PR2 LP 2nd Quarter Week 1 4

Republic of the Philippines
Department of Education
Grade 12
Practical Research II
Learner’s Packet
First Semester
2nd Quarter, 2020-2021
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Address: Daang Amaya II, Tanza, Cavite 4108
Telephone No.: (046) 450-0253 / (046) 454-5532 (Senior High School)
E-mail: tnchstanza@gmail.com / tnchsshs@gmail.com
Learner’s Packet Practical Research 2 Grade 12 First Semester 1st
Quarter
Note to the Learners

This learner packet is designed for you to have a meaningful learning
opportunities and experiences for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource while being an
active learner. The packet has the following parts and icon:
Introduction This part, the new lesson will be introduced to you in

various ways such as a story, a song, a poem, a
problem opener, an activity or a situation
Development This section provides a brief discussion of the lesson.

This aims to help you discover and understand new
concepts and skills.
Engagement This comprises activities for independent practice to

solidify your understanding and skills of the topic.
Application This section provides an activity which will help you

transfer your new knowledge or skill into real life
situations or concerns.
Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
The following are some reminders in using this learning packet:
1. Use the learning packet with care. Do not put unnecessary mark/s on any part of the
learning packet. Use a separate sheet of short bond paper in answering the exercises,
activities including the application and assessment.
2. Do not forget to answer each part before moving on to the other activities included in the
learning packet.
3. Read the instructions carefully before doing each task.
4. Finish the task at hand before proceeding to the next
5. Observe honesty and integrity in doing the tasks and checking your answers.
6. Use the answer keys provided at the back of the learning packet in checking your
activities and exercises.
7. Return the answer sheet of exercises, activities, application and assessment on the
submission date.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your subject teacher or adviser. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
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WEEK 1: RESEARCH DESIGNS, SAMPLING PROCEDURES and RESEARCH

INSTRUMENT
Here are the following learning competencies expected to be covered at the end of the unit:
The learner demonstrates understanding of the instrument

Content Standards development, data collection procedures such as survey interview,
and observation.
The learner decides on suitable quantitative data collection, and
Performance Standards
analysis procedures.
Chooses appropriate quantitative research design, describes

Most Essential Learning
sampling procedure and sample, and constructs an instrument and
Competencies (MELC’s)
establishes its validity and reliability.
At the end of the lesson the learners are expected to:
1. choose appropriate quantitative research design;
Specific Learning Outcomes 2. describe sampling procedure and sample; and
3. construct an instrument and establishes its validity and
reliability.
Instrument development, data collection and analysis procedures
Content
such as survey, interview, and observation
Learner’s Materials Pages N/A
Textbook Pages N/A
Learning Resources N/A
INTRODUCTION
Read the following conversation among the three students.

Alen: You seemed to be very serious with your study.
Glenda: Hi Alen. I know you do not have problems with your research because you are very intelligent.
Brenda: Oh yes. With you, Alen, in the group, for sure you are almost done with the conceptualization,
hehehe.
Alen: Well, not yet but we already agreed what to study about.
Glenda: What is your study? Is it experimental or non-experimental?
Alen: Well, we have not decided yet because we are still discussing what kind of data we are going to
collect. Besides, our teacher told us not to worry first on what design to use, because it depends on the
kind of data we are going to collect.
Brenda: Hmmmmn. You nailed it Alen. We were debating on what kind of design we're comfortable
with, and yet, we haven't really thought of what to study about Hehehe.
Glenda: hahaha! Same here.
Alen: So, what are you waiting for? Meet your group and start brainstorming what to study and later
decide what kind of design you are going to use.
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Glenda &Brenda: Thank you so much, Alen.

Brenda: Alan, do you have a girlfriend now?
Alen: You better focus on your thesis rather than talking about love life.
Brenda: Hahaha! Just joking, But yes, you are very handsome and yet no gf?
Alen: Hey Brenda. Thesis or love life?
Brenda: 0k, ok. Thanks. But be sure to help us.
Alen: In your love life? Ah ok, in your thesis, yes, no problem.
Glenda: Bye, Allen.
Brenda: (Giggling)
Glenda: How I wish, I would have a place in his heart. Hahaha
Brenda: hahaha!
This conversation of three students tells us the ladies’ little knowledge about research. Yes, Allen was
right about thinking first about what to study and later identify what data to collect before deciding on
the appropriate research design. In this lesson, we will talk about choosing appropriate quantitative
research design.
DEVELOPMENT
QUANTITATIVE RESEARCH
If the researcher views quantitative design as a continuum, one end of the range represents a design
where the variables are not controlled at all and only observed. Connections amongst variable are only
described. At the other end of the spectrum, however, are designs which include a very close control of
variables, and relationships among those variables are clearly established. In the middle, with
experiment design moving from one type so the other, is a range which blends those two extremes
together.
TYPES OF QUANTITATIVE RESEARCH
Quantitative research is a type of empirical investigation. That means the research focuses on verifiable
observation as opposed to theory or logic. Most often this type of research is expressed in numbers. A
researcher will represent and manipulate certain observations that they are studying. They will attempt
o explain what it is they are seeing and what affect it has on the subject. They will also determine and
what the changes may reflect. The overall goal is to convey numerically what is being seen in the
research and to arrive at specific and observable conclusions (Klazema 2014).
Non-Experimental Research Design
Non-experimental research means there is a predictor variable or group of subjects that cannot be
manipulated by the experimenter. Typically, this means that other routes must be used to draw
conclusions, such as correlation, survey or case study (Kowalezyk 2015).
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Types of Non-Experimental Research

1. Survey Research
Survey research uses interviews, questionnaires, and sampling polls to get a sense of behavior with
intense precision. It allows researchers to judge behavior and then present the findings in an accurate
way. This is usually expressed in a percentage. Survey rescan can be conducted around one group
specifically or used to compare several groups. When conducting survey research, it is important that
the people questioned are sampled random. This allows for more accurate findings across a greater
spectrum of respondents.
Remember!
✓ It is very important when conducting survey research that you work with statisticians and field
service agents who are reputable. Since there is a high level of personal interaction in survey
scenarios as well as a greater chance for unexpected circumstances to occur, it is possible for
the data to be affected. This can heavily influence the outcome of the survey.
✓ There are several ways to conduct survey research. They can be done in perse over the phone,
or through mail or email. In the last instance they can be administered.
2. Correlational Research
Correlational research tests the relationships between two variables. Performing correlational
research is done to establish what the effect of one on the other might be and how that affects
the relationship.
Remember!
✓ Correlational research is conducted to explain a noticed occurrence. In correlational

research the survey is conducted on a minimum of two groups. In most correlational
research there is a level of manipulation involved with the specific variables being
researched. Once the information is compiled it is then analyzed mathematically to draw
conclusions about the effect that one has on the other.
✓ Correlation does not always mean causation. For example, just because two data points
sync doesn't mean that there is a direct cause and effect relationship. Typically. you
should not make assumptions from correlational research alone.
3. Descriptive
As stated by Good and Scates as cited by Sevilla (1998), the descriptive method is
oftentimes as a survey or a normative approach to study prevailing conditions.
Remember!
✓ Descriptive method involves the discretion, recognition. analysis and interpretation of
condition that currently exist. Moreover, according to Gay (2007), descriptive research
design involves the collection of the data in order to test hypotheses or to answer
questions concerning the current status of the subject of the study. It deter mines and
reports the way things are.
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4. Comparative
Comparative researchers examine patterns of similarities and differences across a

moderate number of cases. The typical comparative study has anywhere from a handful to fifty
or more cases. The number of cases is limited because one of the concerns of comparative
research is to establish familiarity with each case included in a study (Ragin, Charles 2015).
✓ Like qualitative researchers, comparative researchers consider how the different parts
of each case - those aspects that are relevant to the investigation - fit together they try
to make sense of each case. Thus knowledge of cases is considered an important goal
of comparative research, independent of any other goal.
5. Ex Post Facto
According to Devin Kowalczyk, that Ex post facto design is a quasi-experimental study

examining how an independent variable, present prior to the study, affects a dependent variable.
Remember!
A true experiment and ex post facto both are attempting to say: this independent
variable is causing changes in a dependent variable. This is the basis of any experiment-one
variable is hypothesized to be influencing another. This is done by having an experimental
group and a control group. So, if you are testing a new type of medication, the experimental
group gets the new medication, while the control group gets the old medication. This lows you
to test the efficacy of the new medication (Kowalczyk 2015).
Experimental Research
Though questions may be posed in the other forms of research, experimental research is guided
specifically by a hypothesis. Sometimes experimental research can have several hypotheses. A
hypothesis is a statement to be proven or disproved. Once that statement is made experiments are begun
to find out whether the statement is true or not. This type of research is the bedrock of most sciences,
in particular the natural sciences. Quantitative research can be exciting and highly informative can be
used to help explain all sorts of phenomena. The best quantitative research gathers precise empirical
data and can be applied to gain a better understanding of several fields of study (Williams 2015).
Types of Experimental research
1. Quasi-experimental Research
Design involves selecting groups, upon which a variable is tested without any random
pre-selection process. For example, to perform an educational experiment, a class might be
arbitrarily divided by alphabetical selection or by seating arrangement. The division is often
convenient especially in an educational situation cause a little disruption as possible.
2. True Experimental Design

According to Yolanda Williams (2015) that a true experiment is a type of experimental
design and is thought to be the most accurate type of experimental research. This is because a
true experiment supports or refutes a hypothesis using statistical analysis. True experiment is
also thought to be the only experimental design that can establish cause and effect relationships.
So, what makes a true experiment?
There are three criteria that must be met in a true experiment

1. Control group and experimental group
2. Researcher-manipulated variables
3. Random assignment
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Sampling Procedures
Sampling is a process or technique of choosing a sub-group from a population to participate in the
study, it is the process of selecting several individuals for a study in such a way that the individuals
selected represent the large group from which they were selected (Ogula, 2005). There are two major
sampling procedures in research. These include probability and non-probability Sampling.
Probability Sampling Procedures
In probability sampling, everyone has an equal chance of being selected This scheme is one in
which every unit in the population has a chance (greater than 2ero) of being selected in the sample.
There are four basic types of sampling procedures associated with probability samples. These include
simple random systematic sampling, stratified and cluster.
1. Simple Random Sampling Procedure
Simple random sampling provides the base from which the other more complex sampling
methodologies are derived. To conduct a simple random sample, the researcher must first prepare an
exhaustive list (sampling frame) of all members of the population of interest. From this list, the sample
is drawn so that each person or item has an equal chance of being drawn during each selection round
(Kanupriya, 2012).
To draw a simple random sample without introducing researcher bias, computerized sampling
programs and random number tables are used to impartially select the members of the population to be
sampled. Subjects in the population are sampled by a random process, using either a random number
generator or a random umber table, so that each person remaining in the population has the same
probability of being selected for the sample (Friedrichs, 2008).
A. Systematic Sampling Procedure
Systematic sampling procedure often used in place of simple random sampling. In
systematic sampling, the researcher selects every nth member after randomly selecting the first
through nth element as the starting point. For example, if the researcher decides to sample 20
respondents from a sample of 100, every 5th member of the population will systematically be
selected.
A researcher may choose to conduct a systematic sample instead of a simple random
sample for several reasons. Firstly, systematic samples tend to be easier to draw and execute,
secondly, the researcher does not have to go back and forth through the sampling frame to draw
the members to be sampled, thirdly, a systematic sample may spread the numbers selected tor
measurement more evenly across the entire population than simple random sampling.
Therefore, in sone cases, systematic sampling may be more representative of the population
and more precise (Groves et al. 2006).
B. Stratified Sampling Procedure
Stratified sampling Procedure is the most effective method of sampling when a
researcher wants to get a representative sample of a population. It involves categorizing the
members of the population into mutually exclusive and collectively exhaustive groups. An
independent simple random sample is then drawn from each group. Stratified sampling
techniques can provide more precise estimates if the population is surveyed is mare
heterogeneous than the categorized groups. This technique can enable the researcher to
determine desired levels of sampling precision for each group and can provide administrative
efficiency. The main advantage of the approach is that it is able to give the most representative
sample of a population (Hunt & Tyell, 2001).
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C. Cluster Sampling Procedure

In cluster sampling, a cluster (a group of population elements). constitutes the sampling
unit, instead of a single element of the population. The sampling in this technique is mainly
geographically driven. The main reason for cluster sampling is cost efficiency (economy and
feasibility). The sampling frame is also often readily available at cluster level and takes short
time for listing and implementation. The technique is also suitable for survey of institutions
(Ahmed, 2009) or households within a given geographical area.
But the design is not without disadvantages, some of the challenges that stand out are:
it may not reflect the diversity of the community: other elements in the same cluster may share
similar characteristics: prov ides less information per observation than an SRS of the same size
(redundant information: similar information from the others in the cluster); standard errors of
the estimates are high. compared to other sampling designs with the same sample size.
2. Non-Probability Sampling Procedures
Non-probability sampling is used in some situations, where the population may not be well
defined. In other situations, there may not be great interest in drawing inferences from the sample to
the population. The mast common reason for using non-probability sampling procedure is that it is
less expensive than probability sampling procedure and can often be implemented more quickly
(Michael, 2011). It includes purposive, convenience and quota sampling procedures
A. Purposive/Judgmental Sampling Procedure
In purposive sampling procedure, the researcher chooses the sample based on who
he/she thinks would be appropriate for the study. The main objective of purposive sampling is
to arrive as at a sample that can adequately answer the research objectives. The selection of a
purposive sample is often accomplished by applying expert knowledge of the target population
to select in a non-random manner a sample that represents a cross-section of the population
(Henry. 1990).
A major disadvantage of this method is subjectivity since another researcher is likely
to come up with a different sample when identifying important characteristic and picking
typical elements to be in the sample. Given the subjectivity of the selection mechanism,
purposive sampling is generally considered most appropriate for the selection of small samples
often from a limited geographic area or from a restricted population definition. The knowledge
and experience of the researcher making the selections is a key aspect of the "success” of the
resulting sample (Michael, 2011). A case study research design for instance, employs purposive
sampling procedure to arrive at a particular "case” of study and a given group of respondents.
Key informants are also elected using this procedure.
B. Convenience Sampling Procedure
Convenience sampling is sometimes known as opportunity. accidental or haphazard
sampling. h is a type of nonprobability sampling which involves the sample being drawn from
that part of the population, which is close to hand, that is, a population which is readily available
and convenient. The researcher using such a sample cannot scientifically make generalizations
about the total population from this sample because it would not be representative enough
(Michael 2011). This type of sampling is most useful for pilot testing.
Convenience sampling differs from purposive sampling in that expert judgment is not
used to select a representative sample. The primary selection criterion relates to the ease of
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obtaining a sample. Ease of obtaining the sample relates to the cost of locating elements of the
population, the geographic distribution of the sample, and obtaining the interview data from the
selected elements (de Leeuw, Hox & Huisman, 2003).
Sampling Techniques
When sampling, you need to decide what units (i.e., what people, organizations, data etc.) to
include in your sample and which ones to exclude. As you’ll know by now, sampling techniques act
as a guide to help you select these units, and you will have chosen a specific probability or non-
probability sampling technique:
• If you are following a probability sampling technique. You will know that you require a list
of the population from which you select units for your sample. This raises potential data
protection and confidentiality issues because units in the list (i.e.. when people are your units)
will not necessarily have given you permission to access the list with their details. Therefore.
you need to check that you have the right to access the list in the first place.
• If using a non-probability sampling technique. you need to ask yourself whether you are
including or excluding units for theoretical or practical reasons. In the case of purposive
sampling, the choice of which units to include and exclude is theoretically driven. In such
cases, there are few ethical concerns, However, where units are included or excluded for
practical reasons, such as case of access or personal preferences (e.g. convenience sampling),
there is a danger that units will be excluded unnecessarily. For example, it is not uncommon
when select units using convenience sampling that researchers’ natural preferences (and even
prejudices) will influence the selection process. For example, maybe the researcher would avoid
approaching certain groups (e.g. socially marginalized individuals, people who speak little
English, disabled people, esc.). Where this happens, it raises ethical issues because the picture
being built through the research can be excessively narrow, and arguably, unethically narrow.
This highlights the importance of using theory to determine the creation of samples when using
non-probability sampling techniques rather than practical reasons, whenever possible.
Developing a Research Instrument
Before the researchers collect any data from the respondents, the young researchers will need
to design or devised new research instruments, or they may adopt it into the other research (the tools
they will use to collect the data).
If the researcher's is planning to carry out interviews or focus groups. the young researchers
will need to plan an interview schedule or topic guide. This is a list of questions or topic areas that all
the interviewers will use. Asking everyone the same questions means that the data you collect will be
much more focused and easier to analyze.
If the group wants to carry out a survey, the young researchers will need to design a
questionnaire This could be on paper or online (using free software such as Survey Monkey). Both
approaches have advantages and disadvantages.
If the group is collecting data from more than one "type of person (such as young people and
teachers for example), it may well need to design more than one interview schedule or questionnaire.
This should not be too difficult as the young researchers can adapt additional schedules or
questionnaires from the original.
When designing the research instruments ensure that:
• they start with a statement about.

• the focus and aims of the research project
• how the person's data will be used (to feel into a report?)
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• confidentiality
• how long the interview or survey will take to complete.
• Usage of appropriate language
• every question must be brief and concise.
• any questionnaires use appropriate scales. For young people 'smiley face' scales can work well.
•
REMEMBER!
Any questionnaires ask people for any relevant information about themselves, such as their
gender or age, if relevant. Don't ask for so much detail that it would be possible to identify individuals
though, if you have said that the survey will be anonymous.
The Instrument
Instrument is the generic term that researchers use for a measurement device (survey. test
questionnaire, etc.). To help distinguish between instrument and instrumentation, consider that the
instrument is the device and instrumentation is the course of action (the process of developing testing,
and using the device).
Instruments fall into two broad categories, researcher-completed and subject-completed,
distinguished by those instruments that researchers administer versus those that are completed by
participants. Researchers chose which type of instrument, or instruments, to use based on the research
question. Examples are listed below:
Researcher-completed Instruments Subject-completed Instruments

Rating scales Questionnaires
Interview schedules/guides Self-checklists
Tally sheets Attitude scales
Flowcharts Personality inventories
Performance checklists Achievement/aptitude tests
Time-and-motion logs Projective devices
Observation forms Sociometric devices
Usability
Usability refers to the ease with which an instrument can be administered, interpreted by the
participant, and score/interpreted by the researcher. Example usability problems include:
Students are asked to rate a lesson immediately after class, but there are only a few minutes before the
next class begins (problem with administration).
Students are asked to keep self-checklists of their after school activities, but the directions are
complicated and the item descriptions confusing (problem with interpretation).
Teachers are asked about their attitudes regarding school policy, but some questions are worded
poorly which results in low completion rales (problem with scoring/interpretation).
Validity and reliability concerns (discussed below) will help alleviate usability issues. For now, we
can identify five usability considerations:
How long will it take to administer?
Are the directions clear?
How easy is it to score?
Do equivalent forms exist?
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Have any problems been reported by others who used it?
Validity
Validity is the extent to which an instrument measures what it is supposed to measure and performs as
it is designed to perform. It is rare, if nearly impossible, that an instrument be 100% valid, so validity
is generally measured in degrees. As a process, validation involves collecting and analyzing data to
assess the accuracy of an instrument. There are numerous statistical tests and measures to assess the
validity of quantitative instruments, which generally involves pilot testing. The remainder of this
discussion focuses on external validity and content validity.
External validity is the extent to which the results of a study can be generalized from a sample to a
population. Establishing eternal validity for an instrument, then, follows directly from sampling. Recall
that a sample should be an accurate representation of a population because the total population may not
be available. An instrument that is externally valid helps obtain population generalizability, or the
degree to which a sample represents the population.
Content validity refers to the appropriateness of the content of an instrument. In other words, do the
measures (questions, observation logs, etc.) accurately assess what you want to know? This is
particularly important with achievement tests. Consider that a test developer wants to maximize the
validity of a unit test for 7th grade mathematics. This would involve taking representative questions
from each of the sections of the unit and evaluating them against the desired outcomes.
Reliability
Reliability can be thought of as consistency. Does the instrument consistently measure what it is
intended to measure? t is not possible to calculate reliability: however, there are four general estimators
that you may encounter in reading research:
Inter-Rater/0bserver Reliability: The degree to which different raters/observers give consistent answers
or estimates.
Test-Retest Reliability: The consistency of a measure evaluated over time.
Parallel-Forms Reliability: The reliability of two tests constructed the same way, from the same content
Internal Consistency Reliability: The consistency of results across items, often measured with
Cronbach's Alpha.
ENGAGEMENT
It’s time to check your understanding! Answer the following statements in a separate sheet of
paper.
DIRECTIONS: Write TRUE if the statement is correct otherwise write FALSE.

1. Quantitative research is a type of empirical investigation.
2. They can be done in person over the phone, or through mail or email. In the last instance they
can be administered.
3. Performing correlational research is done to establish what the effect of one on the other might
be and how that affects the relationship.
4. In correlational research the survey is conducted on a minimum of two groups.
5. True experiment supports or refutes a hypothesis using statistical analysis.
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6. To conduct a simple random sample, the researcher must first prepare an exhaustive list
(sampling frame) of all members of the population of interest. From this list, the sample is
drawn so that each person or item has an equal chance of being drawn during each selection
round.
7. When a researcher wants to get a representative sample of a population, he or she can use
stratified sampling procedure.
8. The main objective of purposive sampling is to arrive as at a sample that can adequately answer
the research objectives.
9. Reliability is the extent to which an instrument measures what it is supposed to measure and
performs as it is designed to perform.
10. Validity can be thought of as consistency.
ASSIMILATION
DIRECTIONS: Make a reflection Relating Reliability and Validity at least 200 words (25 points).
Example is provided below:
Relating Reliability and Validity
Reliability is directly related to the validity of the measure. There are several important
principles. First, a test can be considered reliable, but not valid. Consider the SAT, used as a predictor
of success in college. It is a reliable test (high sores relate to high GPA), though only a moderately valid
indicator of success (due to the lack of structured environment-class attendance, parent-regulated study,
and sleeping habits-each holistically related to success).
Second, validity is more important than reliability. Using the above example, college
admissions may consider the SAT a reliable test, but not necessarily a valid measure of other quantities
colleges seek, such as leadership capability, altruism., and civic involvement. The combination of these
aspects, alongside the SAT, is a more valid measure of the applicant's potential for graduation, later
social involvement, and generosity (alumni giving) toward the alma mater.
Finally, the most useful instrument is both valid and reliable. Proponents of the SAT argue that
it is both. It is a moderately reliable predictor of future success and a moderately valid measure of a
student's knowledge in Mathematics, Critical Reading, and Writing.
Reflection Evaluation Criteria (the rubric)
Criteria Superior (15 points) Sufficient (10 points) Minimal (5points) Unacceptable (0
points)
Depth of Response demonstrates Response demonstrates a Response Response

Reflection an in-depth reflection general reflection on, and demonstrates a demonstrates a lack of
on, and personalization personalization of, the minimal reflection reflection on, or
of, the theories, theories, concepts, and/or on, and personalization of, the
concepts, and/or strategies presented in the personalization of, theories, concepts,
(25% of strategies presented in course materials to date. the theories, and/or strategies
TTL Points) the course materials to Viewpoints and concepts, and/or presented in the course
date. Viewpoints and interpretations are strategies presented materials to date.
interpretations are supported. Appropriate in the course Viewpoints and
insightful and well examples are provided, as materials to date. interpretations are
___/15 supported. Clear, Viewpoints and missing, inappropriate,
applicable.
detailed examples are interpretations are and/or unsupported.
provided, as applicable. unsupported or Examples, when
supported with applicable, are not
flawed arguments. provided.
Examples, when
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provided or are
irrelevant to the
assignment.
Structure Writing is clear, concise, Writing is mostly clear, Writing is unclear Writing is unclear and
and well organized with concise, and well and/or disorganized. disorganized.
excellent organized with good Thoughts are not Thoughts ramble and
sentence/paragraph sentence/paragraph expressed in a logical make little sense.
(25% of construction. Thoughts construction. Thoughts manner. There are There are numerous
TTL Points) are expressed in a are expressed in a more than five spelling, grammar, or
coherent and logical coherent and logical spelling, grammar, or syntax errors
manner. There are no manner. There are no syntax errors per throughout the
more than three spelling, more than five spelling, page of writing. response.
___/15
grammar, or syntax grammar, or syntax errors
errors per page of per page of writing.
writing.
Evidence Response shows strong Response shows evidence Response shows little Response shows no
and Practice evidence of synthesis of of synthesis of ideas evidence of synthesis evidence of synthesis
ideas presented and presented and insights of ideas presented of ideas presented and
insights gained gained throughout the and insights gained insights gained
throughout the entire entire course. The throughout the entire throughout the entire
(25% of course. The implications implications of these course. Few course. No
TTL Points) of these insights for the insights for the implications of these implications for the
respondent's overall respondent's overall insights for the respondent's overall
teaching practice are teaching practice are respondent's overall teaching practice are
thoroughly detailed, as presented, as applicable. teaching practice are presented, as
___/15 applicable. presented, as applicable.
applicable.
ASSESSMENT
DIRECTIONS: Read the question carefully. Write your answer on a separate sheet of paper ( 2 points
each) .
1. There is a predictor variable or group of subjects that cannot be manipulated by the
experimenter.
2. The research focuses on verifiable observation as opposed to theory or logic.
3. This uses interviews, questionnaires, and sampling polls to get a sense of behavior with intense
precision.
4. Tests for the relationships between two variables. Performing correlational research is done to
establish what the effect of one on the other might be and how that affects the relationship.
5. It is conducted to explain a noticed occurrence. In correlational research the survey is conducted
on a minimum of two groups.
6. This research method involves the discretion, recognition. analysis and interpretation of
condition that currently exist.
7. This research examines patterns of similarities and differences across a moderate number of
cases.
8. It is a statement to be proven or disproved. Once that statement is made experiments are begun
to find out whether the statement is true or not.
9. This research can be exciting and highly informative.
10. This research design that can establish cause and effect relationships.
11. The extent to which an instrument measures what it is supposed to measure and performs as it
is designed to perform
12. Refers to the appropriateness of the content of an instrument.
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WEEK 2: DATA COLLECTION and ANALYSIS

The learner demonstrates understanding of the instrument

Content Standards development, data collection procedures such as survey interview,
and observation.
The learner decides on suitable quantitative data collection, and
Performance Standards
analysis procedures.
Most Essential Learning Plans data collection procedure, plans data analysis using statistics
Competencies (MELC’s) and hypothesis testing if applicable.
1. describe data collection procedure; and
Specific Learning Outcomes
2. plans data collection procedure;
3. plan data analysis using statistics.
Content Data Analysis
Learner’s Materials Pages N/A
Textbook Pages N/A
Learning Resources N/A
INTRODUCTION
Above is the status of Covid-19 in the Philippines as of March 6, 2020. What can you say about
the data? Write 3 paragraphs to discuss the data above.
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Quarter
DEVELOPMENT
Planning Data Collection Procedures

Data collection refers to the process of gathering information. The data that you will collect should be
able to answer the questions you posed in the SOP.
There were various methods that you can use in collecting data for a research study. Each has its
advantages and disadvantages and as a researcher you should be able to identify when it is appropriate
to employ each of the data collection procedures.
Quantitative Data Collection Process
Typically, quantitative research requires a large respondent population. This is because the
results of your research will be representative of a larger population (kwiksurvey, 2020).
Kwiksurvey (2020) suggests several methods by which you can collect quantitative data, which
include:
• Experiment - it is a controlled study in which the researcher attempts to understand cause-

and-effect relationships. The study is "controlled" in the sense that the researcher controls (1)
how subjects are assigned to groups and (2) which treatments each group receives.
In the analysis phase, the researcher compares group scores on some dependent variable. Based
on the analysis, the researcher draws a conclusion about whether the treatment (independent
variable) had a causal effect on the dependent variable.
• Controlled observations - this method of gathering data is usually used in situations where the
respondents cannot answer the researcher’s question to obtain information for a research study.
As a researcher, you have to prepare a checklist using an appropriate rating scales that may be
categorize.
• Surveys (through paper, kiosk, mobile, questionnaires) - a study that obtains data from a subset
of a population, in order to estimate population attributes.
Questionnaire – may be standardized or researcher-made.
1. Standardized – has gone through the process of psychometric validation and been
piloted and revised.
2. Researcher-made questionnaire – has been developed by the researcher specifically
for a research study. The following should be discussed:
- Corrections and suggestions made on the draft to improve the instrument
- Different persons involved in the correction and refinement
- Pre-testing efforts and subsequent instrument revisions
- Type of item used in the instrument
- Reliability of the data and evidence of validity
- Steps involved in scoring, guidelines and interpretation
• Longitudinal studies - an observational study that employs continuous or repeated measures

to follow particular individuals and observe the same set of variables over a prolonged period.
• Polls - collection of opinions on a subject, taken from either a selected or a random group of
persons, as for the purpose of analysis.
• Telephone interviews - is a data collection method when the interviewer communicates with
the respondent on the telephone in accordance with the prepared questionnaire. Usually,
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standardized questionnaires with closed-ended questions are recommended for this kind of
questioning.
• Face-to-face interviews - is a data collection method when the interviewer directly
communicates with the respondent in accordance with the prepared questionnaire.
Quantitative Data Analysis
1. Descriptive Data Analysis – use to describe, show or summarize data in a meaningful way,
leading to a simple interpretation of data. The commonly used descriptive statistics are those
that analyze the distribution of data such as frequency, percentage, measures of central tendency
and measures of dispersion.
1. Measures of Central Tendency
a. Mean is called the arithmetic average of a set of data, the sum of the observed values
The arithmetic average obtained by adding up all the scores and dividing by the total
number of scores.
Example A: The marks of seven students in a mathematics test with a maximum

possible mark of 20 are given below:
15 13 18 16 14 17 12
Find the mean of this set of data values.
b. Weighted Mean - weighted average is necessary for two or more measurements and you
wish to find the mean of all measures.
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Quarter
Find the mean of the heights of 50 senior high school students:
Heights in inches Frequency Height x

Frequency
56 6 336
57 15 855
58 12 696
59 8 472
60 5 300
61 2 122
62 2 124
= 50 f x = 2905
Using the data, the weighted mean is equal to the sum of the column fx, divided by the total
number of observation.
Weighted mean ( Xw) = x = 2905 = 58.1 inches
n 50
c. Median The median is the midpoint of the distribution. It represents the point in the data
where 50% of the values fall below that point and 50% fall above it.
- The median is simply another name for the 50th percentile
- It is the score in the middle; half of the scores are larger than the median and half of the scores
are smaller than the median
How to Calculate the Median?
• Sort the data from highest to lowest

• Find the score in the middle
middle = (N + 1) / 2
If the number of score is even, the median is the average of the middle two scores
Example B:
What is the median of the following scores:
10 8 14 15 7 3 3 8 12 10 9
a. Sort the scores:
15 14 12 10 10 9 8 8 7 3 3
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b. Determine the middle score:
middle = (N + 1) / 2 = (11 + 1) / 2 = 6
c. Middle score = median = 9
Example C:
a. What is the median of the following scores:
24 18 19 42 16 12
b. Sort the scores:
42 24 19 18 16 12
c. Determine the middle score:
middle = (N + 1) / 2 = (6 + 1) / 2 = 3.5
d. Median = average of 3rd and 4th scores:
(19 + 18) / 2 = 18.5
d. Mode - is the score that occurs most frequently in a set of data.
Example D: Find the mode of the following data set:
48 44 48 45 42 49 48
Solution:
The mode is 48 since it occurs most often.
• When a distribution has two “modes,” it is called bimodal
Example E: The number of hours spent by 10 students in an internet café was as follows:
2,2,2,3,3,4,4,4,5,5
Both 2 and 4 have frequency of 3. The data is therefore bimodal
Answer: Mode = 2, and 4
• If a distribution has more than 2 “modes,” it is called multimodal
2. Measures of Dispersion
a.Range - is the difference between the largest and the smallest values set of data.
Example F: Scores obtained by 10 students participating in math contest
6,10,12,15,18,20,23,25,28
Solution: Range: 28-6 = 22
b. Standard Deviation (SD) is a measure of the spread or variation of data about the mean.
SD computed by calculating the average distance that the average value from the mean.
The sample standard deviation formula is:
where,
s = sample standard deviation
= sum of...
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= sample mean
n = number of scores in sample
Example I: The values are: 6,10,12,15,18,20,23,25,28
1. First get the mean – 175/10
= 17.5
2. Next subtract the mean from each score (x), or x-
3. Square each difference from Step 2 or (x - )2
Score (x) (x- mean) (-mean)2
6 (6-17.5) = -11.5 132.25
10 (10-17.5) = -7.5 56.25
12 (12- 17.5) = -5.5 30.25
15 ( 15-17.5) – 3.5 12.25
18 (18-17.5) = .5 .25
18 (18-17.5) = .5 .25
20 (20-17.5) = 2.5 6.25
23 (23-17.5) = 5.5 30.25
25 (25-17.5) = 7.5 56.25
28 (28-17.5) = 9.5 110.25
4. Sum all the squares from squared difference then divide it to the total number of values.
5. Square root the mean.
When to use the descriptive data analysis?

Descriptive data analysis is an appropriate choice when the research aim is to identify
characteristics, frequencies, trends, and categories.
It is useful when not much is known yet about the topic or problem. Before you can research why
something happens, you need to understand how, when and where it happens.
Most of the time surveys, polls, quantitative telephone and face-to-face interviews and controlled
observations used this type of analysis. It is best use to describe the demographics or characteristics of
a group of people or any subject under investigation, gauging public opinion, evaluating satisfaction on
company’s products, program or services.
2. Inferential Data Analysis – test hypotheses about a set of data to reach conclusions or to make
generalizations beyond merely describing data. Inferential statistics include tests of significance
of difference such as t-test, Analysis of Variance (ANOVA) and test of relationship such as
Product Moment Coefficient or Correlation of Pearson r, Spearman rho, linear regression and
Chi-square test.
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Remember!
Using inferential data analysis involves the knowledge on the type of measurement our data
are. Identifying if it is a nominal, ordinal, interval or ratio will help us to identify what specific statistical
tool we can use to analyze the data we had.
When to use the inferential data analysis?

We use inferential data analysis when we are trying to reach conclusions that extend beyond the
immediate data alone. For instance, we use inferential statistics to try to infer from the sample data
what the population might think. Or, we use inferential statistics to make judgments of the probability
that an observed difference between groups is a dependable one or one that might have happened by
chance in this study. Thus, we use inferential statistics to make inferences from our data to more
general conditions and we use descriptive statistics simply to describe what is going on in our data.
Commonly, we use this in hypothesis testing to identify whether there is a relationship or
difference between variables.
1. Test of Relationship – is a hypothesis testing that investigates whether there is probable
relationship exists between the variables and determine the strength of this relationship.
For example: You want to test if the mode of distance learning (independent variable) has
significant relationship with the academic motivation (independent variable) among the senior high
school learners for this school year.
In doing this test, we use the following statistical tools: Product Moment Coefficient or Correlation
of Pearson r, Spearman rho, linear regression and Chi-square test depending on the type of data
measurement our variables are.
2. Test of Difference – is a hypothesis testing that is used to compare two sets of measurements to
assess whether they differ. Most familiar example of a paired difference test occurs when subjects are
measured before and after a treatment.
For example: You want to identify if there is a significant difference on academic performance
(dependent variable) between groups of students who used electronic books ( independent variable)
as compared to group of students who used printed books ( independent variable). .
We commonly used as t-test and Analysis of Variance (ANOVA) in doing this test.
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Statistical Significance
• Statistically Significant means that a relationship between two or more variables is caused by
something other than by random chance. Significant also means probably true. When the result
is highly significant, it means that it is very probably true.
• The level of significance shows how likely the results of your data are due to chance. A chance
of being the true indicates that the finding has a 5% chance of not being a true. A level of
significance means that there is a chance that the finding is true.
• Statistical hypothesis testing is used to determine whether the result of data set is statistically
significant.
Hypothesis
• The researcher should think of inferential statistics in terms of whether it tests for a relationship
or association or whether it tests for comparison or difference.
• The two types of hypothesis are the null and alternative hypothesis.
• If the null hypothesis is rejected, then the alternative hypothesis is accepted.
ENGAGEMENT
A. Read the following statements. Write TRUE if it expresses valid idea about data collection and
analysis and FALSE if otherwise.
1. Data collection process in quantitative research involves the use of experiments, polls, structured
surveys and structured observations as data collection methods.
2. Questionnaires in quantitative research are mostly designed using open-ended questions.
3. Descriptive analysis of data involves the description of characteristics of group of people or subject
under study, it also categorizes these characteristics.
4. Inferential analysis of data determines the relationship and comparison of the measured variables.
5. ANOVA, T-test, and Spearman rho are some statistical tools used in descriptive analysis of
quantitative data.
6. Mean, median, mode and range are used in inferential analysis of quantitative data.
B. Compute for the mean, median, mode and range of the following scores.
1. 65, 27, 34, 45, 67, 27, 16

2. 109, 234, 678, 234, 234, 651
3. 56, 91, 99, 98, 90, 42, 56
ASSIMILATION
Have a meeting with your groupmate to discuss and plan the statistical tool or what you will
use for the quantitative data analysis. This will be part of your Chapter 3. You can also consult
statistician to know what the best statistical tool/s is to use.
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ASSESSMENT
Choose the letter of the correct answer. Write the letter on your answer sheet.
1. What data do we gathered in quantitative research?
a. numbers b. emotional opinions c. images d. sounds
2. Which of the following data collection methods are used in quantitative research? (Choose
all the correct answers).
a. surveys b. experiments c. analysis of images d. analysis of life stories
3. What data collection method is best used when we want to identify the height of the plants
after exposing them into different temperature and fertilizer?
a. longitudinal study b. poll c. experiment d. kiosk survey
4. What data collection method is best used when we want to describe the beverage preferences
of the customers who dined-in the newly opened tea shop?
a. paper survey b. experiment c. structured observation d. email survey
5. What data collection method is best used when we want to determine the behavior of the
drivers in a busy and traffic highway?
a. experiment b. survey c. structured observation d. longitudinal study
6. What data analysis should be used if we want to know the level of anxiety of students in
distance learning?
a. descriptive data analysis b. inferential data analysis
7. What data analysis should be used if we want to know if the level of anxiety of students in
distance learning has a relationship to their academic performance this school year?
8. What data analysis should be used if we want to investigate if there is a difference in the
performance of the learners when given rewards for their accomplishments? We will compare
the performance during the time that they have not yet received rewards to the performance
done after receiving the rewards.
9. What data analysis should be used if we want to know the demographic profile of the
respondents of the study such as age, profession and eating habits?
10. What hypothesis testing will we use if we want to determine the possible connection of the
number of family members to the level of emotional quotient (EQ) of an individual?
a. test of difference b. test of relationship
11. What hypothesis testing will we use if we want to prove the theory that giving learners
enough time rest before studying another subject area is an effective method of learning?
a. test of difference b. test of relationship
12. What descriptive statistical tool will be best used in identifying the overall level of
preparedness of STEM, ABM, GAS and HUMSS learners of TNCHS?
a. standard deviation b. range c. mode d. mean
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Quarter
WEEK 3-4: RESEARCH METHODOLOGY

The learner demonstrates understanding of the guidelines in writing

Content Standards
research methodology.
The learner presents adequately quantitative research designs,
Performance Standards sample, instrument used, intervention (if applicable), data collection,
and analysis procedures.
Most Essential Presents written research methodology.

Learning CS_RS12-IIa-c-7
Competencies
(MELC’s)
1. Choose appropriate quantitative research design;
2. Determine the locale of the study;
Specific Learning
3. Describe sampling procedure and sample;
Outcomes
4. Collect data using appropriate instruments;
5. Plan data analysis using statistics; and
6. Presents written methodology.
1. Research Design
2. Locale of the Study
Content 3. Population and Sampling Method
4. Data Collection Procedure
5. Statistical Treatment of Data
Learner’s N/A
Materials Pages
Textbook Pages Guide to Student Research. Lyceum of the Philippines Cavite
Learning https://libguides.wits.ac.za/c.php?g=693518&p=4914913#:~:text=Research%
Resources 20methodology%20is%20the%20specific,study's%20overall%20validity%20
and%20reliability
https://www.scribbr.com/methodology/data-collection/
https://www.statisticshowto.com/probability-and-statistics/find-sample-size/
INTRODUCTION
https://www.123rf.com/photo_46325833_stock-vector-blueprint-house-plan-architecture.html
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Quarter
Look at the above picture closely. Describe what you see in the picture. Why do you think it
is important to have a blueprint/design in building a house? Relating in writing a research, what is the
significance of research design?
DEVELOPMENT
What is a Research Methodology?
Research methodology is the specific procedures or techniques used to identify, select,

process, and analyze information about a topic. In a research paper, the methodology section allows the
reader to critically evaluate a study’s overall validity and reliability. The methodology section answers
two main questions: How was the data collected or generated? How was it analyzed?
Research Design
This section describes the design followed in the conduct of the study. This clearly elaborates
the general approaches and the research method employed in the study. (Refer to Week 9 for the
different types of quantitative research.)
Begin by introducing your overall approach to the research. What research problem or
question did you investigate? For example, did you aim to systematically describe the characteristics of
something, to explore an under-researched topic, or to establish a cause-and-effect relationship? And
what type of data did you need to achieve this aim?
• What type of quantitative research suited?

• Did you need to collect primary data yourself, or did you use secondary data that was collected
by someone else?
• Did you gather experimental data by controlling and manipulating variables, or descriptive data
by gathering observations without intervening?
Example:
Causal comparative research design was used in this study. This

Design
non-experimental type of research attempted to identify the cause for
existing difference in the behavior or status of groups of individuals and
corresponding effect among variables. Its focus is on the relationship Definition
between two or more varibels (Kravitz, 2013). This design was fitted to this
research since it determined the parenting styles of the mother participants Reason
and how it affected the academic performance of their children.
Locale of the Study
This section refers to the coverage time when the study is conducted and the place of
execution or demographics.
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Quarter
Structure of the Locale:

1. Where is the locus?
Describe the place where the data will be collected and its condition. The researchers
may include the institution(s), industry, company, agency or unit involved.
2. When is the data collected?

Discuss the date, duration, interval, activities, phases or stages involved from the
commencement of the study until the submission of the final report.
Example:
The location of the study is Barangay Laboc in the Municipality of

Naic, Cavite. Although the Pawikan Festival originated in Barangay
Nagbalayong, Morong, the hatchery has been established in the barrio of Locus
Laboc in Naic, Cavite, in accordance with the Pawikan Conservation Project
(PCP). The municipality decided on conducting the same festival to promote
awareness about the dwindling population of the marine turtles.
The conduct of the study covered from June 2013 to March 2014. The peak Time
of the data collection was held durinh the Pawikan Festival of Naic, Cavte,
which is annually held every January of the year.
Population and Sampling Method
This section provides information about the subjects, participants, documents, technology,
samples or any other entities within which data for the study were obtained. (Refer to Week 9 for the
different sampling methods used in quantitative research.)
Population – the entire aggregation of the cases that meets a specified set of criteria.
Sampling – The process of selecting a portion of the population to represents the entire population
This section must include

a. the population of the participants
b. the sampling technique
c. the sample size and its condition
d. the reason why such method and size were employed in this study.
Cochran’s Sample Size Formula
The Cochran formula allows you to calculate an ideal sample size given a desired level
of precision, desired confidence level, and the estimated proportion of the attribute present in the
population. Cochran’s formula is considered especially appropriate in situations with large
populations. A sample of any given size provides more information about a smaller population than a
larger one, so there’s a ‘correction’ through which the number given by Cochran’s formula can be
reduced if the whole population is relatively small.
The Cochran formula is:
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Quarter
where:
• e is the desired level of precision (i.e. the margin of error),
• p is the (estimated) proportion of the population which has the attribute in question,
• q is 1 – p.
The z-value is found in a Z table.
Cochran’s Formula Example
Suppose we are doing a study on the inhabitants of a large town, and want to find out how many
households serve breakfast in the mornings. We don’t have much information on the subject to begin
with, so we’re going to assume that half of the families serve breakfast: this gives us maximum
variability. So p = 0.5. Now let’s say we want 95% confidence, and at least 5 percent—plus or minus—
precision. A 95 % confidence level gives us Z values of 1.96, per the normal tables, so we get
((1.96)2 (0.5) (0.5)) / (0.05)2 = 385.
So a random sample of 385 households in our target population should be enough to give us
the confidence levels we need.
Modification for the Cochran Formula for Sample Size Calculation in Smaller Populations
If the population we’re studying is small, we can modify the sample size we calculated in the
above formula by using this equation:
Here n0 is Cochran’s sample size recommendation, N is the population size, and n is the new, adjusted
sample size. In our earlier example, if there were just 1000 households in the target population, we
would calculate 385 / (1+( 384 / 1000 )) = 278
So for this smaller population, all we need are 278 households in our sample; a substantially
smaller sample size.
Data Collection Procedure

Data collection is a systematic process of gathering observations or measurements. Whether
you are performing research for business, governmental or academic purposes, data collection allows
you to gain first-hand knowledge and original insights into your research problem.
While methods and aims may differ between fields, the overall process of data collection
remains largely the same. Before you begin collecting data, you need to consider:
• The aim of the research

• The type of data that you will collect
• The methods and procedures you will use to collect, store, and process the data
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Quarter
Example:
Data Gathering Procedure
For this study, there were two sources of data: primary data source using the survey
questionnaire: the modified version of Ways and Coping Mechanism developed by Lazarus and
Folkman; and the secondary data source from CBA faculty members on their self-reported common
workplace stressors experienced and the coping mechanisms they utilized as response to workplace
stressors. The secondary data were utilized in presenting the review of related literature and studies
which were obtained from books, articles, journals, theses and dissertation and the Web.
Prior to data collection, permission to conduct the study was secured from the Associate Dean
of CBS and Research Adviser. After permission is granted, the faculty members were notified of the
study. A letter describing the purpose of the study, the importance of the subject’s participation and an
assurance of confidentiality were presented to each target participant.
A survey instruments prepared by the researchers was used in gathering information from the
participants. The faculty members who agreed to participate were given a survey packet containing and
instruction letter. And survey questionnaire. All surveys were coded to assure the participant’s privacy
and anonymity. Participants were instructed to compare their survey and return it in its envelope.
Retravel of completed survey questionnaires was two to three days from the data of distribution.
Data Analysis
In quantitative data analysis you are expected to turn raw numbers into meaningful data through
the application of rational and critical thinking. Quantitative data analysis may include the calculation
of frequencies of variables and differences between variables.
The data analysis section should consist of the following:

a. Scoring and rating schemes;
b. Verbal or adjectival interpretation or indicators; and
c. Specific meanings or descriptors of interpretations.
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Quarter
Example:
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Quarter
30
Quarter
Sample of Likert Scales
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Quarter
ENGAGEMENT
It is time to check your understanding! Answer the following statements in a separate sheet of paper.
DIRECTIONS: Write TRUE if the statement is correct otherwise write FALSE.
1. It is expected that researchers will follow appropriate ethical guidelines.
2. Validity is whether or not the people we study are a typical cross section of the group we are
interested in.
3. Quantitative research designs are geared toward statistical associations and “predictions.”
4. When constructing a questionnaire, it is best to get the potentially threatening questions out of
the way first at the start of the survey.
5. Asking survey questions to the first one hundred students entering the doors of a college on
any given day would be a good example of a random sample.
6. Anonymity and confidentiality are assured in data gathering procedure.
7. Secondary analysis usually occurs when a particular researcher reanalyzes his/her data to
ensure accuracy of results.
8. Quantitative research always involves the use of statistics.
9. The locus Describe the place where the data will be collected and its condition. The
researchers may include the institution(s), industry, company, agency or unit involved.
10. Sampling is the process of selecting a portion of the population to represents the entire
population
ASSIMILATION
DIRECTIONS: Write the Chapter 3 Methodology of your group’s research. Refer to

Development section for guidelines and examples.
Research Design
Locale of the Study
Population and Sampling Method
Data Collection Procedure
Data Analysis
Rubrics
Expert Proficient Apprentice Novice

96 - 100 91-95 86-90 75-86
Integration of The paper The paper The paper The paper does
Knowledge demonstrates demonstrates demonstrates not demonstrate
that the author that the author, that the author, that the author
fully for the most part, to a certain has fully
understands and understands and extent, understood and
has applied has applied understands and applied
concepts learned concepts learned has applied concepts
in the course. in the course.
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Quarter
Expert Proficient Apprentice Novice
96 - 100 91-95 86-90 75-86
Concepts are Some of the concepts learned learned in the

integrated into conclusions, in the course. course.
the writer’s own however, are not
insights. The supported in the
writer provides body of the
concluding paper.
remarks that
show analysis
and synthesis of
ideas.
Topic focus The topic is The topic is The topic is too The topic is not
focused focused but lacks broad for the clearly defined.
narrowly enough direction. The scope of this
for the scope of paper is about a assignment.
this assignment. specific topic but
A thesis the writer has
statement not established a
provides position.
direction for the
paper, either by
statement of a
position or
hypothesis.
Depth of In-depth In-depth The writer has Cursory

discussion discussion & discussion & omitted discussion in all
elaboration in all elaboration in pertinent content the sections of
sections of the most sections of or content runs- the paper or
paper. the paper. on excessively. brief discussion
Quotations from in only a few
others outweigh sections.
the writer’s own
ideas
excessively.
Cohesiveness Ties together For the most Sometimes ties Does not tie
information part, ties together together
from all sources. together information information.
Paper flows information from from all sources. Paper does not
from one issue all sources. Paper does not flow and
to the next Paper flows with flow - appears to be
without the need only some disjointedness is created from
for headings. disjointedness. apparent. disparate issues.
Author's writing Author's writing Author's writing Headings are
demonstrates an demonstrates an does not necessary to
understanding of understanding of demonstrate an link concepts.
the relationship the relationship understanding of Writing does
among material among material the relationship not demonstrate
obtained from obtained from all among material understanding
all sources. sources. obtained from any
all sources. relationships
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Quarter
ASSESSMENT
DIRECTION: Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.
1. A research design serves two functions: a) specifying methods and procedures that
will be applied during the research process and b) a justification for these methods
and procedures. The second function is also called control of _______________.
a. Variables
b. Study design
c. Variance
d. Research design
2. A research design should provide detailed information about _________________.
a. The study population
b. The data collection methods
c. Ethical issues
d. All of the above
3. Which of the following was not identified as a major research design?

a. Ethnography
b. Survey
c. Experiments
d. Secondary research
4. A mean, median and mode are all examples of

a. measures of coefficients
b. measures of central tendency
c. measures of correlation
d. measures of variation
5. _________________________ involves the transformation of raw data into numbers

to make it suitable for further analysis.
a. Field research
b. Cluster sampling
c. Variation
d. Triangulation
6. A researcher was able to prove that, on average, as age increases, eyesight declines.
In research terminology this is called a(n) __________________________.
a. Correlation
b. measure of central tendency
c. observation
d. variation
7. Closed-ended questions increase the return rate of the questionnaire because

a. they are easy and quick to answer.
b. the answers are mutually exclusive.
c. they involve no thought on the part of the respondent.
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d. the questions are clearly worded.
8. Usually, confidence intervals are set at what figure?

a. 100%
b. 95%
c. 55%
d. 5%
9. Which of the following is true?

a. The sampling error becomes progressively smaller the larger the sample size.
b. The sampling error is unrelated to sample size.
c. The sampling error becomes progressively larger the larger the sample size.
d. The sampling error becomes progressively larger the smaller the sample size.
10. What is a research design?

a. A way of conducting research that is not grounded in theory
b. The choice between using qualitative or quantitative methods
c. The style in which you present your research findings, e.g. a graph
d. A framework for every stage of the collection and analysis of data
11. If a study is "reliable", this means that:

a. It was conducted by a reputable researcher who can be trusted
b. The measures devised for concepts are stable on different occasions
c. The findings can be generalized to other social settings
d. The methods are stated clearly enough for the research to be replicated
12. "Internal validity" refers to:

a. Whether or not there is really a causal relationship between two variables
b. Whether or not the findings are relevant to the participants' everyday lives
c. The degree to which the researcher feels that this was a worthwhile project
d. How accurately the measurements represent underlying concepts
13. A simple random sample is one in which:

a. From a random starting point, every nth unit from the sampling frame is selected
b. A non-probability strategy is used, making the results difficult to generalize
c. The researcher has a certain quota of respondents to fill for various social groups
d. Every unit of the population has an equal chance of being selected
14. What effect does increasing the sample size have upon the sampling error?
a. It reduces the sampling error
b. It increases the sampling error
c. It has no effect on the sampling error
d. None of the above
15. Which of the following is NOT a characteristic of quota sampling?

a. The researcher chooses who to approach and so might bias the sample
b. Those who are available to be surveyed in public places are unlikely to constitute
a representative sample
c. The random selection of units makes it possible to calculate the standard error
d. It is a relatively fast and cheap way of finding out about public opinions
35
36
Week 1 - Engagement
1. FALSE
2. TRUE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. TRUE
8. TRUE
9. FALSE
10. FALSE
Week 2 – Engagement
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. FALSE
6. FALSE
Week 3-4 Engagement
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. FALSE
6. TRUE
7. FLASE
8. TRUE
9. TRUE
10. TRUE
ANSWER KEY
Quarter
First Semester 1st Grade 12 Practical Research 2 Learner’s Packet

PR2 LP 2nd Quarter Week 1 4

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PR2 LP 2nd Quarter Week 1 4

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Republic of the Philippines

TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Note to the Learners

Introduction This part, the new lesson will be introduced to you in

Development This section provides a brief discussion of the lesson.

Engagement This comprises activities for independent practice to

Application This section provides an activity which will help you

Assessment This is a task which aims to evaluate your level of

3. Read the instructions carefully before doing each task.

4. Finish the task at hand before proceeding to the next

WEEK 1: RESEARCH DESIGNS, SAMPLING PROCEDURES and RESEARCH

The learner demonstrates understanding of the instrument

Chooses appropriate quantitative research design, describes

Read the following conversation among the three students.

Glenda &Brenda: Thank you so much, Alen.

Types of Non-Experimental Research

✓ Correlational research is conducted to explain a noticed occurrence. In correlational

Comparative researchers examine patterns of similarities and differences across a

According to Devin Kowalczyk, that Ex post facto design is a quasi-experimental study

2. True Experimental Design

There are three criteria that must be met in a true experiment

C. Cluster Sampling Procedure

• they start with a statement about.

Researcher-completed Instruments Subject-completed Instruments

DIRECTIONS: Write TRUE if the statement is correct otherwise write FALSE.

Reflection Evaluation Criteria (the rubric)

Depth of Response demonstrates Response demonstrates a Response Response

WEEK 2: DATA COLLECTION and ANALYSIS

The learner demonstrates understanding of the instrument

Planning Data Collection Procedures

• Experiment - it is a controlled study in which the researcher attempts to understand cause-

• Longitudinal studies - an observational study that employs continuous or repeated measures

Example A: The marks of seven students in a mathematics test with a maximum

Find the mean of the heights of 50 senior high school students:

Heights in inches Frequency Height x

• Sort the data from highest to lowest

Score (x) (x- mean) (-mean)2

6 (6-17.5) = -11.5 132.25

10 (10-17.5) = -7.5 56.25

12 (12- 17.5) = -5.5 30.25

15 ( 15-17.5) – 3.5 12.25

20 (20-17.5) = 2.5 6.25

23 (23-17.5) = 5.5 30.25

25 (25-17.5) = 7.5 56.25

28 (28-17.5) = 9.5 110.25

When to use the descriptive data analysis?

When to use the inferential data analysis?

1. 65, 27, 34, 45, 67, 27, 16

WEEK 3-4: RESEARCH METHODOLOGY

The learner demonstrates understanding of the guidelines in writing

Most Essential Presents written research methodology.

What is a Research Methodology?

Research methodology is the specific procedures or techniques used to identify, select,

• What type of quantitative research suited?

Causal comparative research design was used in this study. This

Locale of the Study

Structure of the Locale:

2. When is the data collected?

The location of the study is Barangay Laboc in the Municipality of

Population and Sampling Method

This section must include

Cochran’s Sample Size Formula