PRACTICAL RESEARCH 2 All Strands

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Government Recognition No:
PRE-ELEM: 04 S. 2017, ELEMENTARY: 5, S. 2017, JHS: 06, S.2017, SHS: 059 S.2018
School ID: 408281
Subject: Practical Research 2 for Grade 12
Topic: An Introduction to Quantitative Research for Grade 12
LESSON 1
As the technical term, research, has been defined operationally and
practically during your practical research 1. It is now high time that you all
will have the immersion, exposure, and mastery as to what the differences
and disparity of qualitative and quantitative researches are.
The image below, without much textual information, will help you ease your
difficulty in determining qualitative and quantitative research. Read and
analyze.
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While the QUALITATIVE RESEARCH has its own features and intricacies,
QUANTITIVE RESEARCH has the following characteristics:
• The data is usually gathered using structured research instruments.

• The results are based on larger sample sizes that are representative of
the population.
• The research study can usually be replicated or repeated, given its high
reliability.
• The researcher has a clearly defined research question to which
objective answers are sought.
• All aspects of the study are carefully designed before data is collected.
• Data are in the form of numbers and statistics, often arranged in
tables, charts, figures, or other non-textual forms.
• Project can be used to generalize concepts more widely, predict future
results, or investigate causal relationships.
• The researcher uses tools, such as questionnaires or computer
software, to collect numerical data.
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PRACTICAL RESEARCH DRILL 1
Name: _______________________________ Date: _________

Parents Signature: ____________ Score: ______
B.1. TRUE OR FALSE

Instruction: Examine each statement very carefully and decide whether it
expresses fact by writing TRUE. If not, write FALSE.
____________1. Quantitative Research has more numerical expressions.

____________2. The numbers in this research are data-based.
____________3. A statistician plays an important role in this research.
____________4. The quantitative nature of the research depends on the
massiveness of its numbers.
____________5. The validation in this research is thru the numbers.
____________6. A scholarly reader should anticipate that the outcome
of this research is embedded with verbal expressions.
____________7. This research does not necessitate the use of graphs and
Figures when the data get rough.
____________8. Both Qualitative and Quantitative Researchers are
output- based.
____________9. This research is HIGHLY tool-based.
____________10. All aspects in this research SHOULD BE TAKEN with
much care.
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B.2. – DRILL 2. Using a VENN DIAGRAM, discuss the features of
QUALITATIVE RESEARCH VS. QUANTITATIVE RESEARCH. You don’t
anymore need to discuss their similarities.
PRACTICAL RESEARCH ASSIGNMENT1
Create an essay with 3 paragraphs discussing your thoughts on the title

below:
THE IMPORTANCE OF RESEARCH NOWADAYS
Rubrics:
Content and Expression - 20 pts.
Writing Organization - 10 pts.
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School ID: 408281
Topic: The Nature and Technicalities of a Quantitative Research and
the Research Title
_____________________________________________________________
LESSON 2
What are the Characteristics of Quantitative Research?
Characteristics of Quantitative Research.

• Large Sample Size.
• Structured Research Methods.
• Highly Reliable Outcome.
• Reusable Outcome.
• Close-ended questions.
• Numerical Outcome.
• Generalization of Outcome.
Quantitative Research
There are many researches taking place, which results into the evolution of
something new and unique. Traditional Marketing Research have two
options to conduct their research: Quantitative and Qualitative method.
Quantitative research is dependent on the creation of Hypothesis followed
by accurate analysis of the statistics in order to understand and explain the
research findings. It focuses more on the quantity of things and their
statistical patterns. Using the number it comes to an analysis so as to come
to a conclusion. Quantitative research method has proven to be
beneficial in the following ways
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• It provides an allowance on the formulation of statistically sound
• Quantitative data provides a macro view with all the required details and
comparatively larger samples.
• Larger sample sizes enable the conclusion to be generalized.
• Evaluation of the multiple data sets can be done at once and that too at
a faster pace and accurately.
• This method is called to be appropriate when there is a need of systematic
and standardised comparisons.
• The manual implementations of ideas can be automated completely which
can save time.
Weaknesses of Quantitative Data

• Quantitative Method reveals what and to what extent but often fails to
answer more on why and how.
• This type of research requires the model performance to be monitored on
constant basis in order to ensure its compliance with the original
hypotheses.
• The impression of homogeneity in a sample may turn out to be fake in
this method.
• This method involves limited number of Quants supply and also involves
complex disciplines which are hard to master.
When making a research title, the researchers should generally bear the
following
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PRACTICAL RESEARCH 2 DRILL 2
Name: _______________________________ Date: _________

Instruction: Using a semantic web like the example below, summarize

your learning and insights about the features, strengths and weaknesses of
the quantitative research.
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B.2. BRAINSTORMING RESEARCH PROBLEMS TO FORM
RESEARCH TITLES.
Instruction: Formulate 5 relevant RESEARCH TITLES and write them on
the blanks. The teacher/research adviser will examine them.
1.___________________________________________________________
2.___________________________________________________________
3.___________________________________________________________
4.___________________________________________________________
5.___________________________________________________________
PRACTICAL RESEARCH 2 ASSIGNMENT 2
Name: _______________________________ Date: _________

INSTRUCTION: Answer the questions briefly but intellectually.
1. Why is quantitative research more challenging than the

qualitative one?
2. Why is the research title called to be as the MOTHER of all
contents of a research? Explain.
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School ID: 408281
Topic: The Purpose Statement and the Research
Introduction/Rationale
LESSON 3
What is a purpose statement?

The purpose statement is a statement that evolves the overall
direction or focus for the study. Researchers define the purpose of
a study in one or more concisely formed sentences. Purp ose
statements are developed for both quantitative and qualitative
studies.
What is the difference between the purpose statement and the

research objectives?
While the purpose statement provides the general direction of the
study, research objectives defines specific goals to be
accomplished.
Accordingly, a research objective can be defined as a statement of
intent used in quantitative research that states goals that the
researcher plans to achieve in a study. Investigators often subdivide
objectives into major and minor objectives. They appear normally in
survey or questionnaire studies or in evaluation research in which
investigators have clearly identified objectives.
How to write a quantitative purpose statement?
WRITING A RESEARCH INTRODUCTION
Note: This note goes the same with research 1 since the introduction for
both qualitative and quantitative are structured identically the same with
one another
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The main purpose of the INTRODUCTION is to give a description of the
problem that will be addressed. In this section the researcher might discuss
the nature of the research, the purpose of the research, the significance of
the research problem, and the research question(s) to be addressed.
Three essential parts of a good introduction are:
• RATIONALE
• PURPOSE
• RESEARCH QUESTION(S)
RATIONALE
Somewhere in the introduction you need to inform the reader of

the rationale of your research. This is a brief explanation of why
your research topic is worthy of study and may make a significant
contribution to the body of already existing research.
PURPOSE
The statement of purpose is not simply a statement of why the

research is being done. (That is what the rationale section is for.)
Rather, "purpose" refers to the goal or objective of your research.
The purpose statement should answer questions. . .
• "What are the objectives of my research?" and

• "What do I expect to discover or learn from this research?"
“ A SAMPLE RESEARCH WITH THE FORMATS OF EVERY CONTENT IN PDF

AND PART ARE UPLOADED FOR EVERYBODY’S REFERENCE. IT IS WITH
THE CONSENT OF THE RESEARCHERS AS THE TEACHER HIMSELF WAS
THE ADVISER OF THE PUBLISHED RESEARCH”
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Name: _______________________________ Date: _________
I. Instruction: Draft a sample of a RESEARCH INTRODUCTION or

RATIONALE in 4 paragraphs with the following specific contents.
Paragraph 1. Discussion on the Big Idea

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Paragraph 2. Citations/Further Discussion Coming from Writers

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Paragraph 3. Research Problem (The problem you see that urges you to do
such research)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Paragraph 4. Mini Discussion about the Benefits of your Research

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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PRACTICAL RESEARCH 2 ASSIGNMENT 3
Name: _______________________________ Date: _________

Note: Please know that the teacher will check and have a consultation
with each research group for the work done on research introduction or
rationale as their works shall be submitted and corrected, edited, and
improvised by the teacher who acts as the research adviser.
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School ID: 408281
Topic: The Theoretical Background vs. The Conceptual Framework
LESSON 4
A research will always have a basis as to where its strength can
be drawn and anchored upon. It can be a theory or a concept.
Concept and theory are two terms that one encounters quite often in the
scientific jargon. As similar as they may sound, it must be understood that
the two terms, concept and theory, are used in different contexts to signify
different aspects which indeed aids in recognizing the true definitions of
concept and theory.
What is a Concept?
A concept is a term that is often used in metaphysics, especially

in ontology that can be defined as a fundamental category of existence. It is
a group of abstract ideas put together in order to describe a phenomenon.
However, in philosophy, there exists three ways of defining a concept.
• Mental representations – concepts as a subset of mental representations

made from the physical material of the brain that allows the human beings
to draw inferences about things that they encounter in day to day life.
According to the physicalist theory of mind, the brain uses concepts for
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processes such as decision making, categorization, learning, inference and
memory.
• Abilities – concepts as abilities that are peculiar to cognitive agents.
• Abstract objects – this debate concerning the ontological status of concepts

is based upon a Platonist theory of mind recognizes concepts as aspects that
mediate between language, referents and thought.
There are also several prominent theories on the structure of concepts such
as classical theory, prototype theory and theory-theory.
What is Theory?
Theory can be defined as a collection of ideas, facts, phenomena or events

that can be used to explain a certain topic. When developing a theory, it is
necessary to use the rational and contemplative forms of generalized and
abstract thinking while a theory is based upon general factors that are
independent of the phenomenon being explained. A theory provides an
explanation for observations and based upon the various assumptions of this
explanation, several possible hypotheses can be derived in order to test the
theory. A person who develops theories is known as a theorist.
In the modern sense of the word, theory refers to scientific theories which
stand for a comprehensive explanation of a nature that fulfils modern
scientific criteria while being consistent with the scientific method.
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What is the difference between Concept and Theory?
Concept and theory are two terms that seem quite similar in nature and
because of this apparent similarity, it is sometimes quite difficult to discern
one from the other. In a precise study such as science, one cannot afford to
make mistakes such as this.
• A concept is an abstract notion. A theory is a collection of explanations

about a particular subject.
• A concept needs not be tested. The main component of a theory is that it

must be able to be tested and proved or disapproved.
• Concepts are prone to morph and change. Theories although not

considered as facts, can be named as the best possible educated guess
surrounding a certain phenomenon.
• A concept is a general idea. A theory is an explanation that is supported

by significant evidence. A concept does not have such evidence backing it.
• A concept can be unorganized. A theory must be organized.
Note: “ A SAMPLE RESEARCH WITH THE FORMATS OF EVERY CONTENT

IN PDF AND ALL PARTS ARE UPLOADED FOR EVERYBODY’S REFERENCE.
IT IS WITH THE CONSENT OF THE RESEARCHERS AS THE TEACHER
HIMSELF WAS THE ADVISER OF THE PUBLISHED RESEARCH”
THIS IS FOR THE PURPOSES OF GIVING STUDENTS A BASIS OF THE

OUTLOOK OF THE RESEARCH PAPER WITH ALL ITS PARTS SINCE THE
SUBJECT IS HIGHLY TECHNICAL BY NATURE.
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Name: _______________________________ Date: _________
THEORIES AND CONCEPTS.
Instruction: Out of the research title that is given to your group,

search for 2 THEORIES or CONCEPTS that are relevant for your
research. Discuss them below and the research adviser will examine
its validity.
THEORY/CONCEPT 1
Name: __________________________________________________
Proponent:_______________________________________________
Content:_________________________________________________
________________________________________________________
________________________________________________________
THEORY/CONCEPT 1
Name: ________________________________________________
Proponent:_____________________________________________
Content: ______________________________________________
______________________________________________________
______________________________________________________
ASSIGNMENT 4 : Please know that one output-categorized

assignment will be the creation of the theoretical background or
conceptual background which follows after the rationale. With this, the
teacher or research adviser will have a consultation to each student to
check and examine the correctness and accuracy for editing and
improvisation purposes.
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School ID: 408281

Topic: The Theoretical Framework
LESSON 5
A theory is a collection of facts, generalizations, phenomena, and
events.
A theoretical framework consists of concepts and, together with

their definitions and reference to relevant scholarly literature,
existing theory that is used for your particular study. The
theoretical framework must demonstrate an understanding of theories
and concepts that are relevant to the topic of your research paper and
that relate to the broader areas of knowledge being considered.
The theoretical framework is most often not something readily
found within the literature. You must review course readings and
pertinent research studies for theories and analytic models that are
relevant to the research problem you are investigating. The selection of
a theory should depend on its appropriateness, ease of application, and
explanatory power.
A person who develops a theory is a proponent of it. Both concepts and

theories are ideas and both also undergo being experimented with
proofs.
The theoretical framework strengthens the study in the
following ways:
1. An explicit statement of theoretical assumptions permits the reader to

evaluate them critically.
2. The theoretical framework connects the researcher to existing
knowledge. Guided by a relevant theory, you are given a basis for your
hypotheses and choice of research methods.
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3. Articulating the theoretical assumptions of a research study forces you
to address questions of why and how. It permits you to intellectually
transition from simply describing a phenomenon you have observed to
generalizing about various aspects of that phenomenon.
4. Having a theory helps you identify the limits to those generalizations.
A theoretical framework specifies which key variables influence a
phenomenon of interest and highlights the need to examine how those
key variables might differ and under what circumstances.
Below is a sample of a theoretical background.
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Name: _______________________________ Date: _________
Please know that this part shall be for the CHECKING OF THE
THEORIES AND THE THEORETICAL FRAMEWORK.
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School ID: 408281

Topic: Plagiarism: A Big “No” in Research
LESSON 6
What is Plagiarism?
According to the Merriam-Webster online dictionary, to "plagiarize" means:
• to steal and pass off (the ideas or words of another) as one's own
• to use (another's production) without crediting the source
• to commit literary theft
• to present as new and original an idea or product derived from an
existing source
In other words, plagiarism is an act of fraud. It involves both stealing

someone else's work and lying about it afterward.
But can words and ideas really be stolen?
According to U.S. law, the answer is yes. The expression of original ideas is
considered intellectual property and is protected by copyright laws, just like
original inventions. Almost all forms of expression fall under copyright
protection as long as they are recorded in some way (such as a book or a
computer file).
All of the following are considered plagiarism:
• turning in someone else's work as your own

• copying words or ideas from someone else without giving credit
• failing to put a quotation in quotation marks
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• giving incorrect information about the source of a quotation
• changing words but copying the sentence structure of a source
without giving credit
• copying so many words or ideas from a source that it makes up the
majority of your work, whether you give credit or not (see our
section on "fair use" rules)
Most cases of plagiarism can be avoided, however, by citing sources.

Simply acknowledging that certain material has been borrowed and
providing your audience with the information necessary to find that source
is usually enough to prevent plagiarism. See our section on citation for
more information on how to cite sources properly.
What about images, videos, and music?
Using an image, video or piece of music in a work you have produced

without receiving proper permission or providing appropriate citation is
plagiarism. The following activities are very common in today’s society.
Despite their popularity, they still count as plagiarism.
• Copying media (especially images) from other websites to paste them

into your own papers or websites.
• Making a video using footage from others’ videos or using
copyrighted music as part of the soundtrack.
• Performing another person’s copyrighted music (i.e., playing a
cover).
• Composing a piece of music that borrows heavily from another
composition.
Certainly, these media pose situations in which it can be challenging to

determine whether or not the copyrights of a work are being violated. For
example:
• A photograph or scan of a copyrighted image (for example: using a

photograph of a book cover to represent that book on one’s website)
• Recording audio or video in which copyrighted music or video is
playing in the background.
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• Re-creating a visual work in the same medium. (for example:
shooting a photograph that uses the same composition and subject
matter as someone else’s photograph)
• Re-creating a visual work in a different medium (for example: making
a painting that closely resembles another person’s photograph).
• Re-mixing or altering copyrighted images, video or audio, even if
done so in an original way.
The legality of these situations, and others, would be dependent upon the
intent and context within which they are produced. The two safest
approaches to take in regards to these situations is: 1) Avoid them
altogether or 2) Confirm the works’ usage permissions and cite them
properly.
Below are some ways on how to avoid plagiarism.
Source: https://www.customessaymeister.com/blog/how-to-write-a-research-paper-
without-plagiarizing
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Name: _______________________________ Date: _________
I. MANIFESTATIONS OF PLAGIARISM. Based on your readings, name 5

incidents of doing a research paper where plagiarism is exhibited.
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
II. PLAGIARISM CHECKER. Mention at least five ways on how

to spot that a material has been plagiarized.
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
ASSIGNMENT 6
The teacher will conduct a plagiarism check on the materials and research parts
submitted by the students so far. With this, students’ works will be critiqued and given
feedback for further developments and improvisations.
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School ID: 408281

Topic: The Definition of Terms or Operational Terms in Research
LESSON 7
A Good Example Of Definition Of Terms In A

Research Paper
Students have to define key terms and concepts in their research papers. If you do not
know how to do this in the easiest way, you can search for good examples on the Web,
visit an academic writing center, go to your university library, or ask your classmates for
some help. Either way, you should learn how to evaluate an example that you find. The
following information contains useful guidelines for students who want to choose a good
example and compose a solid definition of terms section in their papers:
1. You should define important terms and concepts at the start of your research paper.
Typically, they go after the paragraph that introduces the study purpose and before the
major content.
2. It is recommended to use one paragraph for each term that you define. You can
provide several definitions and outline the one you are going to use in your paper.
3. Many writing manuals suggest starting with adjective and noun combinations. In other
words, you pick terms from your main statement and explain their meanings. You
should stay specific, for instance, define a term as “illegal immigration” instead of just
“immigration.”
4. Do not forget to specify what combinations of verbs and adjectives mean in your
research. For example, phrases such as “is considered more effective” or “is worse”
may have very different meanings in different kinds of studies. The same refers to
combinations of adverbs such as “positively” and “negatively,” as well as verbs.
5. One of the most important things to keep in mind is to define your own terms. You can
use the following template: in current research, the term term1 is used to mean the
following explanation.
6. Some students provide terms in a list format. This makes your research assignments
easier to read, especially if you format a defined term in italics. However, you may also
find examples where they use one paragraph for each term.
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7. It is necessary to mention that you need to cite sources from where you borrow
definitions. You should cite as you write. Check with your supervisor whether you can
use footnotes in order to make the text more reader-friendly.
8. To prepare a strong definition section, you will have to use many dictionaries, as each
of them provides a slightly different meaning and it takes some effort to choose the
most appropriate definitions.
9. Though it is better to avoid many quotes in a research paper, you can quote from the
dictionary in your work.
10. The length of your definition paragraph depends on the number of definitions you want
to provide, so make sure to select the key terms
11. Below is a sample definition of terms from a research paper.
Remember: Terms are defined operationally. That means, the definition is based on the
word’s context and function in your research.
Source: https://ihelptostudy.com/sample-of-definition-of-terms-in-thesis-writing.html
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Name: _______________________________ Date: _________
A. True or False.
___________1. This is one of the longest part of the research paper.
___________2. The researcher can define as many terms.
___________3. The word “operational” means that the words defined are
within the context of the research.
___________4. Quoting from the dictionary completely is a must.
___________5. Own terms must then be defined.
___________6. Concepts should not be defined.
___________7. A one paragraph would already be enough for the
recommendation.
___________8. Citing sources in defining is necessary.
___________9. Accuracy and grammaticality of the paragraph must be
observed.
___________10. Staying specific is a must.
B. Based on your own research, mention at least two OPERATIONAL

WORDS used in the context of your study and try defining them very
contextually.
Word 1 _______
Def__________________________________________________________
_____________________________________________________________
Word 2 _______
Def__________________________________________________________
_____________________________________________________________
ASSIGNMENT 7 The students in each group will already begin to draft

and work on their definition of terms. The research adviser or teacher shall
check and examine their works in the consultative way as practiced in
technical writing subjects like research.
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School ID: 408281
Topic: The Research Methodology
LESSON 8
What are research methods

Research methods are the strategies, processes or techniques utilized in
the collection of data or evidence for analysis in order to uncover new
information or create better understanding of a topic.
There are different types of research methods which use different tools for
data collection.
Types of Research
Qualitative Research gathers data about lived experiences, emotions or

behaviours, and the meanings individuals attach to them. It assists in
enabling researchers to gain a better understanding of complex concepts,
social interactions or cultural phenomena. This type of research is useful in
the exploration of how or why things have occurred, interpreting events
and describing actions.
Quantitative Research gathers numerical data which can be ranked,

measured or categorised through statistical analysis. It assists with
uncovering patterns or relationships, and for making generalisations. This
type of research is useful for finding out how many, how much, how often,
or to what extent.
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Mixed Methods Research integrates both
Qualitative and Quantitative Research. It provides a holistic approach
combining and analysing the statistical data with deeper contextualised
insights. Using Mixed Methods also enables Triangulation, or verification,
of the data from two or more sources.
Data Collection Tools

Techniques or tools used for gathering research data include:
Quantitative Techniques or
Qualitative Techniques or Tools
Tools
Interviews: these can be structured, Surveys or questionnaires:

semi-structured or unstructured in-depth which ask the same questions
sessions with the researcher and a to large numbers of
participant. participants or
use Likert scales which
measure opinions as
numerical data.
Focus groups: with several participants Observation: which can

discussing a particular topic or a set of either involve counting the
questions. Researchers can be facilitators number of times a specific
or observers. phenomenon occurs, or the
coding of observational data in
order to translate it into
numbers.
Observations: On-site, in-context or Document screening:

role-play options. sourcing numerical data from
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Quantitative Techniques or
Qualitative Techniques or Tools
Tools
financial reports or counting

word occurrences.
Document analysis: Interrogation of Experiments: testing

correspondence (letters, diaries, emails hypotheses in laboratories,
etc) or reports. testing cause and effect
relationships, through field
experiments, or via quasi- or
natural experiments.
Oral history or life stories:

Remembrances or memories of
experiences told to the researcher.
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Name: _______________________________ Date: _________
A. Drill. TRUE OR FALSE

_________1. A qualitative technique can have observations on-site.
_________2. A quantitative technique can also have observations that
focus on a specific phenomenon.
_________3. Experimental method MAY NOT include laboratory
conduct.
_________4. Survey questionnaires utilize likert scale.
_________5. A research MAY NOT HAVE any method.
_________6. Participants in a focus group may be designated to
different tasks to elicit more responses and facts.
_________7. Virtual ways to conduct like emails and social media are
accessible for research.
_________8. Qualitative and Quantitative Methods can both be mixed.
_________9. Like any other observation, research always undergoes
observation.
_________10. In a categorization of the data in a quantitative research,
numerical values are a must.
ASSIGNMENT 8. The students in each group will already begin to draft

and work on their definition of terms. The research adviser or teacher shall
check and examine their works in the consultative way as practiced in
technical writing subjects like research.
To the checker: The making or drafting of the drill will have successive
scores in the written works category since students should be graded in
this process of creation. Hence, this already substitutes objectives quizzes
since the subject is practical research.
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School ID: 408281
Subject: Practical Research 2
Topic: Research Statistics
LESSON 9
The importance of Statistics in Scientific Research and Development
Sentiments on statistics in research and academia have rarely been viewed

in the positive light – at least at the very beginning. Often failing to disguise
itself as anything but “more math”, budding students transitioning into
tertiary education have attempted to evade statistics like the plague. A
disregard and distaste for statistics however is undoubtedly disturbing for
educators and industry professionals all around, particularly among the
circles of STEM. How is something so critical in helping students develop
quantitative reasoning skills, obtain tools to make inferences, assess
limitations, detect errors and uncertainty from data, so that decisions and/or
conclusions can be formed, be neglected?
One way statistics has eased into peoples good books is through the happy
marriage of computer science and statistics. The world of statistics and
computer science have collided and melded together as the practice of
statistics has moved onto our electronic devices in the form of programming.
Languages like R and Python rank as some of the fastest growing and most
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used programming languages in the last 5 years. The use of R has grown
particularly in academic circles for statistical computing is a well sought out
skill and proficiency in R or Python is now desired by many employers
especially for those who are pursuing careers in STEM. Statistical tests have
come a long way since the beginning and harnessing the power and utility
of computers will only see it advance and influence others more rapidly and
efficiently.
R logo. Picture Credits: Hadley Wickham and others at RStudio. Python Logo.
Picture credits: Benjamin Hell.
Another way these bad vibes are being countered is the early inclusion of
statistics to educational curriculums. In the USA, statistics has been
introduced as one of the core components of K-12 Mathematics, highlighting
the importance of the learning mathematical skills of induction, deduction,
and communication of data. Such practices seem promising as this year
alone we should have hit a 50% increase (approximately 200,000
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individuals) of professional statisticians entering the workforce. Learning
statistics earlier should provide educators a chance to cultivate an earlier
appreciation of statistics and corresponding valuable analytical skills.
Educators should not provide students with the illusion that pursuing a career
in geology or nursing will end all affairs with statistics because the truth is
the pervasiveness of data analysis is far-reaching and only increasing in
importance as we rely on the data to advance into the future.
So having chosen to embrace statistics, where and who can we expect to be

at the frontier of statistics? The truth is many of you will be at the heart of
it before knowing it. As emphasized earlier, statistics is an interdisciplinary
study. While often highlighted in sciences, it becomes absolutely relevant
and paramount whenever there is a need for research and development. We
ask questions, seek for improvements, develop new concepts and need a
way to answer or see how these ideas come to life. The next step is to then
perform experiments, develop prototypes, run tests, all the while tracking
results, recording data. Statistics finally comes into play, helping you assess
levels of uncertainty, % of success, project growth or sales rates, where to
build houses, or mine Gold. Such is the nature of research and development
that involves the application of scientific methods, processes, and systems
in order to evaluate and interpret data. Data-driven-statistical- research now
forms a fundamental piece of the puzzle when innovating, creating or
attempting to progress forward – be it in medicine, academia, business,
Information Technology, medicine, economics, or construction.
33S
Different professions and jobs that are able to use statistics. Picture adapted
and modified from Woodward English. Credits: attanatta.
For example, a biostatistician may be involved in researching the rate of HIV
spread and invasion throughout sub-saharan Africa to help identify the
countries that will be hit the hardest. In medicine, statistical research may
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take the form of equivalence testing to compare, improve and examine the
effectiveness of new drugs to aid depression. Astronomers may utilize
statistical models to support research on the expansion of the universe, while
an actuary may look for statistical models to predict risk of financial
investments or business expansion. Mechanics and automotive industrialists
can apply statistics to constantly improve the quality of their product by
constantly minimizing the level of errors in the performance of their product.
Perhaps a more familiar example is the collation of government statistics.
For years, governments have gathered a wealth of enormous datasets and
utilized the power of statistics to inform decisions and research
improvements on housing, income, unemployment, minimum wage,
healthcare, and education services.
So why is it so important to pair scientific research with the use

of statistics?
1. Informs methods on data collection
35S
Data collection and plant identification. Photo credits: Hillebrand Steve,
USFWS.
By pre-emptively identifying the statistical test(s) you want to employ to help
answer your research question(s), hopefully you know what sort of data
needs to be collected. Where statistics comes in handy is helping you identify
key aspects you may not have considered in your chosen methods of data
collection. Such may come in the form of identifying an additional variable
of importance to collect data on. Another pitfall statistics can help you avoid
is that of pseudoreplication. Pseudoreplication is particularly dangerous for
several reasons: Firstly, it paints a false image of how large a sample size is
and ignores the need for “true” replicated treatments (when applicable).
Sample sizes are important as they determine the power of your statistical
tests and therefore the confidence and scope of your conclusions based on
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the statistical results. Secondly it fails to highlight that some variables may
not be independent. This may mask the true effects of the variables that you
wish to be examining independently. Sampling bias can also be avoided
when considering the statistical test you hope to use: for example research
on the occurrence of domestic violence in households should investigate low-
income, middle-income, and high-income neighbourhoods.
“To call in the statistician after the experiment is done may be no more than
asking him to perform a post-mortem examination: he may be able to say
what the experiment died of.”
— Ronald Fisher
2. Used to support or negate a hypothesis
Without statistical tests there would be no objective way to show whether

the data are in support or in disagreement of research questions. Since the
burden of evidence (for or against) lies in results of statistic tests, without
the use of statistics in research, we would be buried in unknowns, more
questions, open-ended conclusions, and more data than we can handle!
Without statistical research, we would be unable to credit new discoveries,
answer new questions, and confidently advance with new developments.
Statistical tests form the basis on each we can trust what the data is saying
and make sense of what the raw, volumes of data are communicating.
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3. Seeks out uncertainty, errors, and outliers in the data
Visualizing
statistics and
data
collection to
seek out
flaws.
Data is
rarely squeaky clean and more often than not, data is messy, ugly and
incomplete: Such is the nature of sampling data, there are answers people
do not answer completely, truly, or circumstances beyond our control that
prevent us to collect all the data points we desire: e.g. an inaccessible village
of HIV+ patients trapped in a war zone, the premature death of chicks in a
nest, apparatus failure, or the sudden crash in stocks. Truth of the matter is
there is no way to collect ALL data points – this is where inferential statistics
saves the day. Beyond those limitations, at the very minimum there is human
error in data sampling or collection and with every tool, a measure of
uncertainty. Errors can also arise due to uncontrollable circumstances as
aforementioned, or due to a limitation of a statistical test. These errors can
be accounted for to some degree in statistical models and tests so that we
can cut through all the noise and assess our hypotheses honestly.
Using statistics can help us map out those outliers, identify the levels of
uncertainty in our results, and help us deal fairly with those errors. No
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statistical test is perfect and neither is any dataset. Statistics allows us to
draw conclusions openly by realizing these limitations from the start.
4. Aid interpretation, summarization, and communication of

datasets:
Statistical results from an ANOVA test. Table Credits: Jtneill.

Having utilized the appropriate statistical test, fair and objective conclusions,
implications, can now be interpreted from the dataset. Statistical tests
provide us with the means to interpret the dataset accurately so that we can
make unbiased decisions on how to proceed knowing what the data is
saying. It also guides the way we communicate our results and calls for us
to defend why these statistical tests were chosen and how we arrived at our
explanations based on a series of numbers. Statistics are also a great way
of communicating and condensing large datasets into digestible, bitesize
pieces of information easily understood by the masses. These summary
statistics are helpful in providing people with an immediate idea of the big
picture and whether your conclusions are valid.
5. Multivariate statistics and modelling
Without statistics we would be unable to tease apart the multitude of effects

that may be influencing our dependent variable. Furthermore we would not
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be able to identify which factors are working in conjunction to produce a
compounded effect on our dependent variable. Statistical modelling helps us
deal with our multivariate statistical questions so that we can assess
hypotheses from every possible angle. So for example, how do we know that
domestic violence in neighbourhoods of various levels of income are not also
affected by ethnicity, religion, and level of education? Some of the factors
may be intertwined and using statistics helps us tease apart these details.
Using statistics in scientific research and development. Slide Credits: Varuna

Harshana.
40S
With all that being said, it is worth pointing out that statistics can’t solve
everything and anything under the sun perfectly. Statistical tests/models are
flawed and in themselves have limitations in the way they were designed
and formulated. Even using the wrong statistical test can lead to serious
erroneous conclusions and overlook the data completely. Statisticians have
thus tried to create helpful guides, books, charts and keys to help advise
students and working professionals alike how to identify the appropriate
tests/models to apply to their data. These resources should help students be
more vigilant and aid the appropriate use and digestion of statistics.
Combined with a more positive outlook on statistics, early exposure, an
abundance of tools, and the knowledge of a ubiquitous need for statistics in
all forms of research and development, there is hope that statistics will be
shunned no more. Surely if plants can sense and harness the value of
statistics, so can we.
41S
Name: _______________________________ Date: _________
Instruction: Using a semantic web, make a summary of the different
uses of statistics in quantitative research.
ASSIGNMENT 9. The students in each group will already begin to draft and
work on their STATISTICAL TREATMENT OF DATA. The research adviser or
teacher shall check and examine their works in the consultative way as
practiced in technical writing subjects like research.
To the checker: The making or drafting of the drill will have successive
scores in the written works category since students should be graded in this
process of creation. Hence, this already substitutes objectives quizzes since
the subject is practical research.
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School ID: 408281
Topic: Preparations for a Research Proposal
LESSON 10
THE RESEARCH PROPOSAL and ITS IMPORTANCE
The importance of the research proposal

A research proposal is a document of usually three to seven pages that
informs others of a proposed piece of research. This proposed research
is usually a Masters or Doctorate by thesis, but it can also be work for a
corporate purpose. University students usually write research proposals
for academics who may eventually supervise the work based on the
proposal.
A research proposal can be rejected as unsuitable or poorly designed

and on the basis of this, a piece of research can be rejected. The
proposal is, therefore, an important document; one that is worth
spending some time on to get right.
Another reason to get the proposal right is that this can save you time
in the long run.
If the proposal is well-designed, it can form an outline of the thesis to

follow, and ideally, can be mapped onto various parts of the final thesis.
The elements of the research proposal: overview
The following elements must be included in any proposal:
1. Introduction or background to the research problem or issue,

including an identification of the gap in the current research
2. Research question and, if possible, a thesis statement answering
the question
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3. Justification for the proposal research, i.e., why the research is
needed
4. Preliminary literature review covering what others have already
done in the area
5. Theoretical framework to be used in the proposed research
6. Statement of the contribution of the research to the general area
7. Proposed research methodology
8. Research plan and outline
9. Timetable of proposed research
10. List of references used in preparing the proposal
The following elements may also be included in the proposal:
1. Limitations of the research (what the research is not intended to

do i.e. the scope of the research)
2. Resources to be used in the research e.g. equipment
3. Statement of the means by which the research will be evaluated or
tested
4. Statement of where and how results of the research will be
disseminated
5. Background of the researcher and their suitability for the task
44S
Name: _______________________________ Date: _________
Instruction: Using a semantic web, write all the necessary preparations

for a research proposal. You may use short phrases and sentences.
ASSIGNMENT 10. Same as the research class for the grade 11, the
students will be given a moment to have a dry run on how a research
proposal should be done. It will involve all the necessary preparations and
all procedures including some potential questions that might be asked
along the way.
45S
School ID: 408281
Topic: Data Collection in Quantitative Research
LESSON 11
How to collect quantitative data

Typically, quantitative research requires a large respondent population.
This is because the results of your research will be representative of a
larger population.
Quantitative methods
There are several methods by which you can collect quantitative data,
which include:
• Experiments
• Controlled observations
• Surveys: paper, kiosk, mobile, questionnaires
• Longitudinal studies
• Polls
• Telephone interviews
• Face-to-face interviews
The method by which you collect quantitative data can impact your
participant’s responses. For example, participants taking part in an
experiment are unlikely to make the same choices as they would in a social
context.
How participants respond to stimuli is context-bound, meaning they may

respond differently to each of these methods.
If you plan to conduct your research using more than one of these
methods, we’d recommend doing this in stages.
46S
Firstly, analyze the data for each individual method to identify any
contextual trends. Then, when you take a look at your collated data, you’ll
have more information to explain any inconsistencies.
Quantitative data analysis

There are two types of data that require statistical analysis; descriptive and
inferential. Descriptive statistics enables you to draw conclusions from data
the data as a whole.
Inferential statistics highlight “statistically significant” differences between

two or more groups of data. There are two types of inferential data:
comparative data and relationship data.
Types of quantitative data

Descriptive data
Simply put, descriptive statistics allows you to easily quantify a variable (or
variables) for a target group.
For example, transport surveys may look for data concerning how many
people aged 18-25 use public transport to get to work.
In this example, the variable is ‘public transport’ and the target group is
those aged 18-25.
Comparative data
This method of data collection allows a comparison two or more target
groups based on one or more variable.
A comparative study may aim to compare the use of public transport

between people aged 18-25 and those aged 26-35.
Relationship data
Relationship data highlights trends, associations and relationships between
two or more variables.
In market research, you may set to find out what the relationship is
between customer gender and loyalty to your brand.
Strengths of quantitative research
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Objective analysis
Bias is less likely to occur in quantitative analysis, as the data are statistic
in nature. Meaning there is less room for a researcher’s subjective
reasoning to effect results.
Easy to analyze
Quantitative data is easier to analyze than its qualitative counterpart. Plus,
if you’re using online survey software, you can apply filters for a more in-
depth view of your data.
Conclusions are generalizable

If your sample population is representative of the study population, your
findings can be generalized to that larger group.
48S
Name: _______________________________ Date: _________
I. On the quadrant, mention each of the UNIQUE FEATURES of every
quantitative data.
Descriptive Data Comparative Data
Relationship Data Objective Analysis
49S
II: Given the different ways to collect data below, cite at least one STEP to
collect data specifically.
1. Experiments
______________________________________________________
2. Controlled observations
______________________________________________________
3. Surveys: paper, kiosk, mobile, questionnaires
______________________________________________________
4. Longitudinal studies
______________________________________________________
5. Polls
________________________________________________________
6. Telephone interviews
________________________________________________________
7. Face-to-face interviews
________________________________________________________
ASSIGNMENT11. Consultatively, the students are expected to confer with

the research teacher/adviser on the application of the statistical treatment
of data based on their preferred research method. They will now be given
the “go” signal to do the conduct and gather data as soon as they are
done.
50S
School ID: 408281
Topic: Research Conclusions and Recommendations
LESSON 12
Conclusions and Recommendations
The Conclusions and Recommendations may be combined or, in long reports,

presented in separate sections. If there are no recommendations to be made
as a result of the project, just call this section Conclusions.
The Conclusions section sums up the key points of your discussion, the
essential features of your design, or the significant outcomes of your
investigation. As its function is to round off the story of your project, it
should:
• be written to relate directly to the aims of the project as stated in the

Introduction
• indicate the extent to which the aims have been achieved
• summarise the key findings, outcomes or information in your report
• acknowledge limitations and make recommendations for future work
(where applicable)
• highlight the significance or usefulness of your work.
The conclusions should relate to the aims of the work:
Example 1:
Aim
The aim of this project is to design a mobile phone tower for a suburban
location..
Conclusions
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The mobile phone tower presented here can be erected safely in a suburban
street.
It requires a total area of no more than 2m2 l, and has the following safety
features:...
Example 2:
Aim
This investigation will review the volume of passengers using the Monash
University Clayton-Caulfield inter-campus bus in order to recommend
adjustments to the service if needed.
Conclusions
Analysis of the survey data obtained in this project shows that use of the
Clayton-Caulfield inter-campus bus has increased by 24% in the past five
years. It is recommended that frequency be increased during peak usage...
The Conclusions section below is from a level 2 Civil Engineering Alternative

Designs report presenting two designs for a an overpass bridge. Click on the
coloured buttons to see the comments.
Conclusions
Each of the two bridge designs presented in this report fulfil the criteria
specified in the project brief. Both designs incorporate round piers on piled
foundations, which are used because the soil conditions are unknown and
possibly unstable. Design 1, a simple composite I-girder bridge, has the
advantage of being made of steel and thus has longer spans and fewer piers.
Design 2, a super-T beam bridge, requires minimal formwork in the

construction of its concrete deck, is relatively easy to erect and will maintain
stability during transportation and construction. In addition, it is more
economical to build and maintain. Design 2 is therefore recommended. It
offers an affordable overpass with superior durability, and fully meets the
requirements of the design brief.
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Recommendations
Always address limitations and suggest how they might be overcome in

future work. The excerpt below is from the Conclusions of a report on a
project investigating the effect of pulsation on heat transfer in horizontal
pipe flow.
Experimental results showed that pulsed flow without flow reversal had no
significant effect compared with steady flow. Preliminary experiments with
reversed flow, however, clearly indicated increased heat transfer. This is
likely due to the large disturbances in the hydrodynamic boundary layer
when the flow changes direction. Further research is recommended to
determine the maximum achievable enhancement.
It should be noted that the experimental results do not agree with the
theoretical equations. This may be due to the deposits which developed
inside the pipe, or to inconsistent thermocouple temperature. Therefore,
regular inspection of the test rig is recommended.
For a very long report, it is acceptable to present the conclusions and

recommendations in point form:
The prototype robot courier presented here has been shown to be capable
of delivering documents autonomously in an office environment. It has
demonstrated the following components of mobile robotics:
1. Localisation: The Kalman filter-based localisation algorithm achieved

sub-centimeter accuracy under normal operating conditions.
2. Environment modelling: The occupancy map was updated dynamically
to include obstacles not included in the original map.
3. Path planning: A distance transform-based path planner using obstacle
transforms produced a globally optimal local entrapment-free path to
the goal.
53S
Name: _______________________________ Date: _________
I. Using the Venn Diagram, compare and contrast the purposes or
functions of the recommendations and conclusions.
II. Given the research title that you will defend soon, give at least 3-sentence
starting statements for a recommendation and conclusion
RECOMMENDATIONS
_____________________________________________________________
_____________________________________________________________
CONCLUSIONS
_____________________________________________________________
_____________________________________________________________
ASSIGNMENT 12. Consultatively, the students are expected to confer with

the research teacher/adviser on the application of the last chapter which
contains the recommendations and conclusions of data based on the
preceding chapter which is the presentations and analysis of data.
54S

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Green Rose Center for Academe Inc.

Purok Gemelina Estaca Compostela Cebu

• The data is usually gathered using structured research instruments.

Name: _______________________________ Date: _________

B.1. TRUE OR FALSE

____________1. Quantitative Research has more numerical expressions.

PRACTICAL RESEARCH ASSIGNMENT1

Create an essay with 3 paragraphs discussing your thoughts on the title

THE IMPORTANCE OF RESEARCH NOWADAYS

Characteristics of Quantitative Research.

Weaknesses of Quantitative Data

Name: _______________________________ Date: _________

Instruction: Using a semantic web like the example below, summarize

PRACTICAL RESEARCH 2 ASSIGNMENT 2

Name: _______________________________ Date: _________

INSTRUCTION: Answer the questions briefly but intellectually.

1. Why is quantitative research more challenging than the

What is a purpose statement?

What is the difference between the purpose statement and the

How to write a quantitative purpose statement?

WRITING A RESEARCH INTRODUCTION

Three essential parts of a good introduction are:

Somewhere in the introduction you need to inform the reader of

The statement of purpose is not simply a statement of why the

• "What are the objectives of my research?" and

“ A SAMPLE RESEARCH WITH THE FORMATS OF EVERY CONTENT IN PDF

I. Instruction: Draft a sample of a RESEARCH INTRODUCTION or

Paragraph 1. Discussion on the Big Idea

Paragraph 2. Citations/Further Discussion Coming from Writers

Paragraph 4. Mini Discussion about the Benefits of your Research

Name: _______________________________ Date: _________

A concept is a term that is often used in metaphysics, especially

• Mental representations – concepts as a subset of mental representations

• Abilities – concepts as abilities that are peculiar to cognitive agents.

• Abstract objects – this debate concerning the ontological status of concepts

Theory can be defined as a collection of ideas, facts, phenomena or events

• A concept is an abstract notion. A theory is a collection of explanations

• A concept needs not be tested. The main component of a theory is that it

• Concepts are prone to morph and change. Theories although not

• A concept is a general idea. A theory is an explanation that is supported

• A concept can be unorganized. A theory must be organized.

Note: “ A SAMPLE RESEARCH WITH THE FORMATS OF EVERY CONTENT

THIS IS FOR THE PURPOSES OF GIVING STUDENTS A BASIS OF THE

THEORIES AND CONCEPTS.

Instruction: Out of the research title that is given to your group,

ASSIGNMENT 4 : Please know that one output-categorized

Subject: Practical Research 2 for Grade 12

A theoretical framework consists of concepts and, together with

A person who develops a theory is a proponent of it. Both concepts and

1. An explicit statement of theoretical assumptions permits the reader to

Below is a sample of a theoretical background.

Subject: Practical Research 2 for Grade 12

According to the Merriam-Webster online dictionary, to "plagiarize" means:

In other words, plagiarism is an act of fraud. It involves both stealing

But can words and ideas really be stolen?

All of the following are considered plagiarism:

• turning in someone else's work as your own

Most cases of plagiarism can be avoided, however, by citing sources.

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _