NOTRE DAME

SENIOR HIGH SCHOOL

1ST SEMESTER
MODULES IN PRACTICAL RESEARCH 2

The common facts of today are the products of yesterday’s research.

Duncan MacDonald
ND
ND
“The school that builds character”
GRADE LEVEL: 12 WEEK: 1
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON: 1
TOPIC: The Nature of Inquiry and Research

I. OBJECTIVES: This section provides an overview of quantitative research and covers…

1. Definition and characteristics of quantitative research.

2. Types of quantitative research.
3. Features of quantitative research, and;
4. Strengths and weaknesses of quantitative research.

II. LESSON PROPER:

The word research or inquiry is probably not new to you anymore. You already had experiences in
conducting an investigation or completing a project in your previous subjects. This chapter
discusses the nature of inquiry of research, the steps or processes involved in conducting research,
and the identification and control of variables in an investigation.

Quantitative Research, is the process of collecting and analyzing numerical data. It can
be used to find patterns and averages, make predictions, test causal relationships, and
You should know: Definition of Quantitative Research

generalize results to wider populations. It is the opposite of qualitative research, which

involves collecting and analyzing non-numerical data (Bhandari, 2020).
Quantitative Research maybe defined as the systematic empirical investigation of social
phenomena using tools of mathematics and statistics.
Quantitative Research uses quantitative methods and these terms are often used
interchangeably. Quantitative methods pertain to the various quantitative techniques for
the collection, analysis and interpretation of data.
The term “quantitative” emphasizes that this type of research involves quantification or
measurement and usually involves numbers. The term empirical means this type of research
is concerned with the things or characteristics that are observable. The term “social
phenomena” emphasizes that it is concerned with people, their communities, their
organizations, and even their behavior.
FEATURES OF QUANTITATIVE RESEARCH
Deductive Approach/Orientation:
Quantitative Research is differentiated from qualitative research by: Starts out with a general statement, or
hypothesis, and examines the
1. The kind of research problems it addresses; possibilities to reach a specific, logical
2. It’s philosophical underpinnings; conclusion. A deductive approach
3. It’s adoption of the scientific method, and; usually begins with a hypothesis, whilst
4. It’s deductive orientation. an inductive approach will usually use
research questions to narrow the scope
TYPES OF QUANTITATIVE RESEARCH
of the study.
Descriptive Research
 is generally concerned with investigating, measuring, and describing one or more aspects or characteristics of
one or more groups, communities or phenomenon. It is useful in answering research questions that deal with
measurements like those start with “How many?”, “How much?”,”How often?”,”How long?” and similar questions.
 the subjects it deals with are complex and require systematic research and measurement to be answered. It is
not applicable to questions dealing with subjects that can be easily answered by a simple search, observation
and computation.

For example, a grade school principal is interested in understanding the study habits of the students in the different grade levels and sections
within the school. She might ask the homeroom teachers to survey the parents of their pupils on how the pupils spend their time in a typical
week. Based on the answers, the principal can learn about the average time that the students in each sections and each grade level spends on
homework, projects, reviewing for classes, watching TV, playing computer games, surfing the internet, and other activities. She can then
prepare a report and present this information to the parents and teachers in the school, then make recommendations based on her findings.
Correlational Research

 studies the relationship between two or more characteristics of one or more groups. It can verify or disprove a
systematic relationship between two characteristics or variables.
 a positive relationship means that high values of one variable correspond with high values of the other; a
negative relationship means that high values of one variable correspond low values in the other.
For example, a grade school principal is interested to know whether the time spent by pupils playing computer games affects their grades. The
principal can perform a simple statistical test to determine whether there is a significant relationship between the number of hours spent by
pupils playing computer games and the quarterly grades of students in different subjects. A positive relationship means that the more hours a
pupil spends computer games, the higher their grades become. Conversely, a negative relationship means that the more hours a pupil spends
playing computer games, the lower their grades become.
Causal-Comparative Research

 compares one or more measurable characteristics of two or more groups to find the similarities and the
differences between them.
 the result of a comparison can be used to generate insights about the characteristics of both groups. As well, it
can be used to determine the possible underlying causes of these similarities or differences.

For example, a principal might want to know why students from two sections that have the same teachers as the same grade level in the same
school perform differently. One section is performing well, while the other is performing poorly. The teachers can collect information about their
socioeconomic background, their study habits, diet, and other activities. Once the data is collected, the information can be compared to see if
there are systematic differences between the two groups. Once the differences between the two sections are identified, they can proceed with
investigating which differences explain the variance in academic performance.

Experimental Research

 social science experimental researches attempt to approximate methods used in the natural sciences in social
settings. Researchers conducting experimental research actively manipulate conditions or inputs to observe the
outcomes.
 experimental research, however, is subject to more extensive ethical standards, especially when the experiment
may cause physical, mental, psychological, or environmental harm.

For example, a physical education teacher wants to know whether exercising in the morning three time a week affects the length of sleep of
pupils get at night. The teacher invites 100 school pupils from the same grade to participate: 50 students exercise in the morning for 45 minutes,
three times a week. Another 50 students do not exercise in the morning for one month. The pupils are asked to record how many hours they
sleep per night. After one month, the two groups switch. The first group will not exercise and the second group will do the same exercise.
Using the data from this experiment, the teacher can determine if morning exercise leads to a longer sleep at night.

STRENGTHS AND WEAKNESSES OF QUANTITATIVE RESEARCH

Strength
1. Quantitative methods offer breadth.
2. Studies using quantitative research approaches are
generally easier to replicate compared to those that use
qualitative research
3.Communicating data, procedures, and results are
easier because the statistical terminologies, analytical
techniques, and procedures are generally consistent
across disciplines.
4. It is generally easier to summarize, describe, process,
and analyze large volumes of information when they
are in numerical form.
5. Quantitative research is better for projects where
objectivity is desired.
Weaknesses
1.Some aspects of people, human behavior, and
interactions are often difficult or impossible to
measure.
2. Emphasis on generalizability and trends hinders the
deeper examination of nuanced factors that affects
specific cases.
3. Context and other information that provided a richer
understanding of observed trends and patterns can get
lost in the measurement and macro examination of
data.
4. Errors in the measurement or modelling or the
omission of data can easily lead to the
misinterpretation of results.
5. Some tools utilized in this quantitative research may
yield limited or even inaccurate information due to
human nature.
GRADE LEVEL: 12 WEEK: 2
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON: 2
TOPIC: Importance of Quantitative Research Across Fields and The Use of Variables in Quantitative
Research

I. OBJECTIVES: This section covers the importance of quantitative research across fields and
discusses the use of variables in quantitative research.

1. Illustrate the importance of quantitative research across fields of

a. Politics, governance and public administration
b. Business, management and economics
c. Environment and development studies, and;
d. Education, Psychology and Sociology.
2. Define variables
3. Identify types of variables and their uses

II. LESSON PROPER:

Quantitative methods are used across different disciplines, such as political sciences, economics,
sociology, demography, psychology, business and management, development studies, and law. It
allows academics and practitioners to produce new knowledge and come up with solutions to
existing societal problems.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

Politics, Governance, and Public Administration

Quantitative methods are an indispensable tool for many political scientists and practitioners of
politics. It is preferred among political scientists who work with empirical studies involving large
numbers of people or countries over long periods of time. Many political candidates, contributors, and
supporters rely on the results of political surveys in order to assess their chances of winning and to
determine the areas where they need to develop support. One example of this study is on the effect of
campaign advertising on voters in an attempt to resolve contending views.

Government organizations also use quantitative methods to systematically collect and analyze
information to better perform their mandates. For example, statistics called Philippine Statistics
Authority enables us to gain a better understanding of poverty, unemployment, education, and other
aspects of national situation. These are the products of census and surveys commissioned by the
government. Quantitative methods are also used to systematically evaluate the effectiveness and impacts
of the policies and programs implemented by the government.

Business, Management and Economics

Quantitative methods are widely used in business, it is often use to collect and analyze
information on customer preference and product performance as well as overall business performance.
Most research in economics also use quantitative methods. Economics deals with the production,
distribution and consumption of goods and services, so much of the information covered in economics is
numerical such as: per capita income, economic growth, interest rates, gross domestics product, etc. The
use of quantitative methods to analyze data is dominant in econometrics, a subfield of economics that
specifically uses statistics.

Bank investment companies rely on analysis and predictions in making business decisions.
Government organizations, such as the National Economic and Development Authority (NEDA) and the
Bangko Sentral ng Pilipinas (BSP), employ economists who use quantitative methods to determine how
the Philippine economy and its various sectors are performing and what will likely be affected by global
and regional economic development or issues.

Environment and Development Studies

Quantitative methods are widely used in the field of development studies. Development goals, such
as United Nation’s Millennium Development Goals of 2000 – 2015 and the Sustainable Development
Goals of 2015 -2030 are such examples. Quantitative methods are also used in environmental studies.
It is useful for measuring and studying environmental issues such as the depletion rate of forest covers,
the impacts of increasing greenhouse gases, the effects of dynamite fishing on the environment and
communities, and even the status of different animal species, among others.
Education, Sociology and Psychology

Quantitative methods are used in education research. One of the most common applications is in
educational assessment which measures the learning and performance of individual s and groups. It also
used to assess and compare the effectiveness of different teaching or pedagogical approaches.

Quantitative methods are also used in psychology especially in the subfield of psychometrics, a
branch of psychology concerned with the measurement of traits like intelligence, skills, knowledge,
attitudes, personality traits, and educational achievement.

In sociology quantitative methods are used to discover trends and patterns in the behavior of
individuals or groups of people, as well as the underlying rules that govern them.

VARIABLES IN QUANTITATIVE RESEARCH

 The variable is a central idea in quantitative research. Quantitative research generally involves
the measurement of one or more observable characteristics of people, groups, or communities;
these are referred to as variable.
 Variables are measurable attributes or characteristics that can vary for different cases. It serves
as a basis for collecting, organizing, presenting, analyzing, and interpreting data in quantitative
research.
Four Types of Operational Variables

1. Independent or Change Variables – variables that cause changes in phenomenon or situation. It occurs
prior to all variables. Independent variables are also called treatment, antecedent, manipulated, or predictor
variables. For example, the level of affection exhibited by parents is an independent variable which
influences the academic performance of the children.

2. Dependent or Outcome Variables – These are effects brought by the independent variable. It is also
referred to as the outcome, effect, or response variable. For example, the number of migrants to a host
country is a dependent variable of the socioeconomic conditions in a source country. Low income levels in a
source country may influence more people to migrate.

3. Intervening Variables – these variables are the links between dependent and independent variables. There
are certain phenomena in which. Without the intervening variable, there will be no observed significant
effect to the dependent variable from the independent variable (Kumar, 1996). A study looking into the
impact of a country’s regime type and a country’s support for LGBT rights may be influenced by that
country’s level of freedom of assembly.

4. Antecedent Variable – are independent variables which precede other independent variables. These are
Measuring Variables
the variables which affect the link between the cause, connecting.
Categorical Variable or qualitative variables are those that
Statistical Data
may be classified into categories or may be placed in rank orders.

Categorical Numerical  Nominal Variable enable classification of individuals, objects

Variable Variable or responses based on common property or characteristics.
Examples: Gender (Male or Female); College Major (English,
Nominal Interval Sociology
k  Ordinal Variables have all the characteristics of a nominal
Ordinal Ratio
variable but ranked in a certain order. Examples: Social
Classes (upper, middle, low) Typhoon Signal (1,2,3,4)

Numerical Variables or quantitative variables have

numerical values or measures.

 Interval Variables are type of numerical variable, an interval

measures describes a variable whose attributes are ranked-
ordered and have equal distances between adjacent
attributes. Example, Fahrenheit temperature scale (the
difference between 70 and 80 degrees is the same as 30 and
40 degrees; but 0 degree does not mean no temperature;
Standardized intelligence test scores; Age
 Ratio Variables have the characteristics of nominal, ordinal,
and interval measures. They are based on a fixed starting
point or a “true zero point”. Example: Annual Family Income,
Number of students per classroom
GRADE LEVEL: 12 WEEK: 3
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON: 3
TOPIC: Identifying a Potential Research Topic and The Introduction and the Background of the Study.

I. OBJECTIVES: In this section you will learn about

1. The definition and characteristics of research topic

2. Sources and choosing a suitable research topic for quantitative research
3. The introduction and the background of the study, and;
4. Characteristics of a good background of the study.

II. LESSON PROPER:

Identifying a research topic is one of the first and vital steps in the research process. The research topic
sets the direction of a research project. It becomes the basis of formulating the research questions,
identifying literature that should be reviewed, narrowing down appropriate theories and frameworks,
and planning for data collection and analysis. Without a clear topic, it is difficult to proceed to the other
stages of the research process.

 A research topic may stem from an idea, problem, or issue that evokes your personal curiosity or
interest.
 Creswell (2014) defines research topic as “the issue or problem leading to the need for the research”.
 The topic may be a real problem or issue that you are assigned to investigate in order to come up
with a potential solution.
 Research topics come from many sources and there are no fixed rules for identifying a research topic.
 The research topic is a general idea, issue, or problem being considered for investigation.

SOURCES OF POTENTIAL RESEARCH TOPICS

Johnson and Reynolds (2012) identified three possible sources for research topics. These are:
Personal Sources, Non-Scholarly, and Scholarly sources.

1. Personal experiences are your personal experiences. These topics are influenced by the individuals’
perspectives, inclinations, and values.
2. Non – Scholarly sources include newspapers, magazines, radio, television, and limited sources.
These sources provide the researchers information on current affairs and political, social, economic,
or cultural issues.
3. Scholarly sources/literature journal articles, books, research papers, and documents written by
academics, professionals, and research organizations. Scholarly articles, such as those found
through Google Scholar, often undergo a rigorous review process and multiple revisions under the
guidance of journal editors and experts before they are published. As such, these are highly
reputable sources.

CHOOSING RELEVANT RESEARCH TOPICS

 Researchers are advised to choose topics that have demonstrable significance.

 Ideally, research topics should satisfy two important criteria: (1) it should pose a question that is
relevant to the to the real world; and (2) it should make a specific contribution to the scholarly
literature by adding to our collective understanding of the world through scientific explanation.
 A good research topic should be relevant in reality.
 These topics have the potential to foster new understanding of phenomena, identify possible causes
and/or effects, or develop recommendations that are beneficial to the people’s lives.

THE INTRODUCTION

 Most research papers start with an introduction chapter or sections. The primary purpose of the
introduction chapter or section is to give the readers an overview of what the entire study is all
about.
 It aims to introduce the readers to the research topic and the research problem that the study is
trying to address.
 Writing the introduction sections or chapter demands careful attentions since it is found at the
beginning of a research paper and is usually the first thing that a reader encounters.
 A well-written introduction catches the attention and interest of the reader, as well as, it persuades
them to read the rest of the study.
 A poorly written introduction chapter on the other hand may cause the reader to lose interest in the
study and to stop reading.
  The introduction section should generally include the background of the study, the statement of the
problem, the research questions or objective, the significance of the study, and the scope and
delimitations.
THE BACKGROUND OF THE STUDY

 The introduction section or chapter of a research study typically begins with the background of the
study. The primary purpose of the background is to provide the reader with the context and
explain the circumstances that led to the study.
 It answers the question, “Why are you studying this particular research topic?”.
 It can tell the reader why you are personally or academically interested in studying your chosen
topic and what you intend to accomplish.
 It often begins with a description or overview of a situation that you want to solve or investigate.
 In most research studies, the background of the study is almost always immediately followed by
the statement of the problem.
 The background of the study often begins with a description or overview of a situation or idea of
interest to the researcher.
CHARACTERISTICS OF A GOOD BACKGROUD OF THE STUDY

CONCISENESS CLEARNESS PERSUASIVE

Background of the study
should not be written too
long. It should only be
long enough to cover the
basic points but not too
long or too detailed that it
bores the reader.
To keep concise, you
should avoid including
too many citations or
including detailed tables,
graphs, or figures when
writing your introduction.
Background should be
written using simple, easy
to understand words with
a minimum of
complicated technical
terminologies or jargon.
Clarity requires that
discussions in the
introduction should avoid
long winded complicated
discussions and go
straight to the point
whenever possible.
Background of the study
should be written in a way
that will convince readers
that the study is
interesting, important,
and worth reading.
You can use creative
writing and narrative
hooks to accomplish this.
Also, you should avoid
overly making your study
appear complicated.
GRADE LEVEL: 12 WEEK: 4
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON: 4
TOPIC: Stating the Research Problem and Formulating the Research Question
The Significance and Scope and Delimitations of the Study

I. OBJECTIVES: This section covers…

1. The statement of the problem, research questions

2. Formulating research questions
3. The significance of the study, and;
4. The scope and delimitations of the study.

II. LESSON PROPER:

STATEMENT OF PROBLEM

 The statement of the problem is also known as the research puzzle or the problematique.
 In writing, this section, you need to problematize your topic and explicitly identify the specific
situation, problem, or issue.
 The statement of the problem is usually found in the introduction chapter of a research paper or
article.
 A research problem is a definite or clear expression [statement] about an area of concern, a
condition to be improved upon, a difficulty to be eliminated, or a troubling question that exists
in scholarly literature, in theory, or within existing practice that point to a need for meaningful
understanding and deliberate investigation. A research problem does not state how to do
something, offer a vague or broad proposition, or present a value question.

The purpose of a problem statement is to:

1. Introduce the reader to the importance of the topic being studied. The reader is oriented to the
significance of the study.
2. Anchors the research questions, hypotheses, or assumptions to follow. It offers a concise statement
about the purpose of your paper.
3. Place the topic into a particular context that defines the parameters of what is to be investigated.
4. Provide the framework for reporting the results and indicates what is probably necessary to
conduct the study and explain how the findings will present this information.

RESEARCH QUESTION

 A research question is an answerable inquiry into a specific concern or issue. It is the initial
step in a research project. The 'initial step' means after you have an idea of what you want to
study, the research question is the first active step in the research project.
 A metaphor for a research project is a house. Your data collection forms the walls, and your
hypothesis that guides your data collection is the foundation. So, what is the research question?
It is the ground beneath the foundation. It is what everything in a research project is built on.
Without a question, you can't have a hypothesis. Without the hypothesis, you won't know how
to study what you're interested in.
 A research question forms the base of where you are going, so we have to write a good research
question. If your foundation is built on something shifty, like a house built on sand, then
everything following that will be about correcting that initial issue instead of on making an
awesome home/research project.

WRITING A RESEARCH QUESTION

Writing a good research question means you have something you want to study. Let's say you're
interested in the effects of television. We will examine the steps and then look at how you could write a
research question.

1. Specify your specific concern or issue

2. Decide what you want to know about the specific concern or issue
3. Turn what you want to know and the specific concern into a question
4. Ensure that the question is answerable
5. Check to make sure the question is not too broad or too narrow
This is the basic process in writing a research question. Writing a good question will result in a better research
project.
SIGNIFICANCE OF THE STUDY

Significance of the study is written as part of the introduction section of a thesis. It provides
details to the reader on how the study will contribute such as what the study will contribute and who will
benefit from it. It also includes an explanation of the work’s importance as well as its potential benefits.
It is sometimes called rationale. The significance of the study is a part of the introduction of a thesis. It
should determine who benefits from the study and how that specific audience will benefit from its
findings. The significance of the study could be simply reflected by the following two questions: Why
should my study be published? What significant scientific contribution is my study making to my field of
research. Importantly, the significance of the study should also be written with a non-expert in mind.

Tips in Writing the Significance of the Study

Here are the tips that may be helpful when writing the significance of the study. These tips will
tell you the basic components expected to be seen in the significance of the study content.

1. Refer to the Problem Statement

In writing the significance of the study, always refer to the statement of the problem. This way,
you can clearly define the contribution of your study. To simplify, your research should answer this
question, “What are the benefits or advantages of the study based on the statement of the problem? “If
you ask the question “How has the new packaging affected the sales of the product?” then the
contribution of your research would probably a packaging style or technology that can help the store
increase its sales. Your study should demonstrate that the product’s packaging really influences the
buyer’s perception and affects their purchase decision.

2. Write it from General to Particular

Determine the specific contribution of your thesis study to society as well as to the individual.
Write it deductively, starting from general to specific. Start your significance of the study broadly then
narrowing it out to a specific group or person. This is done by looking into the general contribution of your
study, such as its importance to society as a whole, then move towards its contribution to individuals as
yourself as a researcher.
**Please see https://topnotcher.ph/writing-the-best-significance-of-the-study/ for example**

SCOPE AND DELIMITATION

 The Scope of study in the thesis or research paper is contains the explanation of what information
or subject is being analyzed. It is followed by an explanation of the limitation of the research.
Research usually limited in scope by sample size, time and geographic area.
 While the delimitation of study is the description of the scope of study. It will explain why definite
aspects of a subject were chosen and why others were excluded. It also mention the research
method used as well as the certain theories that applied to the data.
GRADE LEVEL: 12 WEEK: 5
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON:5
TOPIC: Developing the Research Title
Organizing Academic Research Papers: Choosing a Title

I. OBJECTIVES: In this section, you will learn about

1. The purpose of the research title.

2. Formulating the research title
3. Writing styles and techniques
4. Characteristics of effective research titles.

II. LESSON PROPER:

The title summarizes the main idea or ideas of your study. A good title contains the fewest possible
words that adequately describe the contents and/or purpose of your research paper.
The title is without doubt the part of a paper that is read the most, and it is usually read
first. If the title is too long it usually contains too many unnecessary words, e.g., "A Study to
Investigate the...." On the other hand, a title which is too short often uses words which are too
general. For example, "African Politics" could be the title of a book, but it does not provide any
information on the focus of a research paper.

THE FOLLOWING PARAMETERS CAN BE USED TO HELP YOU FORMULATE A SUITABLE

RESEARCH PAPER TITLE:
 The purpose of the research
 The narrative tone of the paper [typically defined by the type of the research]
 The methods used
 The initial aim of a title is to capture the reader’s attention and to draw his or her attention to the research
problem being investigated.

CREATE A WORKING TITLE

Typically, the final title you submit to your professor is created after the research is complete so
that the title accurately captures what was done. The working title should be developed early in the
research process because it can help anchor the focus of the study in much the same way the research
problem does. Referring back to the working title can help you reorient yourself back to the main purpose
of the study if you feel yourself drifting off on a tangent while writing.

THE FINAL TITLE

Effective titles in academic research papers have several characteristics.

 Indicate accurately the subject and scope of the study.

 Avoid using abbreviations.
 Use words that create a positive impression and stimulate reader interest.
 Use current nomenclature from the field of study.
 Identify key variables, both dependent and independent.
 May reveal how the paper will be organized.
 Suggest a relationship between variables which supports the major hypothesis.
 Is limited to 10 to 15 substantive words.
 Do not include "study of," "analysis of" or similar constructions.
 Titles are usually in the form of a phrase, but can also be in the form of a question.
 Use correct grammar and capitalization with all first words and last words capitalized, including
the first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear
between the first and last words of the title are also capitalized.
 In academic papers, rarely is a title followed by an exclamation mark. However, a title or subtitle
can be in the form of a question.

APA recommends that your title be no more than 12 words in length. If it’s too long, there may
be too many unnecessary words.

The following titles are way too long. The chances are that your mind starts to wander halfway through.

Social Influence: Testing the Predictive Power of Its Dimensions in Explaining the Intention to Use Mobile
Learning Systems in Universities — Empirical Evidence from Ugandan Universities
An Empirical Examination of the Effect of Self-Regulation and the Unified Theory of Acceptance and Use
of Technology (UTAUT) Factors on the Online Learning Behavioural Intention of College Students

Avoid non-specific phrases such as ‘a study to investigate, ‘a review of, ‘a report on’. These phrases are too
obvious and generally unnecessary.

A Study to Investigate the Relationship between Locus of Control and Academic Achievement of Students

CHARACTERISTICS OF A GOOD TITLE

Titles are short

This is true for writing in general, but much less so for academic writing. This does not mean one
should not pursue brevity. One way in which brevity can be achieved is to avoid including in the title any
description of what kind of text is to follow. Thus titles such as the following should be edited back to
their essence:

*Study of the influence of the political essays by Mark Helprin on contemporary politics. Helprin's
influence on contemporary politics

Titles are immediately understandable

The requirement that the title should be immediately understandable follows from the fact that it
plays such a major part in helping the potential reader decide whether he will or will not read the text. If
a title fails to provide a context, explicitly or implicitly, and does not orient the reader towards a
particular subject matter within that context, there is a certain chance that the reader may nevertheless
be intrigued and will read on; but in the case of argued prose, there is a much greater chance that the
reader will dismiss the text as fanciful and unbusinesslike.

Indeed, in these days of international and immediate electronic access to texts through Internet
and other forms of computer-based bibliographic searching, writers are under increasing pressure to
produce unambiguous titles, so that potential readers can with confidence select texts relevant to their
needs.

Titles are neutral

The third observation about effective titles is that they should be neutral. It is counterproductive
to confront the reader with your opinion in the title –after all, why should he believe you? it is much
better to offer, as outlined above. an indication of the field of inquiry (the Theme) placed in a recognizable
context (the Frame). This is why titles do not generally appear as full sentences, since a sentence
expresses a proposition, i.e. a judgment. Titles are not designed to express the result of the thought
process underlying the text: rather. they offer a starting point for the reader's task of reconstructing that
thought process on the basis of the information presented within the text. Thus titles such as the
following are inappropriate headings:

*Analysis of the Works of an amazing author: Mark Helprin

*Britain is Going to the Dogs

Much better would be:

Aesthetics in Mark Helprin's oeuvre.

Recent Developments in the British Economy

Although sentences that express a judgment (declarative sentences) are not suitable titles for
argued texts. sentences that ask a question (interrogative sentences) are occasionally effective as titles.
Since every question suggests an answer, titles in the form of a question tend to be less neutral, hinting
at a possible conclusion without of course stating it. To give an example: where the context is the
desirability of extending the European Union. the focus is on Poland, and your intention is to claim that
the time is not yet ripe for Poland's entry, a title like the following would be quite suggestive:

Ian McEwan's "Atonement": balancing on the edge of Ethics?

Hemingway's "In our Time": Novel or Short story cycle?

GRADE LEVEL: 12 WEEK: 6
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON: 1
TOPIC: Reviewing, Citing, and Synthesizing Related Literature
Ethical Standards in Writing

I. OBJECTIVES: In this section, you will learn about

1. The purpose of the review of the related literature

2. Writing related literature
3. Research ethics and why citation matters
4. Plagiarism and its various form

II. LESSON PROPER:

WHAT IS A LITERATURE REVIEW?

A Literature Review is a systematic and comprehensive analysis of books, scholarly articles and other
sources relevant to a specific topic providing a base of knowledge on a topic. Literature reviews are
designed to identify and critique the existing literature on a topic to justify your research by
exposing gaps in current research. This investigation should provide a description, summary,
and critical evaluation of works related to the research problem and should also add to the overall
knowledge of the topic as well as demonstrating how your research will fit within a larger field of
study. A literature review should offer critical analysis of the current research on a topic and
that analysis should direct your research objective. This should not be confused with a book review or
an annotated bibliography both research tools but very different in purpose and scope. A Literature
Review can be a standalone element or part of a larger end product, know your assignment. Key to a
good Literature Review is to document your process.

WRITING RELATED LITERATURE

The critical evaluation of each work should consider:
Provenance- Who is the author and where was it published?
 What are the author’s credentials?
 Was it published in a reputable source?
 Were the author’s arguments supported by evidence? (e.g. primary historical material,
case studies, narratives, statistics, or recent scientific findings)
Methodology – what were the methods used in the research for the materials?
 Were the techniques used to identify, gather, and analyze the data appropriate to
addressing the research problem?
 Was the sample size appropriate?
 Were the results effectively interpreted and reported?
Objectivity – was objectivity used in the research
 Is the author’s perspective even-handed or prejudicial?
 Is contrary data considered or ignored?
Persuasiveness & Value – determine weight of each source
 Art the author’s arguments and conclusions convincing?
 Which of the author’s theses are most/least convincing?
 Does the work ultimately contribute in any significant way to an understanding of the
subject?

WHAT IS A CITATION? A citation is a reference to a source used in your research. It is how you give
credit to the author for their creative and intellectual works that you referenced as support for your
research. Generally, citations should include author’s name, date, publisher information, journal
information and/or DOI (Digital Object Identifier).

HOW DO I CHOOSE A CITATION STYLE?

There are many different ways of citing resources from your research. The citation style sometimes
depends on the academic discipline involved and sometimes depends on the publisher/ place of publishing.
For example:

 APA (American Psychological Association) is used by Education, Psychology, and some Sciences
 ACS (American Chemical Society) is often used in Chemistry and some of the physical sciences
 MLA (Modern Language Association) style is used by the Humanities
 Chicago & Turabian (two styles very similar in formatting) are generally used by Business,
History, and the Fine Arts
WHY CITING IS IMPORTANT

It's important to cite sources you used in your research for several reasons:

 To show your reader you've done proper research by listing sources you used to get your
information
 To be a responsible scholar by giving credit to other researchers and acknowledging their ideas
 To avoid plagiarism by quoting words and ideas used by other authors
 To allow your reader to track down the sources you used by citing them accurately in your paper
by way of footnotes, a bibliography or reference list

WHAT TO CITE You must cite:

 Facts, figures, ideas, or other information that is not common knowledge

 Ideas, words, theories, or exact language that another person used in other publications
 Publications that must be cited include: books, book chapters, articles, web pages, theses, etc.
 Another person's exact words should be quoted and cited to show proper credit

When in doubt, be safe and cite your source!

AVOIDING PLAGIARISM!

Plagiarism occurs when you borrow another's words (or ideas) and do not acknowledge that you have done
so. In this culture, we consider our words and ideas intellectual property; like a car or any other
possession, we believe our words belong to us and cannot be used without our permission. Plagiarism is a
very serious offense. If it is found that you have plagiarized -- deliberately or inadvertently -- you may
face serious consequences. In some instances, plagiarism has meant that students have had to leave the
institutions where they were studying.

THE COMMON TYPES OF PLAGIARISM

There are different types of plagiarism and all are serious violations of academic honesty. We have
defined the most common types below and have provided links to examples.

 Direct Plagiarism

Direct plagiarism is the word-for-word transcription of a section of someone else’s work, without
attribution and without quotation marks.

 Self Plagiarism

Self-plagiarism occurs when a student submits his or her own previous work, or mixes parts of previous
works, without permission from all professors involved.

 Mosaic Plagiarism (“patch writing”)

Mosaic Plagiarism occurs when a student borrows phrases from a source without using quotation marks,
or finds synonyms for the author’s language while keeping to the same general structure and meaning of
the original.

 Accidental Plagiarism

Accidental plagiarism occurs when a person neglects to cite their sources, or misquotes their sources, or
unintentionally paraphrases a source by using similar words, groups of words, and/or sentence structure
without attribution. (See example for mosaic plagiarism.) Students must learn how to cite their sources
and to take careful and accurate notes when doing research.
GRADE LEVEL: 12 WEEK: 7
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON: 2
TOPIC: Formulating a Conceptual and Theoretical Framework
The Use of Hypotheses in Quantitative Research

I. OBJECTIVES: In this section, you will learn about

1. The theoretical and conceptual framework

2. Different ways of presenting the framework
3. Hypotheses in Quantitative Research
4. The null and alternative hypotheses

II. LESSON PROPER:

A THEORETICAL FRAMEWORK

 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.

The goal of a theoretical framework

Before you start your research, you have to explore what theories and models other researchers have
already developed. The goal of a theoretical framework is to present and explain this information.

There may be many different theories about your topic, so the theoretical framework also involves
evaluating, comparing, and selecting the most relevant ones.

By “framing” your research within a clearly defined field, you make the reader aware of the
assumptions that inform your approach, showing the rationale behind your choices.

This part of your dissertation lays the foundations that will support your analysis, helping you
interpret your results and make broader generalizations.

A CONCEPTUAL FRAMEWORK

 Is an analytical tool that is used to get a comprehensive understanding of a phenomenon. It can be

used in different fields of work and is most commonly used to visually explain the key concepts or
variables and the relationships between them that need to be studied.
 Conceptual frameworks are always constructed by researchers (Polit & Tatano, 2004). Ravich
and Carl (2016) aver that conceptual frameworks are generative frameworks that reflects the
thinking of the entire research process. Mostly, diagrams are created to clearly define the
constructs or variables of the research topic and their relationships are shown by the use of
arrows.
 Conceptual framework can be presented by using a diagram, narrative discussion, a set
of propositions or a model

THE IMPORTANCE OF CONCEPTUAL FRAMEWORK IN RESEARCH

The conceptual framework offers many benefits to a research. For instance, it assists the
researcher in identifying and constructing his/her worldview on the phenomenon to be investigated
(Grant & Osanloo, 2014). It is the simplest way through which a researcher presents his/her asserted
remedies to the problem s/he has defined (Liehr & Smith, 1999; Akintoye, 2015). It accentuates the
reasons why a research topic is worth studying, the assumptions of a researcher, the scholars s/he agrees
with and disagrees with and how s/he conceptually grounds his/her approach (Evans, 2007). Akintoye
(2015) posits that the conceptual framework is mostly used by researchers when existing theories are not
applicable or sufficient in creating a firm structure for the study.
RESEARCH HYPOTHESIS

The research hypothesis is central to all research endeavors, whether qualitative or quantitative,
exploratory or explanatory. At its most basic, the research hypothesis states what the researcher expects
to find – it is the tentative answer to the research question that guides the entire study. Developing
testable research hypotheses takes skill, however, along with careful attention to how the proposed
research method treats the development and testing of hypotheses.

Hypotheses in Quantitative Studies

 Research hypotheses in quantitative studies take a familiar form: one independent variable, one
dependent variable, and a statement about the expected relationship between them.
 Generally the independent variable is mentioned first followed by language implying causality
(terms such as explains, results in) and then the dependent variable; the ordering of the
variables should be consistent across all hypotheses in a study so that the reader is not confused
about the proposed causal ordering.
 When both variables are continuous in nature, language describing a positive or negative
association between the variables can be used (for example, as education increases, so does
income).
 For hypotheses with categorical variables, a statement about which category of the independent
variable is associated with a certain category of the dependent variable can be made (for
example, men are more likely to support Republican candidates than women). Continuous
variables can also be spoken about it categorical terms (those with higher education are more
likely to have high incomes).

NULL AND ALTERNATIVE HYPOTHESES (BASIC EXPLANATION)

(Null Hypothesis = H0 Alternative Hypothesis= HA)

By tradition, we try to disprove (reject) the null hypothesis. We can never prove a null hypothesis,
because it is impossible to prove something does not exist. We can disprove something does not exist by
finding an example of it. Therefore, in research we try to disprove the null hypothesis. When we do find
that a relationship (or difference) exists then we reject the null and accept the alternative. If we do not
find that a relationship (or difference) exists, we fail to reject the null hypothesis (and go with it). We
never say we accept the null hypothesis because it is never possible to prove something does not exist.
That is why we say that we failed to reject the null hypothesis, rather than we accepted it.

Null Hypothesis is often tested using statistics; it is basically the “devil’s advocate”

(Laerd Statistics, n.d.) It usually predicts that there is no relationship between the variables.

Alternative Hypothesis predicts the opposite of the null hypothesis. It usually states that there is a
relationship between the variables.
GRADE LEVEL: 12 WEEK: 8
SUBJECT: PRACTICAL RESEARCH 2 (Quantitative Research) LESSON: 3
TOPIC: Defining Key Terms in a Research

I. OBJECTIVES: In this section, you will learn about

1. Conceptual Definition
2. Operational Definition
3. Using conceptual and operational definitions

II. LESSON PROPER:

CONCEPTUAL AND OPERATIONAL DEFINITION:

One might think that researchers use conceptual and operational definitions of terms for
compliance’s sake. Actually, there are benefits to having a clearly written definition of terms. First,
the definition is necessary to avoid misunderstandings. For example, the construct of “poverty”.
Conceptually, we may liberally define poverty as “not having enough resources”. However, the term
“not enough” may be interpreted differently by different people, relating their specific needs and
wants into their own context and situation. Thus may be “not enough “for one person maybe enough
for another.

 Neuman (2011, 201) defines conceptualization as “the process of thinking through the various
possible meanings of a construct”. Once concept can be interpreted in different was. Hence, in
research, be “accurate, precise, and informative” (Johnson and Reynolds 2012, 119). Clear
definition is necessary in developing specific hypotheses and in avoiding tautologies. Research that
does not clearly specify the concepts and terms risk coming up with circular or tautological
statements.
 Failure to provide a specific definition could hinder communication of knowledge and cause
confusion. Readers may interpret the words in a manner inconsistent with the purpose and
findings of the research.
 Defining key terms clearly focuses the direction of the study.
 Once you identify what you want to study, identify the key terms and its definitions, and decide on
how it will be operationalized, the research process becomes easier.
 You will know what literature you need to review and where to locate them, where and how much
you will get your data, and how you will analyze it, interpret results, and conclude your study.
 Defining key terms at the key terms at the beginning will save you time, energy and material and
financial resources.

 Conceptualization refers to the process of taking an abstract construct into a conceptual or

theoretical definition (Neuman 2011).
CONCEPTUAL DEFINITION

 A conceptual definition maybe grounded on theories.

 When making a conceptual you can make use of your own interpretation or observation,
consult with others or refer to what you have read in the work of other researchers so far.
 Conceptual definition must neither be vague nor ambiguous.
 When dealing with a highly abstracted construct, it is critical to clearly and specifically define a
concept to reach a shared agreement (Johnson and Reynolds 2012).
 A clearly stated conceptual definition helps readers evaluate whether the definition used by
the researcher meets their own interpretation or understanding of the particular concept.

 To complete the conceptualization process, boundaries and specifications must be laid down.
This is achieved through operationalization – a process wherein the concept’s precise meaning
OPERATIONAL DEFINITION

is specified.
 Operationalization refers to the process of moving from abstract conceptual definition to
specific language or measure that allow you to empirically observe the desired concept.
 It can also be viewed as the concrete and specific definition of something in terms of
operations by which observations are to categorized (Babbie, 2010, 47)
 An operational could be a survey questionnaire, a method of observing events in a field setting,
a way to measure symbolic content in the mass media or any process that reflects documents
or represents the abstract as it is expressed in the conceptual definition.
 NOTRE DAME
ACTIVITY SHEETS IN CREATIVE WRITING
FIRST QUARTER

GENERAL INSTRUCTION: Read and understand all the instructions given and write your
answers in one whole yellow pad. Label your yellow pad accordingly and arrange from Week 1
– Week 8, respectively.

WEEK 1

ACTIVITY:
Instruction: In 1 whole yellow pad, please explain your answer for the following questions.

1. Given the definitions of quantitative research above, give your understanding/insights of

quantitative research and provide one real-life example of quantitative research. (10 Points)

ASSESMENT
Instructions: Identify the kinds of quantitative research based on the topics listed below. Write C –
Correlational, CC – Causal Comparative and ER if Experimental. (2 points each)

___________1. A study on illegal drugs and crime rates.

___________2. A research on the effects of social media on anxiety.
___________3. A study on the effects of single parenthood to the academic achievement of the children
___________4. A study on poverty and corruption
___________5. A research on political orientation and attitude toward death penalty policy.

WEEK 2:

ACTIVITY:
Instruction: In 1/2 CW yellow pad, identify the different types of variables in the given example

A. A study was conducted to find out the effects of different study habits on examination performance. The
study followed student-participants who were assigned randomly to one of two conditions. The first
group was asked to study individually using class lecture notes. The second group was asked to study
together, allowing discussions. The amount of time examinations given to both groups were similar.
a. What is the independent variable?
b. What is the dependent variable?
c. What is the type of quantitative research used in this hypothetical research example?

ASSESMENT
Instruction: Identify the type of measurement scale from the examples below. Use N-Nominal, O-Ordinal,
I-Interval and R-Ratio.

___________1. Political Parties ___________6. Population of a country

___________2. Attitude ___________7. Gender
___________3. Honor’s Award ___________8. Test Score
___________4. Socioeconomic status ___________9. Senatorial Race Results
___________5. Temperature ___________10. Age

WEEK 3:

ACTIVITY: Instruction: In 1 whole yellow pad, answer the following questions in essay form (minimum of 200
words).

1. What are the sources of research topics?

2. Why is the background of the study important?
3. What are the characteristics of a good background study?

ASSESMENT Instruction: Given the following fields, brainstorm at least 1 research topic in each field.
Example: Field: Math, Computer and Technology
Research Topics: How does the use of technology impacts one’s learning in math?
How does technology affect the youth’s perception of life?

1-2) Earth and Environmental Sciences

3-4) Social Media
5-6) Art and Music
7-8) Health
9-10) Education
WEEK 4:

ACTIVITY: Instruction: Supposing you are a researcher, choose one subject matter below and write
the statement of the problem then create your own significance of the study and scope and
delimitation of the study. (1W YP)

Subject Matter 1: Corona Virus Disease 19 (CoViD 19) Outbreak.

Subject Matter 2: Modular and Online Class due to pandemic
Subject Matter 3: Suspension of local and international flights.

ASSESMENT: Modified True or False: Write True if the statement is correct, if otherwise write
False then write the word that makes the statement incorrect.

1. Delimitation contains the explanation of what information or subject is being analysed.

2. Significance of the study is written as part of the methodology section of a thesis.
3. Statement of the Problem should determine who benefits from the study and how that specific
audience will benefit from its findings.
4. A research question is an answerable inquiry into a specific concern or issue.
5. A research problem does not state how to do something, offer a vague or broad proposition, or
present a value question.

WEEK 5:

ACTIVITY: Instruction: Supposing you are a researcher, write the best possible research title for the
following subject matter:
Subject Matter 1: Corona Virus Disease 19 (CoViD 19) Outbreak.
Subject Matter 2: Modular and Online Class due to pandemic
Subject Matter 3: Suspension of local and international flights.

ASSESMENT Instruction: Analyze the following title, modify if needed. If you think the title is
already correct just leave it as it is.

1. Social Influence: Testing the Predictive Power of Its Dimensions in Explaining the Intention
to Use Mobile Learning Systems in Universities — Empirical Evidence from Ugandan
Universities
2. An Empirical Examination of the Effect of Self-Regulation and the Unified Theory of
Acceptance and Use of Technology (UTAUT) Factors on the Online Learning Behavioural
Intention of College Students
3. Avoid non-specific phrases such as ‘a study to investigate, ‘a review of, ‘a report on’. These
phrases are too obvious and generally unnecessary.
4. A Study to Investigate the Relationship between Locus of Control and Academic Achievement
of Students
WEEK 6:

ACTIVITY: Instruction: In 1 W YP answer the following questions (not less than 150 words)

1. Why is review of literature important? 10 pts

2. Is it necessary to credit to someone for their works? Why or Why Not? 10 pts
3. How will you avoid plagiarism? 10 pts

ASSESMENT: Instruction: Answer the following questions.

1. Key to a good Literature Review is __________
2. Is a reference to a source used in your research.
3. APA stands for _______________.
4. It occurs when you borrow another's words (or ideas) and do not acknowledge that you have done so.
5. What are the 4 common types of plagiarism.
WEEK 7:

ACTIVITY: Research Title (Derived from the internet):

Coronavirus Disease (COVID-19): The Impact and Role of Mass Media During the Pandemic
Statement of the Problem (Teacher Construct) Does Mass Media contributes to the minimization of
covid-19 cases in Negros Occidental?

1. Write a 100-word theoretical framework.

2. Create a conceptual framework.
3. Based on the statement of the problem, write the best possible Null Hypothesis and Alternative
Hypothesis.

ASSESMENT

Instruction: Identify what is being define.

______1. In quantitative studies take a familiar form: one independent variable, one dependent
variable, and a statement about the expected relationship between them.
______2. Is central to all research endeavors, whether qualitative or quantitative, exploratory or
explanatory.
______3. Consists of concepts and, together with their definitions and reference to relevant scholarly
literature, existing theory that is used for your particular study.
______4. Is an analytical tool that is used to get a comprehensive understanding of a phenomenon.

WEEK 8:

ACTIVITY: Instruction: Answer the following question below (1 Whole YP)

1. Using a Venn Diagram, compare and contrast Operational Definition from

Conceptual Definition.

ASSESMENT Instruction: Recall your research paper in Grade 11 Practical Research 1, Give 5 key
words from your study and define them conceptually and operationally.

Key Word Conceptual Operational