘unknown’
Arguable - there may be several answers
to your question, and you must explain
why you answer is ‘best’
Relevant - people care about the answer
to your question
Original - try to offer you inside on a
(traditional) topic
Open ended - yes question cannot be
answered with a simple ‘yes’ or ‘no’
however this also depends on the type of
research. Correlational and experimental
researchers utilize a ‘yes’ or ‘no’
question
Topical - yes question is relevant to
current affair or trend
 Lesson 8: Developing Hypothesis, Conceptual and
Theoretical Framework
Supply the following with clauses that
will make their meanings.
1. If a large proportion or 70% of the
population gets a protective vaccine,
there will be lower rate of COVID-19
cases in the country.
2. If a student will have longer exposure
to screen, her or his eyes might cause a
blurred vision.
3. If the public continues to follow
strictly the minimum health and safety
standards, the pandemic can be easily
lessened.
4. If we stop physical distancing and
mask wearing and remove limits on
crowded indoor gatherings, higher rate of
COVID-19 cases will be seen throughout
the country.
5. If a student fails to seriously answers
his quizzes, he or she might get a higher
chance of getting low grade.
What kind of information did you use
to complete the statements?
● Result
● Prediction, presumption, guess
● Additional variable
What relationship exists between the
ideas in the completed statements?
● Relationship can be either
correlational or causal
● Answer: Causal because we are
looking for expected results
The statements completed in the
previous activity are called hypothesis
and they need to be tested in the conduct
of research.
A research hypothesis is an educated
guess on the likely outcome of an
experiment or study. These are
presumptions that may be accepted or
rejected in the end of the study.
According to Bartos (1992), a well-
stated researchable hypothesis has 5
PRIMARY CHARACTERISTICS:
1. State the expected relationship
between variables.
■ Relationship – should not seen as
vague, confirm or directly state
them whether it is correlation or
causation; kapag nabasa na
hypothesis ay makikita na kung
yun ay cause and effect or
correlational.
■ All hypothesis have relationship
because it’s quantitative research
2. Is testable
■ Can you perform
experimentation, observations,
interviews, surveys, etc.?
3. Is stated as simply and concisely as
possible
■ - Simple words, not technical, no
sophisticated, not ambiguous.
■ - Try to select simple and concise
words as much as possible.
6. Uses precise terminology
4. Is derived from the problem
statement and supported by the
literature
■ - If this will be your proposition,
then it (proposition) must reflect
your research objectives because
problem statement primarily
includes your research objectives
and problem.
■ - Objectives: What do you want to
do? What do you want to happen?
What do you want to discover?
■ - Problem: What’s something
problematic? The issue? The
concern?
■ - The problem embedded in the
hypothesis and the problem must
be seen in the hypothesis that is
supported by existing literature.
■ - Before coming up with a
hypothesis, check if it can be
supported by existing literatures –
that will either accept or reject
your hypothesis.
■ - When we try to propose
something, we do not do it alone
because we have our review of
related literature, which we can
find authors that can help us in
our study.
■ - along the way, we may
encounter authors that most likely
have the same objectives as ours.
5. Aligns with the research questions
■ Are my questions addressing or
approaching my proposition or
hypothesis?
■ Note: your hypothesis is broader
than your research questions
o Topic
o Problem
o Title
o Hypothesis
o Research Questions
■ Same as 3rd one
■ if your topic is scientific: check,
are you able to use scientific
terms?
If your topic is COVID-19: are
you able to use COVID-19 terms?
■ Precise words: because it is a
single statement that is why we
need to be mindful when we think
of words
2 Major Types of Hypothesis
1. Alternative Hypothesis
- An alternative hypothesis
is a statement that
describes that THERE IS
A RELATIONSHIP
between two variables in
a study. (Sapkotra, 2020)
■ Hypothesis – always talks about
relationship
■ Positive
Ex: There is significant relationship
between age and mathematical
ability.
2. Null Hypothesis
- The null hypothesis is a
general statement that
states there is NO
RELATIONSHIP between
two phenomena under
consideration or that there
is no association between
two groups. (Sapkotra,
2020)
■ Null – negative/no
Ex: There is NO significant
relationship between age and
mathematical ability.

NOTE: Not all kinds of research as
required hypothesis testing. Qualitative
researchers specifically do not use
hypothesis testing since it is theory
building, the researchers themselves are
the ones to develop their own theory and
test it as hypothesis using other
researches such as quantitative.
Since quantitative researches are
grounded in theory testing, they are
done to test hypothesis, however it does
not apply to all types of quantitative
researches particularly in descriptive
studies such as survey research. Testing
of hypothesis is only used in researches
that study and measure relationships or
associations either cause and effect
relationship or correlation.
■ Researches as a whole: not all
types of research use hypothesis,
■ because in qualitative research we
do not have hypothesis, we do not
test hypothesis, but we build
hypothesis.
■ In quantitative research: we have
here already theory testing that is
why we have hypothesis writing;
because theory is hypothesis. If
we want to test theory, we should
hypothesis because hypothesis
reflects your theory
■ Descriptive (survey): we do not
use theory testing/hypothesis,
because we cannot test a single
relationship: have also multiple
relationships; there is no specific
relationship being addressed
■ Correlational, Experimental,
Causal-Comparative: we can use
hypothesis/theory testing
In addition to hypothesis testing, another
fundamental in quantitative research
writing is theorizing. Lourdes (2020) has
posited that theory is important because
it gives the researches the foundation of
what he is doing, what to look for and
how. Without theory background
research work is isolated. No one can do
research without a theory because he may
not know where he is in the literature, he
repeat research that was already done, he
may draw conclusion without foundation,
or worse, creating a faulty research
project based on the assumptions.
■ All researches use theory
How we use theory?
o Develop Theory
o Test Theory
Why do you think there is a need to
develop conceptual and/or framework
for the conduct of the research?
- Serves as a guide or outline of entire
research
- this will serve as theoretical foundation
In writing a quantitative research paper,
one must know how to develop
RESEARCH HYPOTHESIS and create a
THEORETICAL FOUNDATION.
■ All types of research have
theoretical foundation
THEORETICAL VS. CONCEPTUAL
Framework
They differ in 2 major ways:
A. The source/reference
Theoretical – it is a
MODEL/PROPOSITION based on
existing theory/theories done or
PROPOSED ALREADY BY OTHER
AUTHOR/RESEARCHERS.
■ These are theories that are already
existing in literature
Conceptual – the researcher’s OWN
IDEA/MODEL/PROPOSITION either
visual or written in hoe his research
problem will be addressed.
B. Level of Specificity
Theoretical – provides general
representation of relationships between
things in given phenomenon.
Conceptual – is derived from a specific
part of bigger framework/model/theory
■ Theory – model, proposition,
proposed answer that will address
research problems
Here is a Conceptual framework of a
research paper from (Pulmones, 2019)
conducted about the culture academic
honesty practiced in their school.
■ We often see variables or key
concepts, boxes and arrows –
synthesize the flow, connection
of-- in conceptual framework
(not limited to visual) – visual in
nature or can be written
■ More specific or less general than
theoretical framework
■ Bigger, broader, more complex
■ Origin of conceptual framework
When is it necessary to use theoretical
framework?
■ If we trying to see the bigger
topic
■ If you aim to give additional
theory
■ We can use existing theoretical
framework if our study is the
same with one existing theoretical
framework and we don’t need to
make new
■ As a guide
When is it necessary to use conceptual
framework?
■ More personalized
■ Gives out the own idea of the
researchers
■ When the theoretical framework
from other research paper is
insufficient for your study and
you develop your own theory/idea
based on what one has read
Why do you think authors
interchangeably use CF and TF?
■ Because they both framework and
outline that serves guide t authors
about the context of the study
■ Because they are both are
helping to answer research
problem.
■ They have the same objective and
intention that is why authors
interchangeably use them
Why does hypothesis do not present on
all type of quantitative research?
■ Qualitative research: hypothesis is
at the end because we develop it
Quantitative research: in the first
part because we reflect the theory
using/testing our hypothesis
■ Because theory is not always
directly stated. It could be implied