Prac 2 SHS Q2 2022-23

Practical Research 2
Quarter 2
Module 1: Lesson 1 to 9
DO_Q2_PRACTICALRESEARCH2_GRADE12_MODULE1_LESSON1-9
Alternative Delivery Mode
Quarter 2 – Module 1
Revised Edition, 2022
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2
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3
SENIOR HIGH SCHOOL
Quarter 2
Module 1: Lesson 1-3:
Understanding Ways to
Collect Data
1 DO_Q2_PRACTICALRESEARCH2_GRADE12
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What I need to Know
At the end of this material, you should be able to:

● choose appropriate quantitative research design,
● describe sampling procedure and sample,
● construct an instrument and establish its validity and reliability,
● describe intervention (if applicable),
● plan data collection procedure,
● plan data analysis using statistics and hypothesis testing (if appropriate), and
● present written research methodology.
What I Know
A. Choose the letter of the correct answer and write it on a separate sheet.
1. Designing a research is thinking__________________.
a. critically b. skillfully
c. literally d. imaginatively
2. To design a research is seeing the research process in your _______.
a. paper b. mind c. library book
3. Preparing in your mind how to find answers to your research questions is
_______________.
a. deciding on your research topic b. controlling your emotions
c. designing your research d. asking research questions
4. These are aspects of your research: research objectives, topic, questions,
hypotheses, and methodology. You come to think of quantitative research
design ________________________.
a. before finalizing your mind of these aspects of your research
b. after thinking of these aspects of your research
c. as you formulate hypotheses about these parts
d. as you ponder on your research problem
5. Central to experimental design is analyzing the relationships that are
__________________.
a. specific b. causal c. hypothetical d. stable
6. A quantitative research design that is equated to qualitative design is
__________________.
a. true experimental b. semi-experimental
c. non-experimental d. quasi-experimental
7. Quantitative research design are true for all experimental designs except the
aspect on ___________________.
a. subject selection b. variable relationships
c. treatment application d. variable control
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8. A quantitative research design that makes you behave as a scientist is
_________________.
a. survey research
b. case study
c. experimental research design
d. correlative study
9. An empirical study is based on research design that is
______________________________.
a. qualitative
b. hypothetical
c. quantitative
d. theoretical
10. These are the leading indicators of the occurrence of true experimental
designs. ________.
a. Pre-test and Post- test
b. Randomization and variable control
c. treatment and condition
d. experimental and control groups
B. True or False. Write True if the statement is correct and False if the statement
is wrong on a separate sheet.
1. Descriptive research design’s main purpose is to observe, describe and document
aspects of a situation as it naturally occurs and sometimes to serve as a starting
point for hypothesis generation or theory development.
2. Document method is a data collection technique that refers to the data gathered
and stored that may be availed by the researcher to be used for the study.
3. Non-probability sampling is less expensive.
4. N refers to the sample of the study.
5. Research design refers to the overall strategy that you choose in order to integrate
the different components of the study in a coherent and logical way, thereby ensuring
you will effectively address the research problem.
6. Sampling procedure is a process or technique of choosing a sub-group of the

population to participate in the study.
7. Experimental research design supports the ability to limit alternative explanations

and to infer direct causal relationships in the study; the approach provides the
highest degree level of evidence for single studies.
8. Data refers to the pieces of information of facts unknown to people.
9. Data analysis refers to the statistical tools used in the study.
10. Probability sampling is a sampling procedure that everyone has a chance to be

selected in a study.
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Lessons Understanding Ways to Collect
1-3 Data
LC CODE: CS_RS12-IIa-c-1-7
What’s In
A. Choose the letter of the word or phrase which has the same meaning of the
underlined word in the sentence. Be guided by some clues in the
sentences and write your answer on a separate sheet.
1. Being a renowned person, he does not need to give his name to the
guards. All the people in the community know his name.
a. kind c. friendly
b. famous d. wealthy
2. The stone glitters like a star but it is not comparable to a real diamond; it
is a quasi-diamond.
a. costly c. genuine
b. cheap d. almost
3. Do you envisage yourself wearing the most expensive diamond on earth?
a. imagine c. present
b. justify d. prove
4. Befriend all people around you but shun yourself with rumor mongers.
a. help c. expect
b. avoid d. hesitate
5. Wear something that approximates the gown of Ms. Universe or one red
dress that looks like orange at first glance.
a. looks damaging to c. appears closely to
b. popularizes d. advertises
6. Neglecting to consult me about the list of names, you need an immediate
explanation for your purposive erasure of my name in the list.
a. forceful c. accidental
b. intentional d. careful
7. You must be mentally prepared to conceive all the things you want to do.
a. share ideas c. explain well
b. form ideas d. write well
8. The vision of Pope Francis, whom I haven't personally met, reminds me of
one story which I read about St. Francis of Assisi.
a. wishful attitude c. scary dream
b. comic strip d. mental picture
9. Because you lack Vitamin C, you are prone to colds and other respiratory
diseases.
a. susceptible c. near
b. submitted d. similar
10. Studying hard will ensure you get good grades.
a. show b. give
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c. assure d. record
B. Choose the letter of the correct answer and write it on a separate sheet.
11. A kind of validity test which tells whether a test appears to measure
what it's supposed to measure.
a. Face Validity b. Content Validity
c. Criterion Validity d. Discriminant Validity
12. Which of the following statements are considered threats in doing

validity tests?
i. On instrumentation, different measures are used in pre-test and
post-test phases.
ii. An unrelated event influences the outcomes.
iii. The outcomes of the study vary as a natural result of time.
iv. On testing, the pre-test influences the outcomes of the post-test.
a. i, ii, iii b. i, ii, iii, iv

c. i, ii, iv d. ii, iii, iv
13. It is a systematic method for gathering information from a sample of

entities for the purposes of constructing quantitative descriptors of the
attributes of the larger population of which the entities are members.
a. Research Design b. Content Validity
c. Sampling procedure d. Survey
14. Which of the following are the advantages of simple random sampling?
i. Removes all hints of bias.
ii. Much more complicated than other methods.
iii. Requires little to no special knowledge.
a. i and iii b. ii and iii
c. i and ii d. i, ii, iii
15. A kind of validity is an estimate of the extent to which a measure agrees
with a gold standard.
a. Face Validity b. Content Validity
c. Criterion Validity d. Discriminant Validity
What’s New
“Pinoy Henyo” Game: Send your own video of a guessing game about the new
words you have learned in the previous activity. Swap roles with your
partner after every correct answer.
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What is It
Quantitative Research Designs – focus on numbers, statistics, and

relationships between variables (Lapan et al.,2012).
KINDS OF QUANTITATIVE RESEARCH DESIGNS
Research design refers to the overall strategy that you choose to integrate the
different components of the study in a coherent and logical way, thereby ensuring
you will effectively address the research problem. Furthermore, a research design
constitutes the blueprint for the selection, measurement, and analysis of data.
Quantitative methods emphasize objective measurements and the statistical,
mathematical, or numerical analysis of data collected through polls, questionnaires,
and surveys, or by manipulating pre-existing statistical data using computational
techniques. The kind of research is dependent on the researcher’s aim in conducting
the study and the extent to which the findings will be used. Quantitative research
designs are generally classified into experimental and non-experimental as the
following matrix below.
The following are the various kinds of quantitative research design that a
researcher may employ:
1. EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to

control the situation. In doing so, it allows the researcher to answer the question,
“What causes something to occur?” This kind of research also allows the researcher
to identify cause and effect relationships between variables and to distinguish
placebo effects from treatment effects. Further, this research design supports the
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ability to limit alternative explanations and to infer direct causal relationships in the
study; the approach provides the highest degree level of evidence for single studies.
A. PRE-EXPERIMENTAL DESIGN. A type of research applies to experimental
design that has the least internal validity. One type of pre-experiment,
the simple group, pretest-post-test design, measures the group two
times, before and after the intervention. Instead of comparing the pretest
with the posttest within one group, the posttest of the treated groups is
compared with that of an untreated group.
Example: both groups experienced the same time-related influences, the

comparison group feature should protect this design from the
rival explanations that threaten the within-subject design.
B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher can

collect more data, either by scheduling more observations or finding more
existing measures. This design involves selecting groups, upon which a
variable is tested, without any random pre-selection processes.
Example: to perform an educational experiment, a class might be
arbitrarily divided by alphabetical selection or by seating
arrangement. The division is often convenient and, especially
in an educational situation, causes as little disruption as
possible. After this selection, the experiment proceeds in a
very similar way to any other experiment, with a variable being
compared between different groups, or over a period.
There are two types of quasi-experimental design. These are:
a. Non-Equivalent Control Group. This refers to the chance failure of

random assignment to equalize the conditions by converting a true
experiment into this kind of design, for the purpose of analysis.
b. Interrupted Time Series Design. It employs multiple measures before

and after the experimental intervention. It differs from the single
group pre-experiment that has only one pretest and one posttest.
Users of this design assume that the time threats such as history or
maturation appear as regular changes in the measures prior to the
intervention.
C. TRUE-EXPERIMENTAL DESIGN. It controls both time-related and group

related threats. Two features mark true experiments: two or more
differently treated groups; and random assignment to these groups. These
features require that the researchers have control over the experimental
treatment and the power to place subjects in groups. It employs both
treated and control groups to deal with time-related rival explanations.
A control group reflects changes other than those due to the treatment
that occur during the time of the study. Such changes include effects of
outside events, maturation by the subjects, changes in measures and
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impact of any pre-tests. True experimental design offers the highest
internal validity of all the designs.
2. NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher

observes the phenomena as they occur naturally, and no external variables
are introduced. In this research design, the variables are not deliberately
manipulated nor is the setting controlled. Researchers collect data without
making changes or introducing treatments. This is also called as
DESCRIPTIVE RESEARCH DESIGN because it is the only one under
nonexperimental design. DESCRIPTIVE RESEARCH DESIGN’s main
purpose is to observe, describe and document aspects of a situation as it
naturally occurs and sometimes to serve as a starting point for hypothesis
generation or theory development.
The types of descriptive design are as follows:
A. SURVEY. It is used to gather information from groups of people by selecting

and studying samples chosen from a population. This is useful when the
objective of the study is to see the general picture of the population under
investigation in terms of their social and economic characteristics,
opinions, and their knowledge about the behavior towards a certain
phenomenon.
B. CORRELATIONAL. It is conducted by researchers whose aim would be to

find out the direction, associations and/or relationship between different
variables or groups of respondents under study. Correlational Research
has three types, these are:
a. Bivariate Correlational Studies – It obtains scores from two
variables for each subject, and then uses them to calculate a
correlation coefficient. The term bivariate implies that the two
variables are correlated (variables are selected because they are
believed to be related).
Example: Children of wealthier (variable one), better educated
(variable two) parents earn higher salaries as adults.
b. Prediction Studies – It uses correlation coefficient to show how one

variable (the predictor variable) predicts another (the criterion
variable).
Example: Which high school applicants should be admitted to
college?
c. Multiple Regression Prediction Studies – All variables in the study
can contribute to the over-all prediction in an equation that adds
together the predictive power of each identified variable.
Example: Suppose the High School GPA is not the sole predictor of
college GPA, what might be other good predictors?
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C. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of research
derives conclusions from observations and manifestations that already
occurred in the past and now compared to some dependent variables. It
discusses why and how a phenomenon occurs.
Example 1: A researcher is interested in how weight influences

stress-coping level of adults. Here the subjects would be
separated into different groups (underweight, normal,
overweight) and their stress-coping levels measured. This
is an ex post facto design because a pre-existing
characteristic (weight) was used to form the groups.
Example 2: What is the Effect of Homeschooling on the Social

Skills of Adolescents?
D. COMPARATIVE. It involves comparing and contrasting two or more

samples of study subjects on one or more variables, often at a single point
of time. Specifically, this design is used to compare two distinct groups
on the basis of selected attributes such as knowledge level, perceptions,
and attitudes, physical or psychological symptoms.
Example: A comparative Study on the Health Problems among

Rural and Urban People in Ilocos Region, Philippines.
E. NORMATIVE. It describes the normal level of characteristics for a given

behavior.
Example: If you are conducting a research on the study habits of the
high school students you are to use the range of score to
describe the level of their study habits. The same is true when
you would want to describe their academic performance.
F. EVALUATIVE. It is a process used to determine what has happened during

a given activity or in an institution. The purpose of evaluation is to see if a
given program is working, an institution is successful according to the goals
set for it, or the original intent was successfully attained.
Example: A test of children in school is used to assess the

effectiveness of teaching or the deployment of a
curriculum.
G. METHODOLOGICAL. In this approach, the implementation of a variety of

methodologies forms a critical part of achieving the goal of developing a
scale matched approach, where data from different disciplines can be
integrated.
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Sampling Procedures and Samples
Sampling Procedure - a process of selecting a number of individuals for a

study in such a way that the individuals selected represent the large
group from which they are selected. (Ogula, 2005)
Types of Sampling
1. Probability sampling - everyone has an equal chance of being selected.
a. Simple Random Sampling – the researcher provides the list of

samples, then the samples are drawn so that each person has an
equal chance of being selected.
b. Systematic Sampling – the researcher selects every nth sample
after randomly selecting the first sample as the starting point.
c. Stratified Sampling – it involves categorizing the members of the
population into mutually exclusive and collectively exhaustive
groups.
d. Cluster Sampling – a group of population constitutes the sample
unit.
2. Non- Probability Sampling – used where the population may not be well
defined.
a. Purposive Sampling – the researcher chooses the sample based on

who he/she thinks would be appropriate for the study.
b. Convenience Sampling – involves the sample being drawn from that
part of the population which is close at hand or readily available
samples.
c. Quota Sampling – a non-probabilistic version of stratified sampling.
Sample – is a subset of the population chosen to participate in a study.
Sample Size – is the number of elements in the sample set.
Sample size Computation
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Reliability and Validity of Instrument
Reliability – refers to the consistency of the measure.
Kinds of Reliability
1. Test – Retest – researchers measure the construct that they assumed to be
consistent across time, then the scores they obtain should also be consistent
across time. (Pearson r)
2. Internal Consistency - consistency of the respondents’ responses across items
on a multiple item measure. (Cronbach’s alpha)
3. Inter-Rater - is the extent to which different observers are consistent in their
judgement. (Cronbach’s alpha (analogous) or Cohen’s Kappa
(categorical).
Validity – is the extent to which the scores from the measure represent the variable
they are intended to.
Sample of Validation Letter
CERTIFICATE OF CONTENT AND FACE VALIDITY OF THE RESEARCH

INSTRUMENT
TO WHOM THIS MAY CONCERN:
We, the undersigned, have thoroughly scrutinized and checked the

RESEARCH INSTRUMENT of the study titled "CHILD-FRIENDLY SCHOOL (CFS)
ENVIRONMENT, SCHOOL PERFORMANCE AND STUDENTS' BEHAVIOR AMONG
THE PUBLIC SCHOOLS IN VALENZUELA CITY presented to us by Anabelle C.
Katipunan. We have convened to discuss its strengths and weaknesses for its
improvement leading to suit the objectives of the study. This is also to certify that
the Research Instrument is valid in such a way that it intends to answer the specific
objectives of the study. Done this 5th day of August 2019.
Shirley Y. Garcia PhD HENRY T. LIBAO EdD

Master Teacher II Master Teacher I
General .T De Leon National High School General .T De Leon National High School
ANALIZA N. DOMINGO CESAR C. VILLAREAL EdD

Assistant Principal II Principal IV
General .T De Leon National General T De Leon National High School
High School
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Kinds of Validity
1. Face Validity - is the extent to which a measurement method appears “on its
face” to measure the construct of interest. A test is considered to
have high face validity if there is a high level of agreement among
raters.
2. Content Validity - is the extent to which a measure “covers” the construct of the
interest. A test lacks content validity if it doesn’t cover all
aspects of a construct that would be measured or if it covers
topics that are unrelated to the construct in any way.
3. Criterion Validity – is the extent to which respondents scores on measure are

correlated with other variables.
For example, we might want to know how well some college

entrance exam is able to predict the first semester grade point
average of students.
The entrance exam would be the explanatory variable and

the criterion variable would be the first semester GPA.
Students who score high on the entrance exam also tend to
earn high GPA’s during their first semester.
4. Discriminant Validity – is the extent to which scores on a measure are not

correlated with measures of variables that are
conceptually distinct. Discriminant validity shows
whether a test that is designed to measure a particular
construct does not correlate with tests that measure
different constructs. This is based on the idea that we
wouldn’t expect to see the same results from two tests
that are meant to measure different things (e.g., a math
test vs a spelling test).
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Sample Validation Instrument
Instruction: Please indicate your degree of agreement or disagreement on the

statements provided below regarding the Survey Questionnaire presented by
Anabelle C. Katipunan by putting a check (√) on the circle which corresponds to your
answer. The statements are taken from the criteria for evaluating survey
questionnaire set forth by Carter V. Good, and Douglas B. Scates as modified by
Abdullah (2015).
Data Collection Techniques
Data - are pieces of information or facts known by people.
Quantitative Data – appearing as measurable, numerical, and related to metrical

system.
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Methods/Techniques in Collecting Quantitative Data
1. Interview – data are obtained through oral exchange of questions and answers
by the researchers and respondents. It may be face to face or through
telephone or mobile phone.
2. Questionnaire - data are provided by the respondents in a set of questions by the

researcher. Questionnaires may be handed to the respondents in
printed form or may be sent through email and other forms of
technology.
3. Document Method – data previously gathered and stored may be availed by the
researcher.
4. Observation – data are acquired on an actual situation and recorded through

direct observation by the researcher.
5. Experiment - data are gathered by the researcher through an experimentation

process.
Data Measurement Scales for Quantitative Data
1. Nominal Scale - one specific value is assigned to a particular group. Some

examples of nominal scale include age, gender, religion, tribe, educational
attainment, political party, nationality, marital status, income, years of experience,
and profession.
2. Ordinal Scale - rank or order of the values. Some examples of ordinal scale are
socio-economic status (low income, middle income, high income), educational level
(elementary, high school, bachelor’s degree, master’s degree, doctoral degree),
income level (less than 10K, 10K-50K, over 50K) and satisfaction rating (extremely
like, like, neutral, dislike, extremely dislike).
3. Inteval Scale - intervals are consistent excluding zero. For example, Celsius scale
has no such thing as “no temperature” but there’s a “negative temperature”. Some
examples of interval scale are temperature scale, Liker scale, and pH score.
4. Ratio Scale - expresses values in percent or fractional parts. Some examples of

ratio scale are height, weight, age, and pulse rate.
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What’s More
A. MATCHING TYPE. Match items in COLUMN A with those in COLUMN B. Write

the letter of the correct answer on a separate sheet.
COLUMN A COLUMN B
1. It is the posttest of the treated groups which is A. Normative
compared with that of an untreated group. B. Survey
2. It is a test of children in school which is used to assess C. Census
the effectiveness of teaching or the deployment of a D. Evaluative
curriculum. E. Comparative
3. It is useful when the objective of the study is to see the F. Ex-post facto
general picture of the population under investigation in G. Descriptive
terms of their social and economic characteristics, H. Correlational
opinions, and their knowledge about the behavior towards I. Bivariate
a certain phenomenon. Correlational
4. It is conducting research on the study habits of high J. Prediction
school students. You are to use the range of score to K. Multiple
describe the level of their study habits. Regression
5. It discusses why and how a phenomenon occurs. L. Pre-Experimental
6. It is selecting groups, upon which a variable is tested, M. Quasi-Experimental
without any random pre-selection processes. N. True Experimental
7. It uses correlation coefficient to show how one variable
(the predictor variable) predicts another (the criterion
variable).
8. It employs both treated and control groups to deal with
time-related rival explanations.
9. It obtains scores from two variables for each subject,
and then uses them to calculate a correlation coefficient.
10. It is a term synonymous to survey research.
B. Answer the problem below and write your solution on a separate sheet.
A researcher is conducting a study about the effect of student
absenteeism on academic performance of students. The main respondents of
the study are the students from all grade levels. The number of sub-
population per grade level is as follows:
Grade 7 – 1209 Grade 10 – 889

Grade 8 – 1083 Grade 11 – 1087
Grade 9 – 985 Grade 12 – 780
How many samples do we have? How many samples from each grade level?
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What I Have Learned
Identification: Write the correct answer on a separate sheet.
1. A process of selecting several individuals for a study where the individuals

represent the large group from which they are selected.
2. A data collection method where the data are gathered by the researcher
through an experimentation process.
3. A reliability test from which the researchers measure the construct that they
assumed to be consistent across a time, then the scores they obtained should
also be consistent across the time.
4. A data collection method wherein the data are provided by the respondents in
a set of questions by the researcher. Questionnaires may be handed to the
respondents in printed form or in any digital form.
5. A type of probability sampling from which the researcher provides the list of
samples, then the samples are drawn so that each person has an equal chance
of being selected.
6. A data collection method where the data are provided by the respondents in a
set of questions given by the researcher. Questionnaires may be handed to the
respondents in printed form or in any digital form.
7. A probability sampling where the researcher selects every nth sample from the
starting point.
8. It refers to the extent to which the scores from the measure represent the
variables they are intended to.
9. A probability sampling that involves categorizing the members of the
population into mutually exclusive and collectively exhaustive groups.
10. A sampling where the researcher chooses the sample which he thinks would
be appropriate for the study.
11. A reliability test that refers to the extent to which different observers are
consistent in their judgements.
12. A sampling method that involves the sample being drawn from a part of the
population which is closed at hand or readily available samples.
13. A subset of the population chosen to participate in a study.
14. It refers to the pieces of information or facts known by people.
15. It is the number of elements in the sample set.
16. A data collection method where the previously gathered and stored data may
be availed by the researcher.
17. A reliability test in which the respondents’ answers across multiple items are
measured.
18. A data collection method where the data are acquired in an actual situation
and recorded through a direct observation by the researcher.
19. A sampling method from which everyone has an equal chance of being
selected.
20. A data collection method where the data are obtained by the researchers and
respondents through oral exchange of questions and answers. It can be
through face-to-face, telephone, or mobile phone.
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What I Can Do
A. Describe each type of quantitative research design. Then give an example for
each.
Example: Survey - used to gather information from groups of people by
selecting and studying samples chosen from a population.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. Solve the following problems with solutions. Write your answer on a

separate sheet.
1. A researcher is conducting a study about the full implementation of the

Senior High School (SHS) curriculum in Valenzuela City. The following are the
sub-population of the study:
Students – 3050
Teachers – 550
Parents – 320
Principals – 150
Compute for the total number of samples as well as the sample per group.
2. Compute for the total sample and sample per school using the following
data.
Population
VALPOLY – 1580
PLV – 1398
OLFU – 1409
STI – 1216
Assessment
Directions: From your approved research, construct an instrument/ survey

questionnaire and establish its validity and reliability. Write your
output on a separate sheet.
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Additional Activities
From your approved research, supply the Methodology part consisting of

the following and write your output on a separate sheet.
Research Design - discusses the specific design used in the study.
Research Locale/Study Site – discusses the locale of the study.
Samples and Sampling Techniques - describe the sample used in the study, the
target population from which samples were
taken and what sampling techniques are used.
Instrumentation - describes the instruments used for the study, how the
instruments were validated, and how the reliability of the
instrument was established.
Data Collection Procedure - discusses the sampling procedure used to collect data.
Data Analysis - discusses the statistical tools used in the study, and how data were
treated statistically.
_MODULE1_LESSON1-3
_MODULE1_LESSON1-3
DO_Q2_PRACTICALRESEARCH2_GRADE12 18
What’s More
What I have Learned
What I can Do
A. Let the teacher check the output of students
B.
Assessment
Let the teacher check the output of students
What I Know
What’s In
Answer Key
References
Chin Uy, Ronaldo Cabauatan, Belinda De Castro & Jeanette Perez-Grajo (2020).
“Practical Research 2” Revised Edition. Vibal Publishing.
Esther L. Baraceros (2019). “Practical Research 2”. Second Edition. Rex Publishing.
Jay-Ar V. Mariano (2016) “Practical Research 2”.
Samsudin N. Abdullah, et.al., “Practical Research 2 (Quantitative Research for Senior
High School Students)”, 2020
_MODULE1_LESSON1-3
SENIOR HIGH SCHOOL
Quarter 2
Data collection procedures
and skills using varied
instruments and data
processing, organizing, and
analysis.
_MODULE1_LESSON1-3
What I need to Know

● collect data using appropriate instruments,
● present and interpret data in tabular or graphical forms, and
● use statistical techniques to analyze data and study the differences and
relationships limited for bivariate analysis.
What I Know
TRUE or FALSE. Write T if the statement is true and F if the statement is false. Write
your answer on a separate sheet.
1. Interviewing a respondent is one way to collect data.
2. To understand the data, it should be presented using tables.
3. Secondary data can be used for both broad and specific uses. (T)
4. The researcher can use data which are gathered previously.
5. Quantitative data analysis is time consuming.
6. Coding is a process of changing verbally expressed data into numerical
information.
7. Sample frame is group of people who reply to the researcher’s study. (T)
8. Questionnaire is a data collection technique in which the data are provided
by the respondents from answering the set of questions given by the
researcher.
9. Tallying the results is the second step in data collection. (F)
10. Correlation, analysis of variance, and regression are advanced quantitative
analytical methods that involve the use of more complex statistical methods.
11. Interpretation of data is written after the tabulated results.
12. Frequency distribution gives the researcher the number of responses
repeatedly given in one question.
13. Secondary data is inexpensive to collect compared to Primary data. (T)
14. Standard deviation shows the extent of the difference of the data from the
mean.
15. Secondary data can include sales records, invoices, purchase records. (T)
_MODULE1_LESSON4-7
Data collection procedures and
Lessons skills using varied instruments and
4-7 data processing, organizing, and
analysis.
LC CODE: CS_RS12-IId-g-1- 3
What’s In
Directions: Arrange the jumbled letters to form words related to statistical

tools. Write your answer on a separate sheet.
1. ich eqrasu 6. manspeasr hor

2. detweigh eanm 7. r reasonp
3. alesc 8. ketyu sett
4. cahbronc phaal 9. z sett
5. settt 10. lartenc imilt eoremth
What’s New
Match the terms in A with their descriptions in B. Write your answer on a

separate sheet.
A B
1. Mean a. set divider
2. Ratio b. collected facts
3. Data c. part-by-part examination
4. Coding d. data preparation technique
5. Analysis of Variance e. repetitive appearance of an
6. Mode item
7. Median f. sum divided by the number of
8. Standard Deviation items
9. Regression g. valuable zero
10. Table h. ANOVA
i. shows variable predictor
j. data organizer
What is It
Data Collection Instruments

1. Questionnaire – is a research instrument consisting of series of questions
and other prompts for the purpose of gathering information from
respondents.
_MODULE1_LESSON4-7
Widely used especially in descriptive survey studies (Borg & Gall,
-
1983).
Advantages:
● can easily and economically reach many people.
● provide quantifiable answers.
● relatively easy to analyze
● consume less time compared to interview and observation. (Bailey,
1982)
SAMPLE SURVEY – QUESTIONNAIRE
“School Heads’ Conflict Management Strategies and Teachers’ Performance:

Basis for a Proposed Conflict Management Model”
Part I: Profile of the Respondents

Directions: Please provide the necessary information. Answer the following
questions with all honesty. Please tick the box that corresponds to your demographic
and academic profile.
Age:
 20-25  26-30  31-35  36-40  41-45
 46-50  51-55  56 and older
Gender:  Male  Female School: _______________________________
Highest Educational Attainment:

 College Graduate  Doctorate Unit/s
 Masters Unit/s  Doctorate Graduate
 Master’s Degree Holder  Others (Please Specify):
_____________
Position:
 Master Teacher ______
 Teacher __________
Length of Service:
 1 – 5years
 6 – 10 years
 11–15 years
 16 – 20 years
21 years and longer
_MODULE1_LESSON4-7
Part II. Areas where conflict arises.
Directions: Below is a list of indicators of conflict in five areas. How would you rate
the extent of conflict you experience in each of the indicators below? Please indicate
your answer by checking the appropriate box/column using the scale below.
Range Descriptive Rating

Scale
4 3.51-4.50 Great Extent
3 2.51-3.50 Moderate Extent
2 1.51-2.50 Little Extent
1 1.00 -1.50 Not at all
Not
G M
Areas of Conflict LE at
E E
(2) all
(4) (3)
(1)
A. Work Assignment
1. The hours I spent teaching is beyond what is required.
2 My teaching assignment requires more than two
preparations.
3.The subject I teach is outside our area of specialization.
4 My teaching assignment in afternoon session limits my
opportunity for extra economic activity for my family.
5. I do more clerical tasks than teaching. (e.g.,
accomplishing LIS forms, preparing LP, and the like)
B. Promotion
1. My school head endorses the teachers for promotion
based on favoritism.
2.My school head endorses teacher for promotion even if
he/she does not qualify for the position.
3.Copies of Memos announcing the schedule of teacher’s
promotion are not posted in the school.
4.Thorough evaluation by superiors of the documents
submitted by teachers for promotion is missing.
5. I see the “palakasan system” at work in the promotion
process.
C. Professional Growth and Development

1. Teachers’ attendance to conferences, seminars,
workshops, and similar act is limited only to a chosen few.
2.Attendance to conferences, seminars, conferences, and
the like by limited number of teachers becomes the subject
of controversy and criticism among those teachers who were
not given the same chance.
3. Only few teachers are given the opportunity to participate
in a group teaching demonstration.
_MODULE1_LESSON4-7
4. My school head does not recognize my potential capacities
in terms of mentoring, peer observation and coaching, as
part of our job description.
5.My school head sends me to trainings/ seminars during
summer vacation that hinder my family activities.
D. Inter-Personal Relationship
1. I feel suppressed to discuss my sentiments,
disagreements and other grievances with the way things are
done in school.
2. Two-way communication among teachers is missing that
is; they talk more than they listen.
3. I express my disagreement with my colleagues through
nonverbal messages such as facial expressions, tone of
voice, body language, etc.
4. I refuse to mingle with others who are not part of my peer
group.
5. I feel pleased talking with my colleagues about things
other than the academics.
E. Performance Evaluation
1.My performance is sometimes evaluated based on
unreasonable goals that result to my demoralization
2.I find personal rather than professional way to get a higher
performance rating.
3.My performance as initially rated by the school head
becomes the basis of my overall performance evaluation.
4.My school head evaluated my teaching performance more

personally rather than professionally.
5. The performance evaluation process conducted in our
school sets aside the post conference with teachers.
Part III. School Heads’ Management Strategies

Instruction: Below is a list of possible management strategies to solve conflicts in
school. To what extent does your school head use each of the strategies to solve
conflicts that arise in your school? Please indicate your answer by checking the
appropriate box/column using the scale below.
Scale Range Descriptive Rating

4 3.51-4.50 Great Extent
3 2.51-3.50 Moderate Extent
2 1.51-2.50 Little Extent
1 0.05-1.50 Not at all
_MODULE1_LESSON4-7
Strategies Not
GE ME LE
at all
(4) (3) (2)
Our school head….. (1)
1. calls the attention of the teachers concerned and settles
the conflict.
2. allows the teachers concerned to give his/her views
and opinions about the conflict
3. makes the conflicting teachers discuss their issues in
his/her presence.
4. leads the teachers to the settlement of their conflict.
5. suggest ways by which the teachers may resolve their

conflict.
6. refrains from discussing with the teachers’ issues about
their conflict
7. keeps distance from teachers involved in conflict.
8. takes a neutral ground as he/she relates with teachers

involved in conflict.
9. refuses to get in the way of the conflict of teachers.
10.keeps himself/herself unmindful of the conflict where

teachers are involved in
1 creates/forms a committee to look into conflict involving
teachers.
12.refuses to consider views and opinions of others
regarding the conflict involved in by teachers.
13 decides towards the resolution of conflict of teachers.
14. invokes his/her authority in resolving teachers’

conflict.
15. imposes on the teachers the decision he/she makes
towards the resolution of their conflict.
2. Tests - a means of measuring the knowledge, skill, feeling, intelligence, or

aptitude of an individual or group.
- produce numerical scores that can be used to identify, classify, or
evaluate test takers. (Gay, 1996)
_MODULE1_LESSON4-7
Sample Diagrams of Data Gathering Procedure
Approval of the College of Graduate

Studies to Conduct the Study Coordination with
- Schools Division
Superintendents
- School Administrators
Approval of
- Schools Division
Superintendents
- School Administrators Distribution of the Research
Instrument to the Grade 12
Interviews with the

Selected
Respondents for Retrieval of the Research
Cross Examination of Instrument
the Data
Data Collection Tabulation of Data
Analysis and
Interpretation of
Data
Presentation of Quantitative Data
Tabulation – is the first step before a data is used for analysis and
interpretation.
Characteristics:
- a table can be simple or complex, depending on the number or measurement
of a single set or multiple sets of items.
- table should be numbered e.g., table 1, table 2, table 3, etc.
- a brief and explanatory title must be given to each table.
- the data must be presented in order.
- no table should be too large.
Interpretation of Data
- refers to the implementation of processes through which data is reviewed for
the purpose of arriving at an informed conclusion.
_MODULE1_LESSON4-7
- assigns meaning to the analyzed information and determines its significance
and implication.
Steps:
1. describe the size of the sample.
2. describe the center of your data.
3. describe the spread of your data.
4. assess the shape and spread of your data distribution.
5. compare data from different groups.
Analysis of Data
- It is a technique that uses mathematical and statistical measurement and
research to understand relationships.
- provides a summary of the orderly or sequential data obtained from the
sample through the data gathering instrument.
Statistical Methods
1. Descriptive Statistical Techniques:

⮚ Frequency distribution – gives the researcher the frequency of distribution
and percentage of the occurrence of an item in a set of data.
⮚ Standard Deviation – shows the extent of the difference of the data from the
mean.
2. Advanced Quantitative Methods (Inferential Statistics)

⮚ Correlation - uses statistical analysis to yield results that describe the
relationship of the variables. However, this is incapable of establishing causal
relationships.
● Spearman’s rho – the test to measure the dependence of the dependent
variable on the independent variable.
● Pearson’s r – measures the strength and direction of the linear relationship
of two variables and of the association between interval and ordinal
variables.
⮚ Chi-Square – is the statistical test for bivariate analysis of nominal variables,
specifically to test the null hypothesis. It tests whether or not a relationship
exists between or among variables. This test cannot show the extent of the
association between two variables.
⮚ T-test – evaluates the probability that the mean of the sample reflects the
mean of the population from where the sample was drawn.
⮚ Analysis of Variance (ANOVA) – the results of this statistical analysis are used
to determine if the difference in the means or averages of two categories of data
are statistically significant.
⮚ Regression – has some similarities with correlation, in that it also shows the
nature of relationship of variables but gives more extensive results than
correlation.
_MODULE1_LESSON4-7
What’s More
Carry out the following tasks and write your output on a separate sheet.
1. Construct your research questionnaire/survey questionnaire based on your
research topic.
2. Arrange the questionnaire and tabulate the responses of the
respondents.
What I Have Learned
Directions: Fill in the blanks. Choose the correct answer from the word pool and
write your answer on a separate sheet.
Chi -square Data Analysis

Tabulation Tests
Analysis of Variance Questionnaire
Data Interpretation Standard Deviation
Spearman’s rho Pearson r
1. It is an instrument that is widely used in descriptive survey studies.
2. It is the first step before a data is used for analysis and interpretation.
3. It is used to measure the knowledge, skill, feeling, and intelligence or aptitude of
an individual or group.
4. It refers to the implementation of processes through which data is reviewed for the
purpose of arriving at an informed conclusion.
5. It provides summary of the orderly or sequential data obtained from the sample
through the data gathering instrument
6. It measures the strength and direction of the linear relationship of two variables
and of the association between interval and ordinal variables.
7. It is a test that cannot show the extent of the association between two variables.
8. It is a test used to measure the dependence of the dependent variable on the
independent variable.
9. It is used to determine if the difference in the means or averages of two categories
of data are statistically significant.
10. It shows the extent of the difference of the data from the mean.
What I Can Do
Briefly discuss the statistical tools/methods that you used in your

research study. Write your discussion on a separate sheet.
_MODULE1_LESSON4-7
Assessment
Analyze the tabulated data from your research study using appropriate
statistical tools. Write your analysis on a separate sheet.
Interpret your collected data for your research study. Write your
interpretation on a separate sheet.
_MODULE1_LESSON4-7
_MODULE1_LESSON4-7
What’s New
What I have Learned
What’s More
What I can Do
Assessment
What I Know
What’s In
Answer Key
References

_MODULE1_LESSON4-7
SENIOR HIGH SCHOOL
Quarter 2
Summary of Findings,
Conclusions, and
Recommendations
_MODULE1_LESSON4-7
What I need to Know

● draw conclusions from research findings, and
● formulate recommendations.
What I Know
Directions: Match the description in A with the terms in B by writing the letter of
your answer on a separate sheet.
A. B.
1. It is a part of the research paper that gives a. Hypotheses
information and descriptions of the things focused on by the
researcher study. b. Related
2. It is a part of a research paper which presents a Literature
summary that makes a clear presentation of the background,
objectives, significance, methodologies, results, and c. Abstract
conclusions of the research study.
3. It is a section in the research paper that focuses on d. Methodology
the research problem and its background, objectives, research
questions, and hypotheses. e. Significance of
4. This is a part of the research paper that explains the the study
procedure in collecting and analyzing data and describes its
sources of data. f. Respondents
5. It describes who benefits from the study.
6. It is a statement of the expectation or prediction that g. Introduction
will be tested by the researcher.
7. It refers to the persons who took part in the study. h. Statistical
8. It is a method that involves carrying out a study Methods
which includes planning, designing, collecting data, analyzing,
interpretation of data, and reporting of the research findings. i. Operational
9. It is composed of discussion of facts and principles definition
to which the present study is related.
10. It is one of the functions of the definition of terms j. Title
in which the word is defined on how it is used in the research k. Conclusions
study.
11. It is used in research work as a claim that outlines l. Chapter V
the problem addressed by a study.
12. Includes statistical analysis and a brief write-up m.
about whether or not the results emerging as a result of Recommendations
analysis are significant.
n. Statement of the
13. It is based on conclusions and essential to the plans
Problem
you must move your field of study forward.
14. These are inferences, deductions, abstractions,
o. Summary of
implications, interpretations, general statements, and/or
findings
generalizations based upon the findings.
15. It is the last chapter of the main body of your thesis.
_MODULE1_LESSON8-9
Lessons Summary of Findings,
8-9 Conclusions, and Recommendations
LC CODE: CS_RS12-IIh-j-1 - 2
What’s In
From the tabulated responses of the respondents, list down the findings of
your research study. Write it on a separate sheet.
Remember:
Findings can be referred to as key outcomes of the study. It is an important
fact which the researcher discovers during the research or survey.
What’s New
From the list of findings that you have in your research study draw
conclusions and write recommendations. Write it on a separate sheet.
What is It
Guidelines in Making Conclusions
⮚ Go back and discuss the findings in relation to your research problem
and research questions and elaborate these findings by citing key
results.
Example:
Summary of Findings
The study revealed the following findings:
1. The school head and master teacher/teacher respondents perceived that there
was a moderate extent of concern of conflict in work assignment, and a little
extent of concern of conflict in promotion, professional growth and development,
interpersonal relationship, and performance evaluation.
2. There was a significant difference between the perceptions of the school heads and
the master teachers/teacher respondents on the extent of concern about the
conflict triggers in work assignment, promotion, professional growth and
development, interpersonal relationship, and performance evaluation.
3. The school heads’ management of conflict was at its moderate extent in terms of
collaborating, avoiding, and dominating.
4. There was a significant difference between the perception of school heads and
master teachers/teacher respondents on the extent of practice regarding the
conflict management in their respective schools.
_MODULE1_LESSON8-9
5. Teachers’ performance for the last three school years (2017 -2020) was very
satisfactory.
6. There was a significant relationship between the school heads’ conflict
management and the teachers’ performance.
⮚ From the summary of findings, you can now draw your conclusions.
Conclusions could be structured this way:

Based on the findings, the following conclusions were drawn:
1. Conflict concerns exist in the respondents’ schools to a moderate extent in work
assignment. However, in promotion, professional growth and development,
interpersonal relationship, and performance evaluation there was a little extent
of concern on conflict.
2. The two groups of respondents have different views on the extent of concern in the
conflict triggers in their respective schools.
3. School heads’ management of conflict was just on the average in terms of
collaborating, avoiding, and dominating.
4. The two groups of respondents have different perceptions in the extent of practice
of school heads’ conflict management in their respective school.
5. Teachers’ performance for the last three years was very good.
6. School heads’ management of conflict in their respective schools influenced
teachers’ performance.
Guidelines in Making Recommendation

⮚ It is better to have an introductory paragraph which recalls the conclusions
of the study.
⮚ The number of recommendations and the number of conclusions are
usually aligned.
Example:
Recommendations
Based on the findings and conclusions of the study, the following are recommended:
1. School heads should focus on resolving conflict in work assignment and
performance evaluation of the teachers.
2. School heads should give attention to teachers’ work assignment, promotion,
interpersonal relationship, professional growth and development and
performance evaluation for the teachers to avoid conflicting situations in their
school.
3. School heads should listen to teachers’ views and opinions to avoid conflict.
4. School heads should moderately use collaborating, avoiding, and dominating
as conflict management strategies.
5. Teachers should continue performing better in school.
6. Intensive seminars for school heads on fundamentals, processes, and legal
considerations of conflict management should be organized in the division
level.
7. Courses or subjects in conflict management should be integrated in the
graduate program curriculum for Educational Management or Administration
_MODULE1_LESSON8-9
to prepare potential school heads for conflict management in school.
8. The school heads’ conflict management proposed model in this study may be
considered by the school heads and other educational leaders as a guide to
follow.
9. Other key areas or indicators of school heads’ conflict management strategies
may be included or added to further progress in this study depending on the
demands, needs, trends, and concerns in resolving conflict in the school.
10. Future studies may address other conflict triggers in the school, may add
more conflict management strategies used by the school heads in resolving
conflicts, and may improve the conflict management model presented in this
research study.
What’s More
Directions: Based on the table below, summarize the findings, draw

conclusions, and present your recommendations. Write your
output on a separate sheet.
The following table presents the extent of concern perceived by school heads
and master teacher/teacher respondents with regard to conflict triggers in their
respective schools in the areas of work assignment, promotion, professional
development, interpersonal relationship.
Table 1. Extent of Concern in the Area of Work Assignment

School Master
Combined
Heads Teacher/Teachers
Work Assignment
W V A V
WM VI
M I WM I
1. The hours I spent teaching are 3 M 3 M
3.18 ME
beyond what is required. .17 E .18 E
2 My teaching assignment requires 2 L 2 L
2.34 LE
more than two preparations. .50 E .42 E
3.The subject I teach is outside our 2 L 1 L
1.81 LE
area of specialization. .17 E .99 E
4 My teaching assignment in the
2 L 2 L
afternoon session limits my opportunity for 2.32 LE
.33 E .33 E
extra economic activity for my family.
5. I do more clerical tasks than
3 M 3 M
teaching. (e.g., accomplishing LIS forms, 3.17 ME
.37 E .27 E
preparing LP, and the like)
2 M 2 M
Average Weighted Mean .71 E
2.56 ME
.64 E
Legend: 4 - 3.51 – 4.00 Great Extent (GE) 2 - 1.51 – 2.50 Little Extent (LE)
3 - 2.51 – 3.50 Moderate Extent (ME) 1 - 1.00 – 1.50 Not at All (NA)
_MODULE1_LESSON8-9
Table 2. Extent of Concern in the Area of Promotion
Master
School
Teacher/Teacher Combined
Heads
Promotion s
W V A V
WM VI
M I WM I
1. My school head endorses
the teachers for promotion based on 2 L 2 L
2.11 LE
his/her assessment on teachers’ .08 E .10 E
qualification.
2.My school head endorses a
1 L 1 L
teacher for promotion who has 1.92 LE
.62 E .77 E
his/her trust and confidence.
3.Copies of Memos
announcing the schedule of 1 L 2 L
2.07 LE
teacher’s promotion are not read by .92 E .00 E
all the teachers.
4.Thorough evaluation by
superiors of the documents 2 L 2 L
1.95 LE
submitted by teachers for .10 E .03 E
promotion cannot always be done.
5. The “palakasan system”
sometimes gets a space in the 2 L 2 L
2.46 LE
promotion process due to external .25 E .36 E
endorsement.
1 L 2 L
Average Weighted Mean 2.1 LE
.99 E .05 E
3 - 2.51 – 3.50 Moderate Extent (ME) 1 - 1.00 – 1.50 Not at All (NA
Table 3. Extent of Concern in the Area of Interpersonal Relationship

Master
School
Interpersonal Heads
s
Relationship
W V V
WM VI AWM
M I I
1. I feel suppressed to discuss
my sentiments,
2 M M
disagreements and other 2.4 LE 2.54
.67 E E
grievances with the way
things are done in school.
2. Two-way communication
among teachers is missing, 2 M L
2.51 ME 1.33
that is; they talk more .65 E E
than they listen.
_MODULE1_LESSON8-9
3. I express my disagreement
with my colleagues
through nonverbal 2 L L
2.24 LE 2.3
messages such as facial .35 E E
expressions, tone of voice,
body language, etc.
4. I refuse to mingle with
1 L L
others who are not part of 2.21 LE 2.1
.98 E E
my peer group.
5. I feel pleased talking with
3 M M
my colleagues about things 2.88 ME 3
.12 E E
other than academics.
Average Weighted 2 M L
1.95 LE 2.25
Mean .55 E E
What I Have Learned

Directions: True or False. Tell whether each statement is True or False and
explain your answer. (Oral Recitation)
1. The findings of the study are based on the tabulated results of the research study.
2. In writing the summary of findings, conclusions, and recommendations of the
study, the researcher should write an introductory statement for each.
3. From the recommendations of the research study, the researcher can draw
conclusions.
4. The respondents’ responses are not necessary in making conclusions.
5. The main purpose of writing the recommendations is for the research to be
conducted further by other researchers.
What I Can Do
Write your findings from the table, draw your conclusions, and provide
recommendations. Write your output on a separate sheet.
Table 1. Extent of Concern in the Area of Professional Growth and Development

Master
School
Professional Growth and Heads
s
Development
W V V
WM VI AWM
M I I
1. Teachers’ attendance to
conferences, seminars, 2 L L
2.38 LE 2.34
workshops, and similar acts is .29 E E
limited to only few teachers.
_MODULE1_LESSON8-9
2.Attendance to conferences,
seminars, conferences, and the
like by a limited number of
2 L L
teachers becomes the subject of 2.28 LE 2.36
.44 E E
controversy and criticism among
those teachers who were not given
the same chance.
3. Only a few teachers are given the
2 M L
opportunity to participate in a 2.14 LE 2.34
.54 E E
group teaching demonstration.
4. My school head does not
recognize my potential capacities
2 L L
in terms of mentoring, peer 2.01 LE 2.06
.10 E E
observation and coaching, as part
of our job description.
5.My school head sends me to
2 L L
training / seminars during 1.98 LE 2.02
.06 E E
summer vacation.
2 L L
Average Weighted Mean 2.16 LE 2.22
.29 E E
Assessment
From the research study that you have completed, write the summary of
findings, conclusions, and your recommendations. Write your output on a separate
sheet.
Finalization and Presentation of Research Output.
_MODULE1_LESSON8-9
_MODULE1_LESSON8-9
What I Know
What’s In
What’s New
What’s More
What I have Learned
What I can Do
Assessment
Answer Key
References

_MODULE1_LESSON8-9
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph
_MODULE1_LESSON8-9

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Practical Research 2

Published by the Department of Education

Development Team of the Module

Writer: JAIME BOY A. ALEGRE, PhD

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

At the end of this material, you should be able to:

3. Non-probability sampling is less expensive.

4. N refers to the sample of the study.

6. Sampling procedure is a process or technique of choosing a sub-group of the

7. Experimental research design supports the ability to limit alternative explanations

8. Data refers to the pieces of information of facts unknown to people.

9. Data analysis refers to the statistical tools used in the study.

10. Probability sampling is a sampling procedure that everyone has a chance to be

12. Which of the following statements are considered threats in doing

a. i, ii, iii b. i, ii, iii, iv

13. It is a systematic method for gathering information from a sample of

Quantitative Research Designs – focus on numbers, statistics, and

KINDS OF QUANTITATIVE RESEARCH DESIGNS

1. EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to

Example: both groups experienced the same time-related influences, the

B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher can

There are two types of quasi-experimental design. These are:

a. Non-Equivalent Control Group. This refers to the chance failure of

b. Interrupted Time Series Design. It employs multiple measures before

C. TRUE-EXPERIMENTAL DESIGN. It controls both time-related and group

2. NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher

The types of descriptive design are as follows:

A. SURVEY. It is used to gather information from groups of people by selecting

B. CORRELATIONAL. It is conducted by researchers whose aim would be to

b. Prediction Studies – It uses correlation coefficient to show how one

Example 1: A researcher is interested in how weight influences

Example 2: What is the Effect of Homeschooling on the Social

D. COMPARATIVE. It involves comparing and contrasting two or more

Example: A comparative Study on the Health Problems among

E. NORMATIVE. It describes the normal level of characteristics for a given

F. EVALUATIVE. It is a process used to determine what has happened during

Example: A test of children in school is used to assess the

G. METHODOLOGICAL. In this approach, the implementation of a variety of

Sampling Procedure - a process of selecting a number of individuals for a

1. Probability sampling - everyone has an equal chance of being selected.

a. Simple Random Sampling – the researcher provides the list of

a. Purposive Sampling – the researcher chooses the sample based on

Sample – is a subset of the population chosen to participate in a study.

Sample Size – is the number of elements in the sample set.

Sample size Computation

Reliability – refers to the consistency of the measure.

Sample of Validation Letter

CERTIFICATE OF CONTENT AND FACE VALIDITY OF THE RESEARCH

TO WHOM THIS MAY CONCERN:

We, the undersigned, have thoroughly scrutinized and checked the

Shirley Y. Garcia PhD HENRY T. LIBAO EdD

ANALIZA N. DOMINGO CESAR C. VILLAREAL EdD

3. Criterion Validity – is the extent to which respondents scores on measure are

For example, we might want to know how well some college

The entrance exam would be the explanatory variable and

4. Discriminant Validity – is the extent to which scores on a measure are not

Instruction: Please indicate your degree of agreement or disagreement on the

Data Collection Techniques

Data - are pieces of information or facts known by people.

Quantitative Data – appearing as measurable, numerical, and related to metrical