Annex1B to DepEd Order No. 42, s.

2016

GRADES 1 TO 12 Timalang National High 12-Diamond (Humanities and Social Sciences, Home
School Grade Level
DAILY LESSON School Economics, and Industrial Arts)
LOG Teacher Sonny M. Cordova Learning Area Practical Research 2
November 20-24, 2023
Teaching Dates and
2:00 PM-3:00 PM Quarter 2
Time
(MTWTHF)
I.OBJECTIVES At the end of the lesson, the At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students should be able to: should be able to: students should be able to: students should be able to: students should be able to:

1. plans data collection 1. plans data collection procedure. 1. plans data collection 1. plans data collection 1. plans data collection
procedure. 2. plans data analysis using procedure. procedure. procedure.
2. plans data analysis using statistics and hypothesis testing 2. plans data analysis using 2. plans data analysis 2. plans data analysis using
statistics and hypothesis (if appropriate). using statistics and
statistics and hypothesis statistics and hypothesis
testing (if appropriate). 3. presents written research hypothesis testing (if
3. presents written research methodology. testing (if appropriate). testing (if appropriate).
3. presents written research appropriate). 3. presents written research
methodology. 4. implements design principles to
4. implements design methodology. 3. presents written methodology.
produce creative artwork
principles to produce 4. implements design research methodology. 4. implements design
creative artwork principles to produce 4. implements design principles to produce
creative artwork principles to produce creative artwork
creative artwork

WEEK 3 Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of... understanding of... understanding of... understanding of... understanding of...

1. quantitative research 1. quantitative research designs 1. quantitative research 1. quantitative research 1. quantitative research
designs 2. description of sample designs designs designs
2. description of sample 3. instrument development 2. description of sample 2. description of sample 2. description of sample
3. instrument development 4. description of intervention (if 3. instrument development 3. instrument development 3. instrument development
4. description of intervention applicable) 4. description of 4. description of 4. description of intervention
(if applicable) 5. data collection and analysis intervention (if intervention (if (if applicable)
5. data collection and analysis procedures such as survey, applicable) applicable) 5. data collection and analysis
procedures such as survey, interview, and observation. 5. data collection and 5. data collection and procedures such as survey,
interview, and observation. 6. guidelines in writing research analysis procedures such analysis procedures interview, and observation.
6. guidelines in writing methodology. as survey, interview, and such as survey, 6. guidelines in writing
research methodology. 7. the application of art/ design observation. interview, and research methodology.
7. the application of art/ fundamentals for execution 6. guidelines in writing observation. 7. the application of art/ design
design fundamentals for research methodology. 6. guidelines in writing fundamentals for execution
execution 7. the application of art/ research methodology.
1
 design fundamentals for 7. the application of art/
execution design fundamentals for
execution.
B. Performance Standards The learner is able to... The learner... The learner... The learner... The learner...

describe adequately quantitative describe adequately quantitative describe adequately describe adequately describe adequately quantitative
research designs, sample, research designs, sample, quantitative research designs, quantitative research research designs, sample,
instrument used, intervention (if instrument used, intervention (if sample, instrument used, designs, sample, instrument instrument used, intervention (if
applicable), data collection, and applicable), data collection, and intervention (if applicable), used, intervention (if applicable), data collection, and
analysis procedures. analysis procedures. data collection, and analysis applicable), data collection, analysis procedures.
procedures. and analysis procedures.
apply imaginatively art/design apply imaginatively art/design apply imaginatively art/design
principles to create artwork principles to create artwork apply imaginatively apply imaginatively principles to create artwork
art/design principles to create art/design principles to
artwork create artwork
C. Learning Competencies The learners... The learners... The learners... The learners... The learners...
/ Code:
1. chooses appropriate 1. chooses appropriate 1. plans data collection 1. plans data collection 1. plans data collection
quantitative research quantitative research design. procedure. procedure. procedure.
design. CS_RS12-IIa-c-1 CS_RS12-IIa-c-5 CS_RS12-IIa-c-5 CS_RS12-IIa-c-5
CS_RS12-IIa-c-1 2. describes sampling procedure 2. plans data analysis using 2. plans data analysis 2. plans data analysis using
2. describes sampling and the sample. statistics and hypothesis using statistics and statistics and hypothesis
procedure and the sample. CS_RS12-IIa-c-2 testing (if appropriate). hypothesis testing (if testing (if appropriate).
CS_RS12-IIa-c-2 3. constructs an instrument and CS_RS12-IIa-c-6 appropriate). CS_RS12-IIa-c-6
3. constructs an instrument establishes its validity and 3. presents written research CS_RS12-IIa-c-6 3. presents written research
and establishes its validity reliability. methodology. 3. presents written methodology.
and reliability. CS_RS12-IIa-c-3 CS_RS12-IIa-c-7 research methodology. CS_RS12-IIa-c-7
CS_RS12-IIa-c-3 4. describes intervention (if 4. implements design CS_RS12-IIa-c-7 4. implements design
4. describes intervention (if applicable). principles to produce 4. implements design principles to produce
applicable). CS_RS12-IIa-c-4 creative artwork principles to produce creative artwork
CS_RS12-IIa-c-4 CS_RS12-IIa-c-8 creative artwork CS_RS12-IIa-c-8
CS_RS12-IIa-c-8

II.CONTENT Understanding Data and Understanding Data and

Understanding Data and Ways Understanding Data and Ways to Understanding Data and Ways to
Ways to Systematically Ways to Systematically
to Systematically Collect Data Systematically Collect Data Systematically Collect Data
Collect Data Collect Data
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None None None None
2. Learner’s Materials Practical Research 2 Quarter 4 Practical Research 2 Quarter 4 – Practical Research 2 Quarter Practical Research 2 Quarter Practical Research 2 Quarter 4 –
pages – Module 4: The Methods in Module 4: The Methods in 4 – Module 4: The Methods 4 – Module 4: The Methods Module 4: The Methods in
2
 Quantitative Research Page 1- Quantitative Research Page 1-17 in Quantitative Research in Quantitative Research Quantitative Research Page 1-17
17 Page 1-17 Page 1-17
3. Textbooks pages None None None None None
4. Additional Materials
pages from learning None None None None None
Resources (LR) portal
B. Other Learning Resource DepEd Schools Division of DepEd Schools Division of Negros DepEd Schools Division of DepEd Schools Division of DepEd Schools Division of
Negros Oriental Oriental Negros Oriental Negros Oriental Negros Oriental
Alternative Delivery Mode Alternative Delivery Mode (ADM) Alternative Delivery Mode Alternative Delivery Mode Alternative Delivery Mode
(ADM) Senior High School Senior High School (ADM) Senior High School (ADM) Senior High School (ADM) Senior High School
IV.PROCEDURES Inquiry-Based Learning Using 7Es Model
A. Reviewing previous
lesson or presenting the
new lesson.
ELICIT

B. Establishing a purpose
for the lesson.
ENGAGE
1. It is an action for the problem
tackled by the researcher/s.
2. The researcher investigates the
treatment of an intervention
into the study group and then
measures the outcomes of the
treatment.
3. Survey is used for collecting
data from a predefined group
of respondents to gain
information and insights into
various topics of interest.
4. The entire population is
involved but for your research
study, you need to select only
1.
I
t is an action for the problem 1. It is an action for the
tackled by the researcher/s. 1. It is an action for the problem tackled by the 1. It is an action for the problem
2. The researcher investigates the problem tackled by the researcher/s. tackled by the researcher/s.
treatment of an intervention into researcher/s. 2. The researcher 2. The researcher investigates the
the study group and then measures 2. The researcher investigates investigates the treatment treatment of an intervention
the outcomes of the treatment. the treatment of an of an intervention into the into the study group and then
3. Survey is used for collecting data intervention into the study study group and then measures the outcomes of the
from a predefined group of group and then measures measures the outcomes of treatment.
respondents to gain information the outcomes of the the treatment. 3. Survey is used for collecting
and insights into various topics of treatment. 3. Survey is used for data from a predefined group of
interest. 3. Survey is used for collecting data from a respondents to gain information
4. The entire population is involved collecting data from a predefined group of and insights into various topics
but for your research study, you predefined group of respondents to gain of interest.
need to select only apart from the respondents to gain information and insights 4. The entire population is
whole because it is doubtful that information and insights into various topics of involved but for your research
researcher should be able to collect into various topics of interest. study, you need to select only

3
 apart from the whole because
it is doubtful that researcher
should be able to collect data
from all cases.
5. Developing questionnaire
proposed by the researcher to
obtain valid information
coming from different sources
is one of the critical activities.
6. Most researchers want to
receive credit for their
contributions and do not want
to have their ideas stolen or
disclosed prematurely.
7. Capturing the quality evidence
that then translates to rich data
analysis and allows the
building of a convincing and
credible answer to questions
that have been posed.
8. Choose the study design either
questionnaire study or a
laboratory experiment? What
kind of design do you choose
(descriptive, crosssectional,
case-control)?
9. Response rate is the number of
cases agreeing to take part in
the study.
10. Researchers must be equipped
with competence in providing
and selecting evidence on the
components or construct of
research to be used in his/her
study.
C. Presenting RESEARCH METHODOLOGY
Research methodology simply
examples/instances of refers to the practical “how” of any
data from all cases.
5. Developing questionnaire proposed
by the researcher to obtain valid
information coming from different
sources is one of the critical
activities.
6. Most researchers want to receive
credit for their contributions and do
not want to have their ideas stolen
or disclosed prematurely.
7. Capturing the quality evidence that
then translates to rich data analysis
and allows the building of a
convincing and credible answer to
questions that have been posed.
8. Choose the study design either
questionnaire study or a laboratory
experiment? What kind of design
do you choose (descriptive,
crosssectional, case-control)?
9. Response rate is the number of
cases agreeing to take part in the
study.
10. Researchers must be equipped with
competence in providing and
selecting evidence on the
components or construct of
research to be used in his/her study.
RESEARCH METHODOLOGY
Research methodology simply refers to
the practical “how” of any given topic
interest.
4. The entire population is
involved but for your
research study, you need to
select only apart from the
whole because it is doubtful
that researcher should be
able to collect data from all
cases.
5. Developing questionnaire
proposed by the researcher
to obtain valid information
coming from different
sources is one of the critical
activities.
6. Most researchers want to
receive credit for their
contributions and do not
want to have their ideas
stolen or disclosed
prematurely.
7. Capturing the quality
evidence that then translates
to rich data analysis and
allows the building of a
convincing and credible
answer to questions that
have been posed.
8. Choose the study design
either questionnaire study
or a laboratory experiment?
What kind of design do you
choose (descriptive,
crosssectional, case-
control)?
9. Response rate is the number
of cases agreeing to take
part in the study.
10. Researchers must be
equipped with competence
in providing and selecting
evidence on the
components or construct of
research to be used in
his/her study.
RESEARCH METHODOLOGY
Research methodology simply refers
to the practical “how” of any given
4. The entire population is
involved but for your
research study, you need
to select only apart from
the whole because it is
doubtful that researcher
should be able to collect
data from all cases.
5. Developing questionnaire
proposed by the researcher
to obtain valid information
coming from different
sources is one of the
critical activities.
6. Most researchers want to
receive credit for their
contributions and do not
want to have their ideas
stolen or disclosed
prematurely.
7. Capturing the quality
evidence that then
translates to rich data
analysis and allows the
building of a convincing
and credible answer to
questions that have been
posed.
8. Choose the study design
either questionnaire study
or a laboratory
experiment? What kind of
design do you choose
(descriptive,
crosssectional, case-
control)?
9. Response rate is the
number of cases agreeing
to take part in the study.
10. Researchers must be
equipped with competence
in providing and selecting
evidence on the
components or construct
of research to be used in
his/her study.
RESEARCH METHODOLOGY
Research methodology simply
refers to the practical “how” of any
apart from the whole because it
is doubtful that researcher
should be able to collect data
from all cases.
5. Developing questionnaire
proposed by the researcher to
obtain valid information
coming from different sources
is one of the critical activities.
6. Most researchers want to
receive credit for their
contributions and do not want
to have their ideas stolen or
disclosed prematurely.
7. Capturing the quality evidence
that then translates to rich data
analysis and allows the
building of a convincing and
credible answer to questions
that have been posed.
8. Choose the study design either
questionnaire study or a
laboratory experiment? What
kind of design do you choose
(descriptive, crosssectional,
case-control)?
9. Response rate is the number of
cases agreeing to take part in
the study.
10. Researchers must be equipped
with competence in providing
and selecting evidence on the
components or construct of
research to be used in his/her
study.
RESEARCH METHODOLOGY
Research methodology simply refers
to the practical “how” of any given
4
the new lesson. given topic of research. More
specifically, it is about how a
ENGAGE researcher systematically designs a
study to ensure valid and reliable
results that address the research
aims and objectives.
For example, how did the
researcher go about deciding:
What data to collect (and what data
to ignore)
Who to collect it from (in research,
this is called “sampling design”)
How to collect it (this is called
“data collection methods”)
How to analyze it (this is called
“data analysis methods”)
What are the Methods of
Quantitative Research?
The methods and techniques
used in writing research paper
gauge to answer the research
questions and in collecting data.
Realizing the appropriate design of
your research is an initial act of
your study.
Survey
According to Sukamolson,
(2007), Survey research includes
the use of scientific sampling
method with a designed
questionnaire to quantify a given
population's characteristics using
statistical methods.
More concisely Sukamolson,
(2007) further describes survey as a
form of quantitative research that is
concerned with ‘sampling
questionnaire, questionnaire design,
questionnaire administration’ for
the sake of gathering information
from the group/population under
study, and then make analysis to
better understand their behavior
and characteristics. In addition,
Kraemer (1991) outline three basic
beliefs in survey research, such as
of research. More specifically, it is
about how a researcher systematically
designs a study to ensure valid and
reliable results that address the research
aims and objectives.
For example, how did the researcher go
about deciding:
What data to collect (and what data to
ignore)
Who to collect it from (in research, this
is called “sampling design”)
How to collect it (this is called “data
collection methods”)
How to analyze it (this is called “data
analysis methods”)
What are the Methods of
Quantitative Research?
The methods and techniques used in
writing research paper gauge to answer
the research questions and in collecting
data. Realizing the appropriate design of
your research is an initial act of your
study.
Survey
According to Sukamolson, (2007),
Survey research includes the use of
scientific sampling method with a
designed questionnaire to quantify a
given population's characteristics using
statistical methods.
More concisely Sukamolson,
(2007) further describes survey as a
form of quantitative research that is
concerned with ‘sampling questionnaire,
questionnaire design, questionnaire
administration’ for the sake of gathering
information from the group/population
under study, and then make analysis to
better understand their behavior and
characteristics. In addition, Kraemer
(1991) outline three basic beliefs in
survey research, such as survey which is
used to describe quantitatively a
sectional aspect of a given populations
that involves studying the relationship,
in survey research method, data are
topic of research. More specifically,
it is about how a researcher
systematically designs a study to
ensure valid and reliable results that
address the research aims and
objectives.
For example, how did the researcher
go about deciding:
What data to collect (and what data
to ignore)
Who to collect it from (in research,
this is called “sampling design”)
How to collect it (this is called “data
collection methods”)
How to analyze it (this is called
“data analysis methods”)
What are the Methods of
Quantitative Research?
The methods and techniques used
in writing research paper gauge to
answer the research questions and in
collecting data. Realizing the
appropriate design of your research
is an initial act of your study.
Survey
According to Sukamolson,
(2007), Survey research includes the
use of scientific sampling method
with a designed questionnaire to
quantify a given population's
characteristics using statistical
methods.
More concisely Sukamolson,
(2007) further describes survey as a
form of quantitative research that is
concerned with ‘sampling
questionnaire, questionnaire design,
questionnaire administration’ for the
sake of gathering information from
the group/population under study,
and then make analysis to better
understand their behavior and
characteristics. In addition, Kraemer
(1991) outline three basic beliefs in
survey research, such as survey
which is used to describe
quantitatively a sectional aspect of a
given populations that involves
studying the relationship, in survey
research method, data are obtained
from people , and lastly, survey
sample a part of population which is
given topic of research. More
specifically, it is about how a
researcher systematically designs a
study to ensure valid and reliable
results that address the research
aims and objectives.
For example, how did the
researcher go about deciding:
What data to collect (and what data
to ignore)
Who to collect it from (in research,
this is called “sampling design”)
How to collect it (this is called
“data collection methods”)
How to analyze it (this is called
“data analysis methods”)
What are the Methods of
Quantitative Research?
The methods and techniques
used in writing research paper
gauge to answer the research
questions and in collecting data.
Realizing the appropriate design of
your research is an initial act of
your study.
Survey
According to Sukamolson,
(2007), Survey research includes
the use of scientific sampling
method with a designed
questionnaire to quantify a given
population's characteristics using
statistical methods.
More concisely Sukamolson,
(2007) further describes survey as a
form of quantitative research that is
concerned with ‘sampling
questionnaire, questionnaire design,
questionnaire administration’ for
the sake of gathering information
from the group/population under
study, and then make analysis to
better understand their behavior
and characteristics. In addition,
Kraemer (1991) outline three basic
beliefs in survey research, such as
survey which is used to describe
quantitatively a sectional aspect of
a given populations that involves
studying the relationship, in survey
research method, data are obtained
from people , and lastly, survey
sample a part of population which
is later used to generalize the whole
topic of research. More specifically,
it is about how a researcher
systematically designs a study to
ensure valid and reliable results that
address the research aims and
objectives.
For example, how did the researcher
go about deciding:
What data to collect (and what data
to ignore)
Who to collect it from (in research,
this is called “sampling design”)
How to collect it (this is called “data
collection methods”)
How to analyze it (this is called
“data analysis methods”)
What are the Methods of
Quantitative Research?
The methods and techniques used
in writing research paper gauge to
answer the research questions and in
collecting data. Realizing the
appropriate design of your research
is an initial act of your study.
Survey
According to Sukamolson,
(2007), Survey research includes the
use of scientific sampling method
with a designed questionnaire to
quantify a given population's
characteristics using statistical
methods.
More concisely Sukamolson,
(2007) further describes survey as a
form of quantitative research that is
concerned with ‘sampling
questionnaire, questionnaire design,
questionnaire administration’ for the
sake of gathering information from
the group/population under study,
and then make analysis to better
understand their behavior and
characteristics. In addition, Kraemer
(1991) outline three basic beliefs in
survey research, such as survey
which is used to describe
5
survey which is used to describe
quantitatively a sectional aspect of
a given populations that involves
studying the relationship, in survey
research method, data are obtained
from people , and lastly, survey
sample a part of population which
is later used to generalize the whole
population, i.e a section of a
population is sampled to represent
the whole population
characteristics, viewpoint as well as
opinion as the case maybe.
Correlational
A quantitative methodology
used to determine whether, and to
what degree, a relationship exists
between two or more variables
within a population (or a sample).
The degree of relationships is
expressed by correlation
coefficients. Coefficients range
from +1.00 to -1.00. Higher
correlations (coefficients closer to
+1.00 or -1.00) indicate stronger
relationships. Positive correlations
indicate that as the values
associated with one variable go up,
so do the values associated with the
other. Negative correlations
indicate that as the values
associated with one variable go up,
the values associated with the other
go down. But tracing on this, Leedy
& Ormrod (2010) remark that
correlation method of research
deals with the creating relationship
amid two or more variables in the
same population. “The first type of
correlational design, explanatory
design, is conducted
whenresearchers want to explore
the extents to which two or more
variables co- vary, that is, where
changes in one variable are
reflected in changes in the other
(Creswell, 2008, p. 358). The
second type of correlational design,
obtained from people , and lastly,
survey sample a part of population
which is later used to generalize the
whole population, i.e a section of a
population is sampled to represent the
whole population characteristics,
viewpoint as well as opinion as the case
maybe.
Correlational
A quantitative methodology used to
determine whether, and to what degree,
a relationship exists between two or
more variables within a population (or a
sample). The degree of relationships is
expressed by correlation coefficients.
Coefficients range from +1.00 to -1.00.
Higher correlations (coefficients closer
to +1.00 or -1.00) indicate stronger
relationships. Positive correlations
indicate that as the values associated
with one variable go up, so do the
values associated with the other.
Negative correlations indicate that as the
values associated with one variable go
up, the values associated with the other
go down. But tracing on this, Leedy &
Ormrod (2010) remark that correlation
method of research deals with the
creating relationship amid two or more
variables in the same population. “The
first type of correlational design,
explanatory design, is conducted
whenresearchers want to explore the
extents to which two or more variables
co- vary, that is, where changes in one
variable are reflected in changes in the
other (Creswell, 2008, p. 358). The
second type of correlational design,
prediction design, is used by researchers
when the purpose of the study is to
predict certain outcomes in one variable
from another variable that serves asthe
predictor.
Experimental
In the experimental research, the
researcher investigates the treatment of
an intervention into the study group and
later used to generalize the whole
population, i.e a section of a
population is sampled to represent
the whole population characteristics,
viewpoint as well as opinion as the
case maybe.
Correlational
A quantitative methodology
used to determine whether, and to
what degree, a relationship exists
between two or more variables
within a population (or a sample).
The degree of relationships is
expressed by correlation coefficients.
Coefficients range from +1.00 to -
1.00. Higher correlations
(coefficients closer to +1.00 or -
1.00) indicate stronger relationships.
Positive correlations indicate that as
the values associated with one
variable go up, so do the values
associated with the other. Negative
correlations indicate that as the
values associated with one variable
go up, the values associated with the
other go down. But tracing on this,
Leedy & Ormrod (2010) remark that
correlation method of research deals
with the creating relationship amid
two or more variables in the same
population. “The first type of
correlational design, explanatory
design, is conducted
whenresearchers want to explore the
extents to which two or more
variables co- vary, that is, where
changes in one variable are reflected
in changes in the other (Creswell,
2008, p. 358). The second type of
correlational design, prediction
design, is used by researchers when
the purpose of the study is to predict
certain outcomes in one variable
from another variable that serves
asthe predictor.
Experimental
In the experimental research,
the researcher investigates the
treatment of an intervention into the
study group and then measures the
outcomes ofthe treatment. There are
three types of exploratory
approaches:
population, i.e a section of a
population is sampled to represent
the whole population
characteristics, viewpoint as well as
opinion as the case maybe.
Correlational
A quantitative methodology
used to determine whether, and to
what degree, a relationship exists
between two or more variables
within a population (or a sample).
The degree of relationships is
expressed by correlation
coefficients. Coefficients range
from +1.00 to -1.00. Higher
correlations (coefficients closer to
+1.00 or -1.00) indicate stronger
relationships. Positive correlations
indicate that as the values
associated with one variable go up,
so do the values associated with the
other. Negative correlations
indicate that as the values
associated with one variable go up,
the values associated with the other
go down. But tracing on this, Leedy
& Ormrod (2010) remark that
correlation method of research
deals with the creating relationship
amid two or more variables in the
same population. “The first type of
correlational design, explanatory
design, is conducted
whenresearchers want to explore
the extents to which two or more
variables co- vary, that is, where
changes in one variable are
reflected in changes in the other
(Creswell, 2008, p. 358). The
second type of correlational design,
prediction design, is used by
researchers when the purpose of the
study is to predict certain outcomes
in one variable from another
variable that serves asthe predictor.
Experimental
In the experimental research,
the researcher investigates the
treatment of an intervention into
the study group and then measures
the outcomes ofthe treatment.
There are three types of exploratory
approaches:
a. pre-experimental
b. true experimental
quantitatively a sectional aspect of a
given populations that involves
studying the relationship, in survey
research method, data are obtained
from people , and lastly, survey
sample a part of population which is
later used to generalize the whole
population, i.e a section of a
population is sampled to represent
the whole population characteristics,
viewpoint as well as opinion as the
case maybe.
Correlational
A quantitative methodology
used to determine whether, and to
what degree, a relationship exists
between two or more variables
within a population (or a sample).
The degree of relationships is
expressed by correlation
coefficients. Coefficients range from
+1.00 to -1.00. Higher correlations
(coefficients closer to +1.00 or -
1.00) indicate stronger relationships.
Positive correlations indicate that as
the values associated with one
variable go up, so do the values
associated with the other. Negative
correlations indicate that as the
values associated with one variable
go up, the values associated with the
other go down. But tracing on this,
Leedy & Ormrod (2010) remark that
correlation method of research deals
with the creating relationship amid
two or more variables in the same
population. “The first type of
correlational design, explanatory
design, is conducted
whenresearchers want to explore the
extents to which two or more
variables co- vary, that is, where
changes in one variable are reflected
in changes in the other (Creswell,
2008, p. 358). The second type of
correlational design, prediction
design, is used by researchers when
the purpose of the study is to predict
6
prediction design, is used by
researchers when the purpose of the
study is to predict certain outcomes
in one variable from another
variable that serves asthe predictor.
Experimental
In the experimental research,
the researcher investigates the
treatment of an intervention into
the study group and then measures
the outcomes ofthe treatment.
There are three types of exploratory
approaches:
a. pre-experimental
b. true experimental
c. quasi-experimental
According to Leedy &
Ormrod, (2001). The pre-
experimental design involves an
independent variable that does not
vary or a control group that is not
randomly selected. Campbell and
Stanley (1963) endorsed the true
experimental design, which
provides a higher degree of control
in the experiment and produces a
higher degree of validity. The true
experimental designs result in a
systemic approach to quantitative
data collection involving
mathematical models in the
analyses. Whereas the quasi-
experimental design involves
nonrandom selection of study
participants. Therefore, control is
limited, and true experimentation is
not possible. Since the variable
cannot be controlled, validity may
be sacrificed. The factorial design
focuses on two or more categories
with the independent variables as
compared to the dependent variable
(Vogt, 1999). Key, (1997)
describes experimental research as
a form of research whereby a
researcher takes control and
maintains the basic elements that
might affect the result of an
then measures the outcomes ofthe
treatment. There are three types of
exploratory approaches:
a. pre-experimental
b. true experimental
c. quasi-experimental
According to Leedy & Ormrod,
(2001). The pre-experimental design
involves an independent variable that
does not vary or a control group that is
not randomly selected. Campbell and
Stanley (1963) endorsed the true
experimental design, which provides a
higher degree of control in the
experiment and produces a higher
degree of validity. The true
experimental designs result in a
systemic approach to quantitative data
collection involving mathematical
models in the analyses. Whereas the
quasi-experimental design involves
nonrandom selection of study
participants. Therefore, control is
limited, and true experimentation is not
possible. Since the variable cannot be
controlled, validity may be sacrificed.
The factorial design focuses on two or
more categories with the independent
variables as compared to the dependent
variable (Vogt, 1999). Key, (1997)
describes experimental research as a
form of research whereby a researcher
takes control and maintains the basic
elements that might affect the result of
an experiment, by so doing; the
researcher predicts the outcome of an
experiment. While experimental design
is the synopsis that guides a researcher
while testing his hypothesis inorder to
reach a tangible conclusion on the
relationship concerning an independent
variable and a dependent variable.
Experiment deals with the process
of supporting, rejecting, or validating a
hypothesis to get insight into the cause
and effect of something when certain
factors are being manipulated. For
example, someone may carry out a basic
experiment to understand the existence
a. pre-experimental
b. true experimental
c. quasi-experimental
According to Leedy & Ormrod,
(2001). The pre-experimental design
involves an independent variable that
does not vary or a control group that
is not randomly selected. Campbell
and Stanley (1963) endorsed the true
experimental design, which provides
a higher degree of control in the
experiment and produces a higher
degree of validity. The true
experimental designs result in a
systemic approach to quantitative
data collection involving
mathematical models in the analyses.
Whereas the quasi-experimental
design involves nonrandom selection
of study participants. Therefore,
control is limited, and true
experimentation is not possible.
Since the variable cannot be
controlled, validity may be
sacrificed. The factorial design
focuses on two or more categories
with the independent variables as
compared to the dependent variable
(Vogt, 1999). Key, (1997) describes
experimental research as a form of
research whereby a researcher takes
control and maintains the basic
elements that might affect the result
of an experiment, by so doing; the
researcher predicts the outcome of
an experiment. While experimental
design is the synopsis that guides a
researcher while testing his
hypothesis inorder to reach a
tangible conclusion on the
relationship concerning an
independent variable and a independent variable and a
dependent variable.
Experiment deals with the
process of supporting, rejecting, or
validating a hypothesis to get insight
into the cause and effect of
something when certain factors are
being manipulated. For example,
someone may carry out a basic
experiment to understand the
existence of gravity while others
basically scientists carry out
experiment for years depending on
the subject matter to be
c. quasi-experimental
According to Leedy &
Ormrod, (2001). The pre-
experimental design involves an
independent variable that does not
vary or a control group that is not
randomly selected. Campbell and
Stanley (1963) endorsed the true
experimental design, which
provides a higher degree of control
in the experiment and produces a
higher degree of validity. The true
experimental designs result in a
systemic approach to quantitative
data collection involving
mathematical models in the
analyses. Whereas the quasi-
experimental design involves
nonrandom selection of study
participants. Therefore, control is
limited, and true experimentation is
not possible. Since the variable
cannot be controlled, validity may
be sacrificed. The factorial design
focuses on two or more categories
with the independent variables as
compared to the dependent variable
(Vogt, 1999). Key, (1997)
describes experimental research as
a form of research whereby a
researcher takes control and
maintains the basic elements that
might affect the result of an
experiment, by so doing; the
researcher predicts the outcome of
an experiment. While experimental
design is the synopsis that guides a
researcher while testing his
hypothesis inorder to reach a
tangible conclusion on the
relationship concerning an
dependent variable.
Experiment deals with the
process of supporting, rejecting, or
validating a hypothesis to get
insight into the cause and effect of
something when certain factors are
being manipulated. For example,
someone may carry out a basic
experiment to understand the
existence of gravity while others
basically scientists carry out
experiment for years depending on
the subject matter to be
certain outcomes in one variable
from another variable that serves
asthe predictor.
Experimental
In the experimental research,
the researcher investigates the
treatment of an intervention into the
study group and then measures the
outcomes ofthe treatment. There are
three types of exploratory
approaches:
a. pre-experimental
b. true experimental
c. quasi-experimental
According to Leedy & Ormrod,
(2001). The pre-experimental design
involves an independent variable
that does not vary or a control group
that is not randomly selected.
Campbell and Stanley (1963)
endorsed the true experimental
design, which provides a higher
degree of control in the experiment
and produces a higher degree of
validity. The true experimental
designs result in a systemic
approach to quantitative data
collection involving mathematical
models in the analyses. Whereas the
quasi-experimental design involves
nonrandom selection of study
participants. Therefore, control is
limited, and true experimentation is
not possible. Since the variable
cannot be controlled, validity may
be sacrificed. The factorial design
focuses on two or more categories
with the independent variables as
compared to the dependent variable
(Vogt, 1999). Key, (1997) describes
experimental research as a form of
research whereby a researcher takes
control and maintains the basic
elements that might affect the result
of an experiment, by so doing; the
researcher predicts the outcome of
an experiment. While experimental
design is the synopsis that guides a
7
experiment, by so doing; the
researcher predicts the outcome of
an experiment. While experimental
design is the synopsis that guides a
researcher while testing his
hypothesis inorder to reach a
tangible conclusion on the
relationship concerning an
independent variable and a
dependent variable.
Experiment deals with the
process of supporting, rejecting, or
validating a hypothesis to get
insight into the cause and effect of
something when certain factors are
being manipulated. For example,
someone may carry out a basic
experiment to understand the
existence of gravity while others
basically scientists carry out
experiment for years depending on
the subject matter to be
experimented.
Causal-Comparative or Ex Post
Facto
According to Gay (1976), Ex
post facto implies "from after the
fact” which means ex-post facto
research, where the researcher
investigates a problem by studying
the variables in survey. It is
research in which the dependent
variable is immediately observable
and now the main concern is to find
out the backgrounds that gave rise
to this consequence. – In addition, a
causalcomparative study is a form
of study that tries to identify and
determine the cause and effect of
the relationship between two or
more groups where the researcher
attempts to determine the cause, or
reason, for pre-existing differences
in groups of individuals.
Here are the differences and
similarities between causal-
comparative and correlational
of gravity while others basically
scientists carry out experiment for years
depending on the subject matter to be
experimented.
Causal-Comparative or Ex Post Facto
According to Gay (1976), Ex post
facto implies "from after the fact” which
means ex-post facto research, where the
researcher investigates a problem by
studying the variables in survey. It is
research in which the dependent
variable is immediately observable and
now the main concern is to find out the
backgrounds that gave rise to this
consequence. – In addition, a
causalcomparative study is a form of
study that tries to identify and determine
the cause and effect of the relationship
between two or more groups where the
researcher attempts to determine the
cause, or reason, for pre-existing
differences in groups of individuals.
Here are the differences and similarities
between causal-comparative and
correlational studies:
 The causal-comparative study
looks at differences between
groups whiles correlational study
looks for relationships of variables
within a single group.
 Causal-comparative and
correlational studies are similar in
that both used to examine
relationships among variables.
 Causal comparative includes
categorical independent and or
dependent variable but the
correlational study only includes
quantitative variables.
 Causal-comparative research
provides better evidence of cause-
and-effect relationships than
correlational research.
 Like correlational research, causal-
comparative research is sometimes
treated as a type of descriptive
research since it too describes
experimented.
Causal-Comparative or Ex Post
Facto
According to Gay (1976), Ex
post facto implies "from after the
fact” which means ex-post facto
research, where the researcher
investigates a problem by studying
the variables in survey. It is research
in which the dependent variable is
immediately observable and now the
main concern is to find out the
backgrounds that gave rise to this
consequence. – In addition, a
causalcomparative study is a form of
study that tries to identify and
determine the cause and effect of the
relationship between two or more
groups where the researcher attempts
to determine the cause, or reason, for
pre-existing differences in groups of
individuals.
Here are the differences and
similarities between causal-
comparative and correlational
studies:
 The causal-comparative study
looks at differences between
groups whiles correlational
study looks for relationships of
variables within a single group.
 Causal-comparative and
correlational studies are similar
in that both used to examine
relationships among variables.
 Causal comparative includes
categorical independent and or
dependent variable but the
correlational study only
includes quantitative variables.
 Causal-comparative research
provides better evidence of
cause-and-effect relationships
than correlational research.
 Like correlational research,
causal-comparative research is
sometimes treated as a type of
descriptive research since it too
describes conditions that
already exist.
experimented.
Causal-Comparative or Ex Post
Facto
According to Gay (1976), Ex
post facto implies "from after the
fact” which means ex-post facto
research, where the researcher
investigates a problem by studying
the variables in survey. It is
research in which the dependent
variable is immediately observable
and now the main concern is to find
out the backgrounds that gave rise
to this consequence. – In addition, a
causalcomparative study is a form
of study that tries to identify and
determine the cause and effect of
the relationship between two or
more groups where the researcher
attempts to determine the cause, or
reason, for pre-existing differences
in groups of individuals.
Here are the differences and
similarities between causal-
comparative and correlational
studies:
 The causal-comparative study
looks at differences between
groups whiles correlational
study looks for relationships
of variables within a single
group.
 Causal-comparative and
correlational studies are
similar in that both used to
examine relationships among
variables.
 Causal comparative includes
categorical independent and
or dependent variable but the
correlational study only
includes quantitative
variables.
 Causal-comparative research
provides better evidence of
cause-and-effect relationships
than correlational research.
 Like correlational research,
causal-comparative research
is sometimes treated as a type
of descriptive research since
it too describes conditions
that already exist.
researcher while testing his
hypothesis inorder to reach a
tangible conclusion on the
relationship concerning an
independent variable and a
dependent variable.
Experiment deals with the
process of supporting, rejecting, or
validating a hypothesis to get insight
into the cause and effect of
something when certain factors are
being manipulated. For example,
someone may carry out a basic
experiment to understand the
existence of gravity while others
basically scientists carry out
experiment for years depending on
the subject matter to be
experimented.
Causal-Comparative or Ex Post
Facto
According to Gay (1976), Ex
post facto implies "from after the
fact” which means ex-post facto
research, where the researcher
investigates a problem by studying
the variables in survey. It is research
in which the dependent variable is
immediately observable and now the
main concern is to find out the
backgrounds that gave rise to this
consequence. – In addition, a
causalcomparative study is a form of
study that tries to identify and
determine the cause and effect of the
relationship between two or more
groups where the researcher
attempts to determine the cause, or
reason, for pre-existing differences
in groups of individuals.
Here are the differences and
similarities between causal-
comparative and correlational
studies:
 The causal-comparative study
looks at differences between
groups whiles correlational
8
 studies:
 The causal-comparative study
looks at differences between
groups whiles correlational
study looks for relationships
of variables within a single
group.
 Causal-comparative and
correlational studies are
similar in that both used to
examine relationships among
variables.
 Causal comparative includes
categorical independent and or
dependent variable but the
correlational study only
includes quantitative
variables.
 Causal-comparative research
provides better evidence of
cause-and-effect relationships
than correlational research.
 Like correlational research,
causal-comparative research is
sometimes treated as a type of
descriptive research since it
too describes conditions that
already exist.
D. Discussing new concepts SAMPLING METHODS
Sampling means selecting from
and practicing new skills a huge number of respondents or
#1. participants to answer your
EXPLORE research questions. The entire
population is involved but for your
research study, you need to select
only apart from the whole because
it is doubtful that researcher should
be able to collect data from all
cases. Thus, there is a need to
select a sample. The entire set of
cases from which researcher
sample is drawn in called the
population. Since, researchers
neither have time nor the resources
to analysis the entire population so
they apply sampling technique to
reduce the number of cases.
(Taherdoost, Hamed. 2016)
Figure 1 illustrates the stages
conditions that already exist.
SAMPLING METHODS
Sampling means selecting from a
huge number of respondents or
participants to answer your research
questions. The entire population is
involved but for your research study,
you need to select only apart from the
whole because it is doubtful that
researcher should be able to collect data
from all cases. Thus, there is a need to
select a sample. The entire set of cases
from which researcher sample is drawn
in called the population. Since,
researchers neither have time nor the
resources to analysis the entire
population so they apply sampling
technique to reduce the number of cases.
(Taherdoost, Hamed. 2016)
Figure 1 illustrates the stages that
are likely to go through when
conducting sampling in your research.
SAMPLING METHODS
Sampling means selecting
from a huge number of
respondents or participants to
answer your research questions.
The entire population is involved
but for your research study, you
need to select only apart from
the whole because it is doubtful
that researcher should be able to
collect data from all cases. Thus,
there is a need to select a
sample. The entire set of cases
from which researcher sample is
drawn in called the population.
Since, researchers neither have
time nor the resources to
analysis the entire population so
they apply sampling technique to
reduce the number of cases.
(Taherdoost, Hamed. 2016)
SAMPLING METHODS
Sampling means selecting
from a huge number of
respondents or participants to
answer your research questions.
The entire population is
involved but for your research
study, you need to select only
apart from the whole because it
is doubtful that researcher
should be able to collect data
from all cases. Thus, there is a
need to select a sample. The
entire set of cases from which
researcher sample is drawn in
called the population. Since,
researchers neither have time
nor the resources to analysis the
entire population so they apply
sampling technique to reduce
the number of cases.
study looks for relationships of
variables within a single group.
 Causal-comparative and
correlational studies are similar
in that both used to examine
relationships among variables.
 Causal comparative includes
categorical independent and or
dependent variable but the
correlational study only
includes quantitative variables.
 Causal-comparative research
provides better evidence of
cause-and-effect relationships
than correlational research.
 Like correlational research,
causal-comparative research is
sometimes treated as a type of
descriptive research since it too
describes conditions that
already exist.
SAMPLING METHODS
Sampling means selecting from
a huge number of respondents or
participants to answer your research
questions. The entire population is
involved but for your research study,
you need to select only apart from
the whole because it is doubtful that
researcher should be able to collect
data from all cases. Thus, there is a
need to select a sample. The entire
set of cases from which researcher
sample is drawn in called the
population. Since, researchers
neither have time nor the resources
to analysis the entire population so
they apply sampling technique to
reduce the number of cases.
(Taherdoost, Hamed. 2016)
Figure 1 illustrates the stages
that are likely to go through when
9
that are likely to go through when
conducting sampling in your
research.
Figure 1. Sampling Process Steps
https://www.researchgate.net/publi
cation/319998246_Sampling_Meth
ods_in_Research_M
ethodology_How_to_Choose_a_Sa
mpling_Technique_for_Research
Stage 1: Clearly Define Target
Population
The first stage in the sampling
process is to clearly define target
population. Population is
commonly related to the number of
people living ina particular country.
In other words, this group of
individuals, that the intervention
intends to conduct research in and
draw conclusions from.
Stage2: Select Sampling Frame
A sampling frame is a list of
the actual cases from which sample
will be drawn. The sampling frame
must be representative of the
population. The 'list' may be an
actual listing of units, as in a phone
book from which phone numbers
will be sampled, or some other
description of the population, such
as a map from which areas will be
sampled.
Stage 3: Choose Sampling
Technique
Before examining the different
types of sampling method, it is
important to note on what is meant
by sampling besides with reasons
Figure 1. Sampling Process Steps
https://www.researchgate.net/publicatio
n/319998246_Sampling_Methods_in_R
esearch_M
ethodology_How_to_Choose_a_Sampli
ng_Technique_for_Research
Stage 1: Clearly Define Target
Population
The first stage in the sampling
process is to clearly define target
population. Population is commonly
related to the number of people living
ina particular country. In other words,
this group of individuals, that the
intervention intends to conduct research
in and draw conclusions from.
Stage2: Select Sampling Frame
A sampling frame is a list of the
actual cases from which sample will be
drawn. The sampling frame must be
representative of the population. The
'list' may be an actual listing of units, as
in a phone book from which phone
numbers will be sampled, or some other
description of the population, such as a
map from which areas will be sampled.
Stage 3: Choose Sampling Technique
Before examining the different
types of sampling method, it is
important to note on what is meant by
sampling besides with reasons why
researchers are likely to select a sample.
Taking a division from chosen sampling
frame or entire population is called
sampling.
Sampling can be used to make
inference about a population or to make
generalization in relation to existing
Figure 1 illustrates the
stages that are likely to go
through when conducting
sampling in your research.
Figure 1. Sampling Process
Steps
https://www.researchgate.net/pu
blication/319998246_Sampling_
Methods_in_Research_M
ethodology_How_to_Choose_a_
Sampling_Technique_for_Resea
rch
Stage 1: Clearly Define Target
Population
The first stage in the
sampling process is to clearly
define target population.
Population is commonly related
to the number of people living
ina particular country. In other
words, this group of individuals,
that the intervention intends to
conduct research in and draw
conclusions from.
Stage2: Select Sampling Frame
A sampling frame is a list of
the actual cases from which
sample will be drawn. The
sampling frame must be
representative of the population.
The 'list' may be an actual listing
of units, as in a phone book from
which phone numbers will be
sampled, or some other
description of the population,
such as a map from which areas
will be sampled.
Stage 3: Choose Sampling
Technique
Before examining the
(Taherdoost, Hamed. 2016)
Figure 1 illustrates the
stages that are likely to go
through when conducting
sampling in your research.
Figure 1. Sampling Process
Steps
https://www.researchgate.net/p
ublication/319998246_Samplin
g_Methods_in_Research_M
ethodology_How_to_Choose_a
_Sampling_Technique_for_Res
earch
Stage 1: Clearly Define Target
Population
The first stage in the
sampling process is to clearly
define target population.
Population is commonly related
to the number of people living
ina particular country. In other
words, this group of
individuals, that the
intervention intends to conduct
research in and draw
conclusions from.
Stage2: Select Sampling Frame
A sampling frame is a list
of the actual cases from which
sample will be drawn. The
sampling frame must be
representative of the
population. The 'list' may be an
actual listing of units, as in a
phone book from which phone
numbers will be sampled, or
some other description of the
population, such as a map from
which areas will be sampled.
Stage 3: Choose Sampling
Technique
Before examining the
different types of sampling
conducting sampling in your
research.
Figure 1. Sampling Process Steps
https://www.researchgate.net/public
ation/319998246_Sampling_Method
s_in_Research_M
ethodology_How_to_Choose_a_Sa
mpling_Technique_for_Research
Stage 1: Clearly Define Target
Population
The first stage in the sampling
process is to clearly define target
population. Population is commonly
related to the number of people
living ina particular country. In
other words, this group of
individuals, that the intervention
intends to conduct research in and
draw conclusions from.
Stage2: Select Sampling Frame
A sampling frame is a list of the
actual cases from which sample will
be drawn. The sampling frame must
be representative of the population.
The 'list' may be an actual listing of
units, as in a phone book from
which phone numbers will be
sampled, or some other description
of the population, such as a map
from which areas will be sampled.
Stage 3: Choose Sampling
Technique
Before examining the different
types of sampling method, it is
important to note on what is meant
by sampling besides with reasons
why researchers are likely to select a
sample. Taking a division from
chosen sampling frame or entire
10
why researchers are likely to select
a sample. Taking a division from
chosen sampling frame or entire
population is called sampling.
Sampling can be used to make
inference about a population or to
make generalization in relation to
existing theory. In essence, this
depends on choice of sampling
technique. Sampling techniques can
be divided into two types: The
Probability or random sampling
and the Non- probability or non-
random sampling. This was clearly
discussed in the previous modules
in the Practical Research 1 in the
First Semester.
Before choosing specific type of
sampling technique, it is needed to
decide broad sampling technique.
Figure 2 shows the various types of
sampling techniques.
Figure 2. Shows the Sampling
Techniques
https://www.researchgate.net/publi
cation/319998246_Sampling_Meth
ods_in_Research_Met
hodology_How_to_Choose_a_Sam
pling_Technique_for_Research
Stage 4: Determine Sample Size
In order to simplify from a
random sample and avoid sampling
errors or biases, a random sample
needs to be of suitable size. What is
suitable depends on several issues
which often confuse people doing
surveys for the first time. This is
because what is important here is
not the proportion of the research
population that gets sampled, but
the absolute size of the sample
selected relative to the complexity
of the population, the aims of the
theory. In essence, this depends on
choice of sampling technique. Sampling
techniques can be divided into two
types: The Probability or random
sampling and the Non- probability or
non- random sampling. This was clearly
discussed in the previous modules in the
Practical Research 1 in the First
Semester.
Before choosing specific type of
sampling technique, it is needed to
decide broad sampling technique. Figure
2 shows the various types of sampling
techniques.
Figure 2. Shows the Sampling
Techniques
https://www.researchgate.net/publicatio
n/319998246_Sampling_Methods_in_R
esearch_Met
hodology_How_to_Choose_a_Sampling
_Technique_for_Research
Stage 4: Determine Sample Size
In order to simplify from a random
sample and avoid sampling errors or
biases, a random sample needs to be of
suitable size. What is suitable depends
on several issues which often confuse
people doing surveys for the first time.
This is because what is important here is
not the proportion of the research
population that gets sampled, but the
absolute size of the sample selected
relative to the complexity of the
population, the aims of the researcher
and the kinds of statistical manipulation
that will be used in data analysis. While
the larger the sample the lesser the
likelihood that findings will be biased
does hold, diminishing returns can
quickly set in when samples get over a
specific size which need to be balanced
against the researcher’s resources (Gill
et al., 2010). To put it bluntly, larger
different types of sampling
method, it is important to note
on what is meant by sampling
besides with reasons why
researchers are likely to select a
sample. Taking a division from
chosen sampling frame or entire
population is called sampling.
Sampling can be used to
make inference about a make inference about a
population or to make
generalization in relation to
existing theory. In essence, this
depends on choice of sampling
technique. Sampling techniques
can be divided into two types:
The Probability or random
sampling and the Non-
probability or non- random
sampling. This was clearly
discussed in the previous
modules in the Practical
Research 1 in the First Semester.
Before choosing specific type of
sampling technique, it is needed
to decide broad sampling
technique. Figure 2 shows the
various types of sampling
techniques.
Figure 2. Shows the Sampling
Techniques
https://www.researchgate.net/pu
blication/319998246_Sampling_
Methods_in_Research_Met
hodology_How_to_Choose_a_S
ampling_Technique_for_Resear
ch
Stage 4: Determine Sample Size
In order to simplify from a
random sample and avoid
sampling errors or biases, a
random sample needs to be of
suitable size. What is suitable
method, it is important to note
on what is meant by sampling
besides with reasons why
researchers are likely to select a
sample. Taking a division from
chosen sampling frame or
entire population is called
sampling.
Sampling can be used to
population or to make
generalization in relation to
existing theory. In essence, this
depends on choice of sampling
technique. Sampling techniques
can be divided into two types:
The Probability or random
sampling and the Non-
probability or non- random
sampling. This was clearly
discussed in the previous
modules in the Practical
Research 1 in the First
Semester.
Before choosing specific type
of sampling technique, it is
needed to decide broad
sampling technique. Figure 2
shows the various types of
sampling techniques.
Figure 2. Shows the Sampling
Techniques
https://www.researchgate.net/p
ublication/319998246_Samplin
g_Methods_in_Research_Met
hodology_How_to_Choose_a_
Sampling_Technique_for_Rese
arch
Stage 4: Determine Sample
Size
In order to simplify from a
random sample and avoid
sampling errors or biases, a
population is called sampling.
Sampling can be used to make
inference about a population or to
make generalization in relation to
existing theory. In essence, this
depends on choice of sampling
technique. Sampling techniques can
be divided into two types: The
Probability or random sampling and
the Non- probability or non- random
sampling. This was clearly discussed
in the previous modules in the
Practical Research 1 in the First
Semester.
Before choosing specific type of
sampling technique, it is needed to
decide broad sampling technique.
Figure 2 shows the various types of
sampling techniques.
Figure 2.
Shows the
Sampling
Techniques
https://www.researchgate.net/public
ation/319998246_Sampling_Method
s_in_Research_Met
hodology_How_to_Choose_a_Samp
ling_Technique_for_Research
Stage 4: Determine Sample Size
In order to simplify from a
random sample and avoid sampling
errors or biases, a random sample
needs to be of suitable size. What is
suitable depends on several issues
which often confuse people doing
surveys for the first time. This is
because what is important here is
not the proportion of the research
population that gets sampled, but the
absolute size of the sample selected
relative to the complexity of the
population, the aims of the
researcher and the kinds of statistical
manipulation that will be used in
data analysis. While the larger the
sample the lesser the likelihood that
findings will be biased does hold,
11
researcher and the kinds of
statistical manipulation that will be
used in data analysis. While the
larger the sample the lesser the
likelihood that findings will be
biased does hold, diminishing
returns can quickly set in when
samples get over a specific size
which need to be balanced against
the researcher’s resources (Gill et
al., 2010). To put it bluntly, larger
sample sizes reduce sampling error
but at a decreasing rate. Several
statistical formulas are available for
determining sample size.
Stage 5: Collect Data
After having a target
population, sampling frame,
sampling technique and sample size
have been established, the next step
is to collect data coming from the
subjects of your research study.
Stage 6: Assess Response Rate
Response rate is the number of
cases agreeing to take part in the
study. These cases are taken from
original sample. In reality, most
researchers never achieve a 100
percent response rate. Reasons for
this might include refusal to
respond, ineligibility to respond,
inability to respond, or the
respondent has been located but
researchers are unable to make
contact. In sum, response rate is
important because each
nonresponse is liable to bias the
final sample. Clearly defining
sample, employing the right
sampling technique, and generating
a large sample, in some respects
can help to reduce the likelihood of
sample bias.
sample sizes reduce sampling error but
at a decreasing rate. Several statistical
formulas are available for determining
sample size.
Stage 5: Collect Data
After having a target population,
sampling frame, sampling technique and
sample size have been established, the
next step is to collect data coming from
the subjects of your research study.
Stage 6: Assess Response Rate
Response rate is the number of
cases agreeing to take part in the study.
These cases are taken from original
sample. In reality, most researchers
never achieve a 100 percent response
rate. Reasons for this might include
refusal to respond, ineligibility to
respond, inability to respond, or the
respondent has been located but
researchers are unable to make contact.
In sum, response rate is important
because each nonresponse is liable to
bias the final sample. Clearly defining
sample, employing the right sampling
technique, and generating a large
sample, in some respects can help to
reduce the likelihood of sample bias.
depends on several issues which
often confuse people doing
surveys for the first time. This is
because what is important here is
not the proportion of the
research population that gets
sampled, but the absolute size of
the sample selected relative to
the complexity of the
population, the aims of the
researcher and the kinds of
statistical manipulation that will
be used in data analysis. While
the larger the sample the lesser
the likelihood that findings will
be biased does hold, diminishing
returns can quickly set in when
samples get over a specific size
which need to be balanced
against the researcher’s
resources (Gill et al., 2010). To
put it bluntly, larger sample sizes
reduce sampling error but at a
decreasing rate. Several
statistical formulas are available
for determining sample size.
Stage 5: Collect Data
After having a target
population, sampling frame,
sampling technique and sample
size have been established, the
next step is to collect data
coming from the subjects of
your research study. Stage 6:
Assess Response Rate
Response rate is the number
of cases agreeing to take part in
the study. These cases are taken
from original sample. In reality,
most researchers never achieve a
100 percent response rate.
Reasons for this might include
refusal to respond, ineligibility
to respond, inability to respond,
or the respondent has been
located but researchers are
unable to make contact. In sum,
response rate is important
because each nonresponse is
random sample needs to be of
suitable size. What is suitable
depends on several issues
which often confuse people
doing surveys for the first time.
This is because what is
important here is not the
proportion of the research
population that gets sampled,
but the absolute size of the
sample selected relative to the
complexity of the population,
the aims of the researcher and
the kinds of statistical
manipulation that will be used
in data analysis. While the
larger the sample the lesser the
likelihood that findings will be
biased does hold, diminishing
returns can quickly set in when
samples get over a specific size
which need to be balanced
against the researcher’s
resources (Gill et al., 2010). To
put it bluntly, larger sample
sizes reduce sampling error but
at a decreasing rate. Several
statistical formulas are
available for determining
sample size.
Stage 5: Collect Data
After having a target
population, sampling frame,
sampling technique and sample
size have been established, the
next step is to collect data
coming from the subjects of
your research study. Stage 6:
Assess Response Rate
Response rate is the
number of cases agreeing to
take part in the study. These
cases are taken from original
sample. In reality, most
researchers never achieve a 100
percent response rate. Reasons
for this might include refusal to
respond, ineligibility to
respond, inability to respond, or
diminishing returns can quickly set
in when samples get over a specific
size which need to be balanced
against the researcher’s resources
(Gill et al., 2010). To put it bluntly,
larger sample sizes reduce sampling
error but at a decreasing rate.
Several statistical formulas are
available for determining sample
size.
Stage 5: Collect Data
After having a target population,
sampling frame, sampling technique
and sample size have been
established, the next step is to
collect data coming from the
subjects of your research study.
Stage 6: Assess Response Rate
Response rate is the number of
cases agreeing to take part in the
study. These cases are taken from
original sample. In reality, most
researchers never achieve a 100
percent response rate. Reasons for
this might include refusal to
respond, ineligibility to respond,
inability to respond, or the
respondent has been located but
researchers are unable to make
contact. In sum, response rate is
important because each nonresponse
is liable to bias the final sample.
Clearly defining sample, employing
the right sampling technique, and
generating a large sample, in some
respects can help to reduce the
likelihood of sample bias.
12

E. Discussing new concepts Developing an Instrument to
Measure Research Skills
and practicing new skills The main objective in
#2
conducting research for all students
EXPLORE is to develop them as competent
researchers and acquired the
knowledge and skills of conducting
and disseminating his or her
research in a particular field of
research. This has been the focus in
most of the programmes by
research (Dodani & LaPorte
(2008), Murtonen (2005) & Sveiby
(2001). The following are the five-
phase model for development of
questionnaire:
Step I
A review of literature on the
development of ability to conduct
research was carried out in this
step. Therefore, researchers must
be equipped with competence in
providing and selecting evidence
on the components or construct of
research to be used in his/her study.
The review revealed that there
were many components of research
skills involved. A few of the
studies do develop their own
instruments to measure the skills
(Gilmore & Feldon (2010),
Kardash (2000), Powers & Enright
(1987)). It is serious for this study
to measure adequately the
knowledge and skills to conduct
research, so open ended items may
not be suitable to adapt for the
Developing an Instrument to Measure
Research Skills
The main objective in conducting
research for all students is to develop
them as competent researchers and
acquired the knowledge and skills of
conducting and disseminating his or her
research in a particular field of research.
This has been the focus in most of the
programmes by research (Dodani &
LaPorte (2008), Murtonen (2005) &
Sveiby (2001). The following are the
five-phase model for development of
questionnaire:
Step I
A review of literature on the
development of ability to conduct
research was carried out in this step.
Therefore, researchers must be equipped
with competence in providing and
selecting evidence on the components or
construct of research to be used in
his/her study.
The review revealed that there were
many components of research skills
involved. A few of the studies do
develop their own instruments to
measure the skills (Gilmore & Feldon
(2010), Kardash (2000), Powers &
Enright (1987)). It is serious for this
study to measure adequately the
knowledge and skills to conduct
research, so open ended items may not
be suitable to adapt for the study.
Similarly instruments that are to be
completed by an external observer to
measure the student research abilities
liable to bias the final sample.
Clearly defining sample,
employing the right sampling
technique, and generating a large
sample, in some respects can
help to reduce the likelihood of
sample bias.
Developing an Instrument to
Measure Research Skills
The main objective in conducting
research for all students is to develop
them as competent researchers and
acquired the knowledge and skills of
conducting and disseminating his or
her research in a particular field of
research. This has been the focus in
most of the programmes by research
(Dodani & LaPorte (2008),
Murtonen (2005) & Sveiby (2001).
The following are the five-phase
model for development of
questionnaire:
Step I
A review of literature on the
development of ability to conduct
research was carried out in this step.
Therefore, researchers must be
equipped with competence in
providing and selecting evidence on
the components or construct of
research to be used in his/her study.
The review revealed that there
were many components of research
skills involved. A few of the studies
do develop their own instruments to
measure the skills (Gilmore &
Feldon (2010), Kardash (2000),
Powers & Enright (1987)). It is
serious for this study to measure
adequately the knowledge and skills
to conduct research, so open ended
items may not be suitable to adapt
for the study. Similarly instruments
that are to be completed by an
external observer to measure the
student research abilities were also
felt not appropriate. This is because
an instrument that require student
themselves to evaluate or self-
the respondent has been located
but researchers are unable to
make contact. In sum, response
rate is important because each
nonresponse is liable to bias the
final sample. Clearly defining
sample, employing the right
sampling technique, and
generating a large sample, in
some respects can help to
reduce the likelihood of sample
bias.
Developing an Instrument to
Measure Research Skills
The main objective in
conducting research for all students
is to develop them as competent
researchers and acquired the
knowledge and skills of conducting
and disseminating his or her
research in a particular field of
research. This has been the focus in
most of the programmes by
research (Dodani & LaPorte
(2008), Murtonen (2005) & Sveiby
(2001). The following are the five-
phase model for development of
questionnaire:
Step I
A review of literature on the
development of ability to conduct
research was carried out in this
step. Therefore, researchers must
be equipped with competence in
providing and selecting evidence
on the components or construct of
research to be used in his/her study.
The review revealed that there
were many components of research
skills involved. A few of the
studies do develop their own
instruments to measure the skills
(Gilmore & Feldon (2010),
Kardash (2000), Powers & Enright
(1987)). It is serious for this study
to measure adequately the
knowledge and skills to conduct
research, so open ended items may
not be suitable to adapt for the
study. Similarly instruments that
are to be completed by an external
observer to measure the student
research abilities were also felt not
appropriate. This is because an
Developing an Instrument to
Measure Research Skills
The main objective in conducting
research for all students is to
develop them as competent
researchers and acquired the
knowledge and skills of conducting
and disseminating his or her
research in a particular field of
research. This has been the focus in
most of the programmes by research
(Dodani & LaPorte (2008),
Murtonen (2005) & Sveiby (2001).
The following are the five-phase
model for development of
questionnaire:
Step I
A review of literature on the
development of ability to conduct
research was carried out in this step.
Therefore, researchers must be
equipped with competence in
providing and selecting evidence on
the components or construct of
research to be used in his/her study.
The review revealed that there
were many components of research
skills involved. A few of the studies
do develop their own instruments to
measure the skills (Gilmore &
Feldon (2010), Kardash (2000),
Powers & Enright (1987)). It is
serious for this study to measure
adequately the knowledge and skills
to conduct research, so open ended
items may not be suitable to adapt
for the study. Similarly instruments
13
study. Similarly instruments that
are to be completed by an external
observer to measure the student
research abilities were also felt not
appropriate. This is because an
instrument that require student
themselves to evaluate or self-
assessed their research knowledge
and skills is being required. Since
none is found suitable for the study,
the researchers decided to develop
one. A review was carried out to
identify the constructs of research
skills that are deemed important to
conduct research. There were a
range of skills necessary for
research and there were different
labels being used for similar
constructs.
Step II
After identifying the concept,
and defining it operationally, items
were developed for each construct.
Some of the items from existing
instruments which are available in
the literature were adapted. The rest
of the items were developed by the
researchers based on the
operational definition of the
construct. A Liker-type of scale
was preferred where students were
asked to tick against each item.
Example:
Construct
The use of Protective Equipment in
TVL
Sample of item for the construct
I am confident wearing of PPE
during laboratory time
Step III
The draft items were then
reviewed by the researcher and
place the items according to the
constructs it belongs based using
the operational definitions and sent
to the subject teacher for validation.
Step IV The next phase, involved
item analysis, using and the output
were also felt not appropriate. This is
because an instrument that require
student themselves to evaluate or self-
assessed their research knowledge and
skills is being required. Since none is
found suitable for the study, the
researchers decided to develop one. A
review was carried out to identify the
constructs of research skills that are
deemed important to conduct research.
There were a range of skills necessary
for research and there were different
labels being used for similar constructs.
Step II
After identifying the concept, and
defining it operationally, items were
developed for each construct. Some of
the items from existing instruments
which are available in the literature
were adapted. The rest of the items were
developed by the researchers based on
the operational definition of the
construct. A Liker-type of scale was
preferred where students were asked to
tick against each item.
Example:
Construct
The use of Protective Equipment in
TVL
Sample of item for the construct
I am confident wearing of PPE during
laboratory time
Step III
The draft items were then reviewed
by the researcher and place the items
according to the constructs it belongs
based using the operational definitions
and sent to the subject teacher for
validation.
Step IV The next phase, involved item
analysis, using and the output of the
analysis on inter-correlations between
the items and its constructs. A few items
were deleted if it is not in line with the
construct.
Step V The reliability for each construct
was again computed to see the
reliabilities of the constructs were
assessed their research knowledge
and skills is being required. Since
none is found suitable for the study,
the researchers decided to develop
one. A review was carried out to
identify the constructs of research
skills that are deemed important to
conduct research. There were a range
of skills necessary for research and
there were different labels being
used for similar constructs.
Step II
After identifying the concept,
and defining it operationally, items
were developed for each construct.
Some of the items from existing
instruments which are available in
the literature were adapted. The rest
of the items were developed by the
researchers based on the operational
definition of the construct. A Liker-
type of scale was preferred where
students were asked to tick against
each item.
Example:
Construct
The use of Protective Equipment in
TVL
Sample of item for the construct
I am confident wearing of PPE
during laboratory time
Step III
The draft items were then
reviewed by the researcher and place
the items according to the constructs
it belongs based using the
operational definitions and sent to
the subject teacher for validation.
Step IV The next phase, involved
item analysis, using and the output
of the analysis on inter-correlations
between the items and its constructs.
A few items were deleted if it is not
in line with the construct.
Step V The reliability for each
construct was again computed to see
the reliabilities of the constructs
were sufficiently high, the
instrument is readyfor use.
instrument that require student
themselves to evaluate or self-
assessed their research knowledge
and skills is being required. Since
none is found suitable for the study,
the researchers decided to develop
one. A review was carried out to
identify the constructs of research
skills that are deemed important to
conduct research. There were a
range of skills necessary for
research and there were different
labels being used for similar
constructs.
Step II
After identifying the concept,
and defining it operationally, items
were developed for each construct.
Some of the items from existing
instruments which are available in
the literature were adapted. The rest
of the items were developed by the
researchers based on the
operational definition of the
construct. A Liker-type of scale
was preferred where students were
asked to tick against each item.
Example:
Construct
The use of Protective Equipment in
TVL
Sample of item for the construct
I am confident wearing of PPE
during laboratory time
Step III
The draft items were then
reviewed by the researcher and
place the items according to the
constructs it belongs based using
the operational definitions and sent
to the subject teacher for validation.
Step IV The next phase, involved
item analysis, using and the output
of the analysis on inter-correlations
between the items and its
constructs. A few items were
deleted if it is not in line with the
construct.
Step V The reliability for each
construct was again computed to
see the reliabilities of the constructs
were sufficiently high, the
instrument is readyfor use.
that are to be completed by an
external observer to measure the
student research abilities were also
felt not appropriate. This is because
an instrument that require student
themselves to evaluate or self-
assessed their research knowledge
and skills is being required. Since
none is found suitable for the study,
the researchers decided to develop
one. A review was carried out to
identify the constructs of research
skills that are deemed important to
conduct research. There were a
range of skills necessary for research
and there were different labels being
used for similar constructs.
Step II
After identifying the concept,
and defining it operationally, items
were developed for each construct.
Some of the items from existing
instruments which are available in
the literature were adapted. The rest
of the items were developed by the
researchers based on the operational
definition of the construct. A Liker-
type of scale was preferred where
students were asked to tick against
each item.
Example:
Construct
The use of Protective Equipment in
TVL
Sample of item for the construct
I am confident wearing of PPE
during laboratory time
Step III
The draft items were then
reviewed by the researcher and place
the items according to the constructs
it belongs based using the
operational definitions and sent to
the subject teacher for validation.
Step IV The next phase, involved
item analysis, using and the output
of the analysis on inter-correlations
between the items and its constructs.
14
 of the analysis on inter-correlations
between the items and its
constructs. A few items were
deleted if it is not in line with the
construct.
Step V The reliability for each
construct was again computed to
see the reliabilities of the constructs
were sufficiently high, the
instrument is readyfor use.
F. Developing mastery Ethical Norms in data collection
There are several reasons why it is
(Leads to Formative important to obey to ethical norms
Assessment 3) in research.
EXPLAIN 1. Promote the aims of research,
such as knowledge, truth, and
avoidance of error.
Example: Prohibitions against
fabricating, falsifying, or
misrepresenting research data
promote the truth and avoid
error.
2. Since research often involves
a great deal of cooperation and
coordination among many
different people in different
disciplines and institutions,
ethical standards promote the
values that are essential to
collaborative work, such as
trust, accountability, mutual
respect, and fairness.
Example: Many ethical norms
in research, such as guidelines
for authorship, copyright and
patenting policies, data
sharing policies, and
confidentiality rules in peer
review, are designed to protect
intellectual property
interestswhile encouraging
collaboration. Most
researchers want to receive
credit for their contributions
and do not want to have their
ideas stolen or disclosed
prematurely.
3. Many of the ethical norms
help to ensure that researchers
sufficiently high, the instrument is
readyfor use.
Ethical Norms in data collection Ethical Norms in data
There are several reasons why it is collection
important to obey to ethical norms in There are several reasons why it
research. is important to obey to ethical
1. Promote the aims of research, such norms in research.
as knowledge, truth, and avoidance 1. Promote the aims of
of error. research, such as
Example: Prohibitions against knowledge, truth, and
fabricating, falsifying, or avoidance of error.
misrepresenting research data Example: Prohibitions
promote the truth and avoid error. against fabricating,
2. Since research often involves a falsifying, or
great deal of cooperation and misrepresenting research
coordination among many different data promote the truth and
people in different disciplines and avoid error.
institutions, ethical standards 2. Since research often
promote the values that are involves a great deal of
essential to collaborative work, cooperation and
such as trust, accountability, coordination among many
mutual respect, and fairness. different people in different
Example: Many ethical norms in disciplines and institutions,
research, such as guidelines for ethical standards promote
authorship, copyright and patenting the values that are essential
policies, data sharing policies, and to collaborative work, such
confidentiality rules in peer review, as trust, accountability,
are designed to protect intellectual mutual respect, and
property interestswhile fairness.
encouraging collaboration. Most Example: Many ethical
researchers want to receive credit norms in research, such as
for their contributions and do not guidelines for authorship,
want to have their ideas stolen or copyright and patenting
disclosed prematurely. policies, data sharing
3. Many of the ethical norms help to policies, and confidentiality
ensure that researchers can be held rules in peer review, are
accountable to the public. designed to protect
4. Ethical norms in research also help intellectual property
to build public support for interestswhile encouraging
research. People more likely to collaboration. Most
fund research project if they can researchers want to receive
A few items were deleted if it is not
in line with the construct.
Step V The reliability for each
construct was again computed to see
the reliabilities of the constructs
were sufficiently high, the
instrument is readyfor use.
Ethical Norms in data Ethical Norms in data collection
collection There are several reasons why it is
There are several reasons why important to obey to ethical norms
it is important to obey to ethical in research.
norms in research. 1. Promote the aims of research,
1. Promote the aims of such as knowledge, truth, and
research, such as avoidance of error.
knowledge, truth, and Example: Prohibitions against
avoidance of error. fabricating, falsifying, or
Example: Prohibitions misrepresenting research data
against fabricating, promote the truth and avoid
falsifying, or error.
misrepresenting research 2. Since research often involves a
data promote the truth and great deal of cooperation and
avoid error. coordination among many
2. Since research often different people in different
involves a great deal of disciplines and institutions,
cooperation and ethical standards promote the
coordination among many values that are essential to
different people in collaborative work, such as
different disciplines and trust, accountability, mutual
institutions, ethical respect, and fairness.
standards promote the Example: Many ethical norms
values that are essential to in research, such as guidelines
collaborative work, such for authorship, copyright and
as trust, accountability, patenting policies, data sharing
mutual respect, and policies, and confidentiality
fairness. rules in peer review, are
Example: Many ethical designed to protect intellectual
norms in research, such as property interestswhile
guidelines for authorship, encouraging collaboration.
copyright and patenting Most researchers want to
policies, data sharing receive credit for their
policies, and contributions and do not want
confidentiality rules in to have their ideas stolen or
peer review, are designed disclosed prematurely.
to protect intellectual 3. Many of the ethical norms help
property interestswhile to ensure that researchers can
encouraging collaboration. be held accountable to the
15
 can be held accountable to the
public.
4. Ethical norms in research also
help to build public support
for research. People more
likely to fund research project
if they can trust the quality
and integrity of research.
5. Many of the norms of research
promote a variety of other
important moral and social
values, such as social
responsibility, human rights,
animal welfare, compliance
with the law, and health and
safety. Ethical lapses in
research can significantly
harm human and animal
subjects, students, and the
public.
Example: A researcher who
constructs data in a clinical
trial may harm or even kill
patients and a researcher who
fails to abide by regulations
and guidelines relating to
radiation or biological safety
may jeopardize his health and
safety or the health and safety
of staff and students.
Guidelines in Writing Research
Methodology
In this section, it is measured
on how the researchers plan to
tackle the research problem. It will
provide a work plan and describe
the activities necessary for the
completion of the project. The
methodology chapter explains what
the researcher did and how you did
it, allowing readers to evaluate the
reliability and validity of the
research. But before visiting the
guidelines in writing research
methodology, let us know first the
deeper meaning of the word
“methodology”.
It is the systematic and
trust the quality and integrity of
research.
5. Many of the norms of research
promote a variety of other
important moral and social values,
such as social responsibility,
human rights, animal welfare,
compliance with the law, and
health and safety. Ethical lapses in
research can significantly harm
human and animal subjects,
students, and the public.
Example: A researcher who
constructs data in a clinical trial
may harm or even kill patients and
a researcher who fails to abide by
regulations and guidelines relating
to radiation or biological safety
may jeopardize his health and
safety or the health and safety of
staff and students.
Guidelines in Writing Research
Methodology
In this section, it is measured on
how the researchers plan to tackle the
research problem. It will provide a work
plan and describe the activities
necessary for the completion of the
project. The methodology chapter
explains what the researcher did and
how you did it, allowing readers to
evaluate the reliability and validity of
the research. But before visiting the
guidelines in writing research
methodology, let us know first the
deeper meaning of the word
“methodology”.
It is the systematic and academic
analysis of the methods applied to a
field of study. It includes the academic
examination of the body of methods and
principles associated with a branch of
knowledge. Typically, it encompasses
concepts such as paradigm, theoretical
model, phases and quantitative or
qualitative techniques. (Irny and Rose,
2005) A methodology does not set out
to provide solutions but not the same
credit for their
contributions and do not
want to have their ideas
stolen or disclosed
prematurely.
3. Many of the ethical norms
help to ensure that
researchers can be held
accountable to the public.
4. Ethical norms in research
also help to build public
support for research. People
more likely to fund research
project if they can trust the
quality and integrity of
research.
5. Many of the norms of
research promote a variety
of other important moral
and social values, such as
social responsibility, human
rights, animal welfare,
compliance with the law,
and health and safety.
Ethical lapses in research
can significantly harm
human and animal subjects,
students, and the public.
Example: A researcher who
constructs data in a clinical
trial may harm or even kill
patients and a researcher
who fails to abide by
regulations and guidelines
relating to radiation or
biological safety may
jeopardize his health and
safety or the health and
safety of staff and students.
Guidelines in Writing
Research Methodology
In this section, it is measured
on how the researchers plan to
tackle the research problem. It
will provide a work plan and
describe the activities necessary
for the completion of the project.
The methodology chapter
Most researchers want to
receive credit for their
contributions and do not
want to have their ideas
stolen or disclosed
prematurely.
3. Many of the ethical norms
help to ensure that
researchers can be held
accountable to the public.
4. Ethical norms in research
also help to build public
support for research.
People more likely to fund
research project if they
can trust the quality and
integrity of research.
5. Many of the norms of
research promote a variety
of other important moral
and social values, such as
social responsibility,
human rights, animal
welfare, compliance with
the law, and health and
safety. Ethical lapses in
research can significantly
harm human and animal
subjects, students, and the
public.
Example: A researcher
who constructs data in a
clinical trial may harm or
even kill patients and a
researcher who fails to
abide by regulations and
guidelines relating to
radiation or biological
safety may jeopardize his
health and safety or the
health and safety of staff
and students.
Guidelines in Writing
Research Methodology
In this section, it is
measured on how the
researchers plan to tackle the
research problem. It will
public.
4. Ethical norms in research also
help to build public support for
research. People more likely to
fund research project if they
can trust the quality and
integrity of research.
5. Many of the norms of research
promote a variety of other
important moral and social
values, such as social
responsibility, human rights,
animal welfare, compliance
with the law, and health and
safety. Ethical lapses in
research can significantly harm
human and animal subjects,
students, and the public.
Example: A researcher who
constructs data in a clinical trial
may harm or even kill patients
and a researcher who fails to
abide by regulations and
guidelines relating to radiation
or biological safety may
jeopardize his health and safety
or the health and safety of staff
and students.
Guidelines in Writing Research
Methodology
In this section, it is measured on
how the researchers plan to tackle
the research problem. It will provide
a work plan and describe the
activities necessary for the
completion of the project. The
methodology chapter explains what
the researcher did and how you did
it, allowing readers to evaluate the
reliability and validity of the
research. But before visiting the
guidelines in writing research
methodology, let us know first the
deeper meaning of the word
“methodology”.
It is the systematic and academic
analysis of the methods applied to a
field of study. It includes the
16
academic analysis of the methods
applied to a field of study. It
includes the academic examination
of the body of methods and
principles associated with a branch
of knowledge. Typically, it
encompasses concepts such as
paradigm, theoretical model,
phases and quantitative or
qualitative techniques. (Irny and
Rose, 2005) A methodology does
not set out to provide solutions but
not the same thing as a method.
Instead, it offers an academic
supporting for understanding which
method, set of methods or best
practices which can be applied to
specific case.
Research methodology is a set
of systematic technique used in
research. This simply means a
guide to research and how it is
conducted. It describes and analysis
methods, throws more light on their
limitations and resources, clarify
their pre-suppositions and
consequences, relating their
potentialities to the twilight zone at
the frontiers of knowledge
(Igwenagu, Chinelo2016).
For quantitative studies, the method
section typically consists of the
following sections:
1. Study design -Is it a
questionnaire study or a
laboratory experiment? What
kind of design do you choose
(descriptive, cross-sectional,
casecontrol)?
2. Selection of research location
- (Where was the study
conducted?)
3. Subjects or participants - Who
will take part in your study?
What kind of sampling
method / procedure do you
use? You will need to decide
on the inclusion and exclusion
thing as a method. Instead, it offers an
academic supporting for understanding
which method, set of methods or best
practices which can be applied to
specific case.
Research methodology is a set of
systematic technique used in research.
This simply means a guide to research
and how it is conducted. It describes and
analysis methods, throws more light on
their limitations and resources, clarify
their pre-suppositions and
consequences, relating their
potentialities to the twilight zone at the
frontiers of knowledge (Igwenagu,
Chinelo2016).
For quantitative studies, the method
section typically consists of the
following sections:
1. Study design -Is it a questionnaire
study or a laboratory experiment?
What kind of design do you choose
(descriptive, cross-sectional,
casecontrol)?
2. Selection of research location -
(Where was the study conducted?)
3. Subjects or participants - Who will
take part in your study? What kind
of sampling method / procedure do
you use? You will need to decide
on the inclusion and exclusion
criteria?
4. Sample size – you need to calculate
your sample size based on the type
of study you are conducting. There
are several formulas for sample
size calculation.
5. Study instruments - What kind of
measuring instruments or
questionnaires do you use? Why do
you choose them? Are they valid
and reliable?
6. Data collection - How do you plan
to carry out your study? What
activities are involved? How long
does it take?
7. Data analysis and interpretation –
this includes plans for processing
explains what the researcher did
and how you did it, allowing
readers to evaluate the reliability
and validity of the research. But
before visiting the guidelines in
writing research methodology,
let us know first the deeper
meaning of the word
“methodology”.
It is the systematic and
academic analysis of the
methods applied to a field of
study. It includes the academic
examination of the body of
methods and principles
associated with a branch of
knowledge. Typically, it
encompasses concepts such as
paradigm, theoretical model,
phases and quantitative or
qualitative techniques. (Irny and
Rose, 2005) A methodology
does not set out to provide
solutions but not the same thing
as a method. Instead, it offers an
academic supporting for
understanding which method, set
of methods or best practices
which can be applied to specific
case.
Research methodology is a
set of systematic technique used
in research. This simply means a
guide to research and how it is
conducted. It describes and
analysis methods, throws more
light on their limitations and
resources, clarify their pre-
suppositions and consequences,
relating their potentialities to the
twilight zone at the frontiers of
knowledge (Igwenagu,
Chinelo2016).
For quantitative studies, the
method section typically consists
of the following sections:
1. Study design -Is it a
questionnaire study or a
provide a work plan and
describe the activities necessary
for the completion of the
project. The methodology
chapter explains what the
researcher did and how you did
it, allowing readers to evaluate
the reliability and validity of
the research. But before visiting
the guidelines in writing
research methodology, let us
know first the deeper meaning
of the word “methodology”.
It is the systematic and
academic analysis of the
methods applied to a field of
study. It includes the academic
examination of the body of
methods and principles
associated with a branch of
knowledge. Typically, it
encompasses concepts such as
paradigm, theoretical model,
phases and quantitative or
qualitative techniques. (Irny
and Rose, 2005) A the
methodology does not set out
to provide solutions but not the
same thing as a method.
Instead, it offers an academic
supporting for understanding
which method, set of methods
or best practices which can be
applied to specific case.
Research methodology is a
set of systematic technique
used in research. This simply
means a guide to research and
how it is conducted. It
describes and analysis methods,
throws more light on their
limitations and resources,
clarify their pre-suppositions
and consequences, relating
their potentialities to the
twilight zone at the frontiers of
knowledge (Igwenagu,
Chinelo2016).
academic examination of the body
of methods and principles associated
with a branch of knowledge.
Typically, it encompasses concepts
such as paradigm, theoretical model,
phases and quantitative or
qualitative techniques. (Irny and
Rose, 2005) A methodology does
not set out to provide solutions but
not the same thing as a method.
Instead, it offers an academic
supporting for understanding which
method, set of methods or best
practices which can be applied to
specific case.
Research methodology is a set
of systematic technique used in
research. This simply means a guide
to research and how it is conducted.
It describes and analysis methods,
throws more light on their
limitations and resources, clarify
their pre-suppositions and
consequences, relating their
potentialities to the twilight zone at
frontiers of knowledge
(Igwenagu, Chinelo2016).
For quantitative studies, the method
section typically consists of the
following sections:
1. Study design -Is it a
questionnaire study or a
laboratory experiment? What
kind of design do you choose
(descriptive, cross-sectional,
casecontrol)?
2. Selection of research location -
(Where was the study
conducted?)
3. Subjects or participants - Who
will take part in your study?
What kind of sampling
method / procedure do you use?
You will need to decide on the
inclusion and exclusion
criteria?
4. Sample size – you need to
calculate your sample size
17
 criteria?
4. Sample size – you need to
calculate your sample size
based on the type of study you
are conducting. There are
several formulas for sample
size calculation.
5. Study instruments - What kind
of measuring instruments or
questionnaires do you use?
Why do you choose them?
Are they valid and reliable?
6. Data collection - How do you
plan to carry out your study?
What activities are involved?
How long does it take?
7. Data analysis and
interpretation – this includes
plans for processing and
coding data, computer
software to be used (eg
Statistical Packagefor Social
Sciences / SPSS, EPI-INFO,
etc), choice of statistical
methods, confidence levels,
significance levels etc. It is
also convenient to provide
even not final tables for the
data you plan to analyze from
your study.
8. Ethical considerations – It is
necessary to have a thorough
review ofyour work if it is in
line with the ethics on
research.
and coding data, computer software
to be used (eg Statistical
Packagefor Social Sciences / SPSS,
EPI-INFO, etc), choice of
statistical methods, confidence
levels, significance levels etc. It is
also convenient to provide even not
final tables for the data you plan to
analyze from your study.
8. Ethical considerations – It is
necessary to have a thorough
review ofyour work if it is in line
with the ethics on research.
laboratory experiment? For quantitative studies, the based on the type of study you
What kind of design do you method section typically are conducting. There are
choose (descriptive, cross- consists of the following several formulas for sample
sectional, casecontrol)? sections: size calculation.
2. Selection of research 1. Study design -Is it a 5. Study instruments - What kind
location - (Where was the questionnaire study or a of measuring instruments or
study conducted?) laboratory experiment? questionnaires do you use?
3. Subjects or participants - What kind of design do Why do you choose them? Are
Who will take part in your you choose (descriptive, they valid and reliable?
study? What kind of cross-sectional, 6. Data collection - How do you
sampling method / casecontrol)? plan to carry out your study?
procedure do you use? You 2. Selection of research What activities are involved?
will need to decide on the location - (Where was the How long does it take?
inclusion and exclusion study conducted?) 7. Data analysis and interpretation
criteria? 3. Subjects or participants - – this includes plans for
4. Sample size – you need to Who will take part in your processing and coding data,
calculate your sample size study? What kind of computer software to be used
based on the type of study sampling method / (eg Statistical Packagefor
you are conducting. There procedure do you use? Social Sciences / SPSS, EPI-
are several formulas for You will need to decide INFO, etc), choice of statistical
sample size calculation. on the inclusion and methods, confidence levels,
5. Study instruments - What exclusion criteria? significance levels etc. It is also
kind of measuring 4. Sample size – you need to convenient to provide even not
instruments or calculate your sample size final tables for the data you
questionnaires do you use? based on the type of study plan to analyze from your
Why do you choose them? you are conducting. There study.
Are they valid and reliable? are several formulas for 8. Ethical considerations – It is
6. Data collection - How do sample size calculation. necessary to have a thorough
you plan to carry out your 5. Study instruments - What review ofyour work if it is in
study? What activities are kind of measuring line with the ethics on research.
involved? How long does it instruments or
take? questionnaires do you
7. Data analysis and use? Why do you choose
interpretation – this them? Are they valid and
includes plans for reliable?
processing and coding data, 6. Data collection - How do
computer software to be you plan to carry out your
used (eg Statistical study? What activities are
Packagefor Social involved? How long does
Sciences / SPSS, EPI- it take?
INFO, etc), choice of 7. Data analysis and
statistical methods, interpretation – this
confidence levels, includes plans for
significance levels etc. It is processing and coding
also convenient to provide data, computer software to
even not final tables for the be used (eg Statistical
data you plan to analyze Packagefor Social
from your study. Sciences / SPSS, EPI-
8. Ethical considerations – It INFO, etc), choice of
18
 is necessary to have a
thorough review ofyour
work if it is in line with the
ethics on research.
8.
statistical methods,
confidence levels,
significance levels etc. It
is also convenient to
provide even not final
tables for the data you
plan to analyze from your
study.
Ethical considerations – It
is necessary to have a
thorough review ofyour
work if it is in line with
the ethics on research.

G. Finding practical Activity 4: Let us do it… Activity 4: Let us do it… Activity 4: Let us do it… Activity 4: Let us do it… Activity 4: Let us do it…
applications of concepts Directions. Answer each Directions. Answer each question in Directions. Answer each Directions. Answer each Directions. Answer each
question in your your notebook/activity sheets. question in your question in your question in your
and skills in daily living notebook/activity sheets. 1. Identify the research notebook/activity sheets. notebook/activity sheets. notebook/activity sheets.
ELABORATE 1. Identify the research methodology used in your 1. Identify the research 1. Identify the research 1. Identify the research
methodology used in your research. methodology used in methodology used in methodology used in your
research. 2. Why is research methodology your research. your research. research.
2. Why is research important? 2. Why is research 2. Why is research 2. Why is research
methodology important? 3. Is research intervention methodology important? methodology methodology important?
3. Is research intervention significant? Prove your answer. 3. Is research intervention important? 3. Is research intervention
significant? Prove your significant? Prove your 3. Is research intervention significant? Prove your
answer. answer. significant? Prove your answer.
answer.
H. Making generalization Activity 5 Activity 5 Activity 5 Activity 5 Activity 5
and abstractions about Directions. Write a short Directions. Write a short reflection Directions. Write a short Directions. Write a short Directions. Write a short
reflection in your Activity in your Activity Notebook. reflection in your Activity reflection in your Activity reflection in your Activity
the lesson Notebook. Notebook. Notebook. Notebook.
ELABORATE Today I have learned that _____
Today I have learned that _________________________ Today I have learned that Today I have learned that Today I have learned that _____
________ The lesson made me feel that __ _____ _____ _________________________
The lesson made me feel that __ _________________________ The lesson made me feel that The lesson made me feel The lesson made me feel that __
_________________________ The lesson will be useful when __ that __ _________________________
The lesson will be useful when _________________________ The lesson will be useful The lesson will be useful The lesson will be useful when
_________________________ when when ________________ _________________________
______________________

19
 I. Evaluating learning
EVALUATE

J. Additional activities for Activity 6 Activity 6 Activity 6 Activity 6 Activity 6

application or Directions. Revisit your Directions. Revisit your research Directions. Revisit your Directions. Revisit your Directions. Revisit your research
research draft and discuss the draft and discuss the following: research draft and discuss the research draft and discuss draft and discuss the following:
remediation following: A. ______________________(Res following: the following: A. ______________________(
EXTEND A. ______________________ earch Title) A. ____________________ A. ___________________ Research Title)
(Research Title) B. Study design __(Research Title) ___(Research Title) B. Study design
B. Study design C. Selection of research location B. Study design B. Study design C. Selection of research
C. Selection of research D. Subjects or participants C. Selection of research C. Selection of research location
location E. Sample size location location D. Subjects or participants
D. Subjects or participants F. Study instruments D. Subjects or participants D. Subjects or participants E. Sample size
E. Sample size G. Data Collection E. Sample size E. Sample size F. Study instruments
F. Study instruments H. Data analysis F. Study instruments F. Study instruments G. Data Collection
G. Data Collection G. Data Collection G. Data Collection H. Data analysis
Data analysis H. Data analysis H. Data analysis
V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation
B. No. Of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons

20
 work? No. Of learners
who have caught up with
the lesson.
D. No. Of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Noted by:

SONNY M. CORDOVA EDDIE K. VILLAFLORES, EdD

Teacher II School Principal II

21