PRACTICAL RESEARCH REVIEWER
1. It requires a large number of respondents.
QUANTITATIVE RESEARCH
Quantitative research, unlike qualitative research,
uses numbers to generalize a particular inquiry based
from objective scales of measurements of units called
variables.
Statistical treatment is utilized to determine how
significant the relationships or differences between
and among variables. Research findings serve as
bases for generalization on certain phenomena.
CHARACTERISTICS
1. It is objective NOT subjective.
2. Research questions are clearly defined
3. Research instrument is clearly structured
4. Numerical presentation of data.
5. Large sample sizes.
6. Replicated but not duplicated.
7. Data can be used to predict future outcomes or
forecast.
8. Data can be used to verify existing facts and
develop new concepts.
STRENGTHS
1. Since it is objective and provides numerical
data, it can’t be easily misinterpreted.
2. Statistical techniques are used to facilitate
sophisticated analyses and allow you to
comprehend a huge amount of vital
characteristics of data
3. The data in quantitative research can be
analyzed in a quick and easy way.
4. Replicable.
5. By using questionnaire, checklist, tests, or
standardized instrument the data can be
gathered in a quick and easy way.
WEAKNESSES
2. It is costly
3. Elaboration on contextual factors can be
difficult.
4. Information with sensitive issues are difficult
to gather.
5. If questionnaire was not done correctly, the
data will be invalid and inaccurate.
6. Research instruments may take time to be
prepared and validated if no standardized
tools are available.
TYPES
1. Non-Experimental Research. This kind of
research allows the researcher to either
describe a situation or phenomenon or the
relationship between two or more variables
without any interference from the proponent.
There are two major kinds of non-
experimental research. These are as follows:
1.1. Descriptive Research. It deals with
describing the nature, characteristics and
components of the population or a
phenomenon. Manipulation of variables or
search for cause and effect is not
applicable in relating to the phenomenon.
This design attempts to determine the
frequency with which it occurs and to find
general attributes of the presently existing
situation. Descriptive research is used if,
for example, you want to know how many
hours senior high school students spend in
surfing the internet or the number of
malnourished students who failed in the
achievement test, and how healthy is the
food served during recess in the public
schools.
1.2. Correlational Research. It is primarily
concerned with an orderly or systematic
investigation of the nature of relationships,
or associations between and among
variables without necessarily investigating
 into causal reasons underlying them. For
example, if Performance in Mathematics
can be used to predict performance then,
the higher the Mathematics grade, the
higher most likely be the score in Practical
Research 2. Correlational research is
employed if you like to know , for
example, if the following factors are
related to each other: sex and
mathematical ability, age and leadership
style, and occupation and life span.
2. Experimental Research. This kind of
research is centrally concerned with
constructing research that is high in causal
(internal) validity. There are two major kinds
of experimental research. These are the
following:
2.1. True Experimental Research. This kind
of research can be identified by three
characteristics: randomly formed groups,
manipulation of the treatment, and
comparisons among groups. The purpose
is to test the true cause and effect
relationships of variables involve in the
study. According to Prieto, et al., it offers
the highest internal validity of all the
designs.
2.2. Quasi-Experimental Research. This
kind of research is almost the same as that
of True Experimental Design. The only
difference is the absence of random
assignment of subjects to other conditions.
Prieto, et al. added that the commonality
between the quasi-experimental and true
experimental research is that some
subjects receive intervention and provide
data likely to reflect its impact.
Importance of Quantitative Research
1. more reliable and objective.
2. can use statistics to generalize a finding.
3. reduces a complex problem to a limited
number of variables.
4. looks at relationships between variables and
can establish cause and effect in highly
controlled circumstances.
5. tests theories or hypotheses.
6. assumes sample is representative of the
population.
7. subjectivity of researcher in methodology is
recognized less.
8. less detailed than qualitative data and may
miss a desired response from the participant.
Benefits of Quantitative Research for:
Accountancy and Business Management (ABM)
 Help design a new product or service
 Guarantee sufficient distribution of products
 Decide where to increase product distribution
 Determine customer preferences
General Academic Strand (GAS)
 Provide solutions to the social problems
directly felt by people
 Lead to the formulation of new theories and
practices that contribute to societal
development and welfare
Humanities and Social Sciences (HUMSS)
 Provide solutions to the social problems
directly felt by people
 Lead to the formulation of new theories and
practices that contribute to societal
development and welfare
Science, Technology, Engineering and
Mathematics (STEM)
 Obtain significant info about disease trends
 Determine results of various health
interventions
  Determine the effectiveness of vaccines and
drugs
 Provide designs which are creatively beautiful
 Utilize modern technology
Technical-Vocational and Livelihood (TVL)
 Develop better ways in preserving food
products
 Create recipes or formulation that are well-
suited to the Filipino taste buds
 Integrate ICT in new housing design
 Showcase best practices in TVL services
VARIABLES
Variables are measurable attributes or characteristics
that can vary for different cases.
Four Types of Variables
1. independent or change variables—variables
that cause changes in a phenomenon or
situation—which are also called treatment,
antecedent, manipulated or predictor
variables;
2. dependent or outcome variables—these are
effects brought by the independent variables
—which are referred to as outcome, effect, or
response variables;
3. intervening variables—these variables are
the links between the dependent and
independent variables;
4. antecedent variables—these are independent
variables which precede other independent
variables.
Classification of Variables
1. Categorical or qualitative variables are
those that may be classified into categories or
may be placed in rank orders.
2. Numerical or quantitative variables have
numerical values or measures.
Levels of Measurement
 Nominal variables enable the classification
of individuals, objects, or responses based on
a common property or characteristic.
 Ordinal variables have all the characteristics
of a nominal variable but ranked in a certain
order.
 Interval variables have attributes that are
rank-ordered and have equal distances
between adjacent attributes
 Ratio variables have the characteristics of
nominal, ordinal, and interval measures; they
are based on a fixed starting point or a “true
zero point”, which the value of zero represents
none or nothing.
Uses
 classifying relationships
 measuring relationships
 explaining relationships
 assessing relationships
RESEARCH TOPIC
Topics or problems are general questions about
relation among variables, or characteristics of the
phenomenon.
Sources
1. prevailing theories or philosophy;
2. observations and intuitions;
3. different subjects taken;
4. fields of interest or specialization:
5. existing problems in the school;
6. existing needs of the community or society;
7. repetition or extension of investigations
already conducted;
8. related studies and literature
9. offshoots of friendly conversations
 \ 5. When typed or encoded in the title page, all
Selection Criteria
Technical:
 significant to chosen field
 pioneering or novel
 originality
 arouse intellectual curiosity
 availability of data
 availability of instruments
Personal:
 Interest
 Training
 Expertise
 financial capacity
 time factor involved
RESEARCH TITLE
The research title conveys the central idea behind
your research.
Critical Points of a Good Research Title
1. the variables;
2. your chosen research design;
3. the scope of your study.
Guidelines of a Good Research Title
1. The title must contain (a) the subject matter;
(b) the setting or locale of the study; (c) the
respondents or participants involved in the
study; and (d) the time or period of the
study.
2. The title must be broad enough to include all
aspects of the study.
3. The use of terms as “An Analysis of”, “A
Study of” and the like should be avoided.
4. If the title contains more than one line, it
should be written in inverted pyramid
words in the title should be capitalized
6. If possible, the tile should not be longer than
15 substantive words.
7. Avoid a long, detailed title that gives too
much information.
Characteristics
1. Provide the necessary information
2. Choose the appropriate wording
3. Be mindful of the length
4. Observe proper grammar and capitalization.
5. Cite properly
BACKGROUND OF THE STUDY
The primary purpose of the background is to provide
the reader with the context and explain the
circumstances that led to the study. It can briefly
discuss the specific problem or situation, conflict of
ideas, gaps in knowledge, literature, or theories that
caught your attention. It often begins with a
description or overview of a situation or idea of
interest to the researcher.
The background includes:
1. discussion of the problem in general and the
specific situations as observed and
experienced by the researcher;
2. concepts and ideas related to the problem
including clarification of important
technologies;
3. discussion of the existing or present
conditions and what is aimed to be in the
future or the gap to be filled-in by the
research.
Characteristics
The background of the study should be concise,
clearly written, and persuasive. This means that it
should be short, clear, and convincing enough to
make the reader continue reading the rest of the
study.
Formulating Research Question
1. Identify a broad topic area that you are
interested in studying
2. Select a specific research problem you want to
RESEARCH QUESTION
investigate under the topic area
Importance 3. Narrow down the research problem and
capture it in a single main research question.
1. guide the literature search;
4. Break down the main research question into
2. guide the research design;
subquestions.
3. guide the data collection;
4. important in data analysis and presentation:
5. limit the scope of the study;
Characteristics of Good Research Question
6. provide an overview of the research
1. It should clarify what information needs to be
gathered.
Forms 2. It should be empirical
3. It should be complex and not terminal.
1. descriptive research question - describe
4. It should be relevant
particular characteristics of a person, group,
5. It should be practical.
institution, or phenomenon.
2. comparative research question - compare two
or more characteristics of two or more
SCOPE AND DELIMITATIONS OF THE
persons, groups, institutions, or phenomenon.
STUDY
3. relational research question - seek to
understand relationship between two or more The scope and delimitations of the study sets certain
characteristics of one or more persons, groups, parameters. It is a short section where you clarify
institutions, or phenomenon. what your study covers based on your research topic,
the possible limitations of your study, and how your
study is constrained by particular factors that you
Types encountered in the research process.

1. main research question - articulates the

research project's main inquiry. It specifies the
SCOPE
aspect of the research topic you intend to
investigate. It also captures what kind of The scope is where you clearly set what your study
answer you are looking for. It is the key covers, its time period, location, subjects, context,
question from which all the other and its specific objectives, without any pretense that
subquestions stem from. your study covers anything beyond what is indicated
2. subquestions - are narrower. They are either
subcomponents of the main or supporting
questions. They serve to break down the LIMITATION
inquiry into smaller and more manageable
In the limitations sections of your paper, you clearly
components. Taken collectively, the answers
state the limitations you encountered during your
to the subquestions also answer the main
research process and how much you think these
question.
aspects detract from your research paper and your
overall purpose.
DELIMITATION
These are the things that the researcher will not do
based on the choices that the researcher made in
terms of the focus and scope of your research aims
and research questions.
STATEMENT OF THE PROBLEM
The statement of the problem is usually found in the
introduction chapter of a research paper. This is an
initial discussion of the particular situation, problem,
or issue that will be studied.
HYPOTHESIS
The hypothesis is often defined as an educated guess.
It is a “specified testable expectation about an
empirical reality” grounded from a more general
prediction. It is a proposed explanation of a
phenomenon that indicates how variable A influences
or possibly leads to variable B.
Types of Hypotheses
1. The null hypothesis (H0) is often tested using
statistics. It usually predicts that there is no
relationship between the variables.
2. the alternative hypothesis (Ha) predicts the
opposite of the null hypothesis. It usually
states that there is a relationship between the
variables.
Guidelines in Formulation of Explicit Hypothesis
1. In experimental investigations, as well as in
comparative and correlational studies,
hypotheses have to be explicit, they have to be
expressed
2. In descriptive investigations, hypotheses are
seldom expressed if not entirely absent.
3. Hypotheses are usually stated in the null form
because testing a null hypothesis is easier
4. Hypotheses are formulated from the specific
questions upon which they are based
DEFINITION OF TERMS
1. Conceptualization refers to process of taking
abstract construct into a conceptual or
theoretical definition. When making a
conceptual definition, you can make use of
your own interpretation or observation,
consult others or refer to what you have read
in the work of other researchers. To complete
the conceptualization process, boundaries and
specifications must be laid down.
2. Operationalization—a process wherein the
concept’s precise meaning is specified. I t
refers to the process of moving from the
abstract conceptual definition to specific
language or measures that allow you to
empirically observe the desired concept.
Guidelines in Defining Terms
1. Only terms, words, or phrases which have
special or unique meanings in the study are
defined.
2. Terms should be defined operationally, that is,
how they are used in the study.
3. The researcher may develop his own
definition from the characteristics of the term
defined
4. Definitions may be taken from encyclopedias,
books, magazines and newspaper articles,
dictionaries, and other publications but the
researcher must acknowledge his sources.
5. Definitions should be as brief, clear, and
unequivocal as possible.
 6. Acronyms should always be spelled out fully there is another variable in the middle, the
especially if it is not commonly known or if it MV/IV which means mediating variable or
used for the first time intervening variable. Mediating variable and
intervening variable is the same. These
variables is referred to as “stand between” the
CONCEPTUAL FRAMEWORK independent and dependent variable because it
can affect the relationship of these variables.
Conceptual framework is an outline on how to
In research, intervening variable is more
proceed with the research study. It gives direction
frequently used.
to the research study being undertaken. It also
3. IPO framework, where I stands for input, P
shows the relationship of the variables involved
for process and O stands for output. This
and illustrates the research design of the study. It
framework is used in action research or in
is a basic structure with generic ideas generalized
studies that include intervention like an
from existing body of knowledge. That is why it
experimental research. The input is usually
is anchored to the theoretical framework of the
the independent variable or the one you are
study
working on; the process includes instruments
Conceptual Paradigm is a diagram that visually and analysis used; and the output is the
illustrates the concepts of a research study. It solution to solve the main problem of the
presents variables that is related with one another study
based from the researcher’s ideas before the
actual exploration of its relationship
REVIEW OF RELATED LITERATURE
AND STUDIES
PURPOSE OF CONCEPTUAL
Related Literature
FRAMEWORK
Related literature is consisted of discussions of
1. To clarify concepts and show the
facts and principles related to the present topic.
relationships with one another
These materials are usually printed and found in
2. To provide a context to help in the
books, encyclopedias, professional journals,
interpretation of data
magazines, newspapers, and other publications.
3. To illustrate observations made by the
researcher before actual investigation These may be classified as local, if printed in the
4. To encourage development of theory that Philippines; and foreign, if printed abroad.
is useful
5. To easily show readers the components of
the study at a glance. Related Studies
Related studies are studies, inquiries, or
investigations already conducted that are related
Three Major Models of Conceptual Framework
or similar to the proposed study. These are
1. IV-DV Framework: where IV stands for usually unpublished materials such as
independent variable and DV stands for manuscripts, theses, and dissertations.
dependent variable. This is mostly used for
These may be classified as local, if the inquiry
descriptive research or other non-experimental
was conducted in the Philippines; and foreign, if
research studies.
conducted abroad.
2. IV-MV/IV-DV framework– this is a variation
of the IV-DV framework. As you can see
Importance 5. The Constitution, and laws and statutes of
the land
1. They help or guide the researcher in
6. Bulletins, circulars, and orders emanating
searching for or selecting a better research
from government offices and departments
problem or topic.
7. Records of schools, public and private
2. They help the investigator understand his
8. Official reports of all kinds from the
research topic better.
government and other entities
3. They ensure that there will be no
duplication of other studies
4. They help and guide the researcher in
Location
locating more sources of related
information. 1. Libraries, either government, school, or
5. They help and guide the researcher in private libraries
making his research design. 2. Government and private offices
6. They help and guide the researcher in 3. The National Library
making comparison between his findings 4. The Internet
with the findings of other researchers on
similar studies in formulating
generalizations or principles for Internet Source Evaluation
contribution to the fund of knowledge.
1. Author. Identify whether the site contains the
name of the author, his/her contact
information, and credentials.
Characteristics
2. Purpose. Know the motive of the creator in
1. The surveyed materials must be as recent creating the site and its contents.
as possible. 3. Reliability. Check whether the site or links
2. Materials reviewed must be objective and featured in it are working and whether there
unbiased. would still be available on your next visit.
3. Materials surveyed must be relevant to the 4. Objectivity. Remember that the information
study available in the web is often not subjected to
4. Surveyed materials must have been based rigorous standards and controls
upon genuinely original and true facts or
data to make them valid and reliable.
5. Reviewed materials must not be to few or Goals of Literature Review
too many
1. To demonstrate a familiarity with a body of
knowledge and establish credibility
2. To show the path of prior research and how
Sources
current project is linked to it.
1. Books, encyclopedias, almanacs, and 3. To integrate and summarize what is known in
other similar references an area.
2. Articles published in professional 4. To learn from others and stimulate new ideas.
journals, magazines, periodicals,
newspapers, and other publications
3. Manuscripts, monographs, memoirs, Functions of Literature Review
speeches, letters, and diaries
1. To provide justification of the study
4. Unpublished theses and dissertations
2. To identify gaps, problems and needs of
related studies
Elements of Literature Review
3. To provide rationale of the study as well as
the reasons of conducting the study
4. To have a basis that will be used to support
the findings of the study
Sources of Literature Review
Primary Sources: letters, correspondences,
diaries, memoirs, autobiographies, official or
research topics, patents and designs and empirical
research articles.
Secondary Sources: academic journal articles,
conference proceedings, books, documentaries
Tertiary Sources: encyclopedias, dictionaries,
atlases, handbooks
1. Introduction. It briefly describes the
content of the section and how it is
organized
2. Topic 1 or the Independent Variable.
This is a discussion about the independent
variable.
3. Topic 2 or the Dependent Variable. This
is a discussion about the dependent
variable.
4. Topic 3 or the Link between These
Variables. This may contain similar
studies
5. Summary. This highlights the major
themes, briefly explains the major topics,
identifies the gap that needs to be
addressed, and explains how the proposed
study will address the gap

Types of Literature Review

1. Argumentative Review. The purpose is
to develop a body of literature that
establishes opposite perspective
2. Integrative review. This is considered a
form of research that reviews, critiques,
and synthesizes representative literature
on a topic.
3. Historical review. The purpose of
historical review is to systematically
examine past events to give an account of
what has happened in the past.
4. Methodological Review. A review does
not always focus on what someone said
but how they came about (method of
analysis)
5. Systematic Review. The purpose of a
systematic review is to attain conclusion
regarding the chosen topic.
6. Theoretical Review. The purpose of this
form is to examine the body of theory that
has accumulated in regard to an issue,
concept, theory, phenomena