FINAL copy Inquiries

Inquiries, Investigations, and Immersion1
THIRD QUARTER
CHAPTER 1
Inquiries, Investigations, and Immersion
Lesson 1.1: Exploring Inquiries, Investigations, and Immersion (3i’s)
Lesson 1.2: Formulating, Abstracting, and Converging a Research Plan
Learning Targets
At the end of this lesson, you should be able to:
 Identify the difference between inquiries, investigation and immersion; and
 Know the different format in a research plan.
Pretest
Directions: Read each statement carefully. Encircle the letter of the best answer.
1. Defined as “the systematic search for information, knowledge and truth” about certain things.
A. Inquiries B. Investigation C. Immersion D. Research
2. Short presentation of basic concepts and information about the research topic shall be presented in this
section.
A. Background B. Basic Information C. Assumptions D. Working Framework
3. Means that the researchers immerse themselves in the culture they are studying.
A. Inquiries B. Investigations C. Immersion D. Research
4. It guides you to be able to work on important activities necessary for you to complete your research.
A. Assumptions B. Time Table C. Background D. Basic Information
5. Present here are the references that you used in the formulation of the research plan.
A. Background B. Assumptions C. References D. Time Table
6. Cite in this section are the long term and short-term objectives or targets of your research work.
A. References C. Assumptions
B. Background D. Objectives and Methods
7. It is the systematic examination to uncover facts regarding the matter.

8. It is the process of solving a problem through researching and probing

9. It is done carefully and by thoroughly inspecting details in organized manner and assessing facts which are
uncovered in the process.
10. This part contains the expected outcome of the study.

A. References C. Assumptions
B. Background D. Objectives and Methods
Learn about it!
Lesson 1.1 Context and Nature of 3i’s
In the educational setting, this subject is one of the applied subjects designed for Senior High
Schools Students. This culminating activity develops critical thinking and problem-solving skills through
qualitative and quantitative research. In this subject you may wonder the difference between applied track
subject and applied research. Applied track subject are the subjects that develop content based on your
chosen track or strands. While applied research deals with solving practical problems in the real world. The
concept of this subject is better understood by way of studying and analyzing the community issues and
Office Tel. No.: (042) 713-0946 Developed by: Joan L. Beatriz, LPT
Email Address: banahawtech@live.com Subject Teacher
Mailing Address: Brgy. Manasa, Lucban, Quezon Date Developed: December 2020
problems in the real world. They are problematized and investigated by the immersing students like you into
the field. By doing this, students are enjoined to learn more beyond what their classroom could offer them
through immersion education.
Inquiries
 Defined as “the systematic search for information, knowledge and truth” about certain things.
 The process of solving a problem through researching and probing
 Involves questioning and interrogation.
Investigations
 It is the systematic examination to uncover facts regarding the matter.

 It is done carefully and by thoroughly inspecting details in organized manner and assessing facts
which are uncovered in the process.
Immersion
 Means that the researchers immerse themselves in the culture they are studying.
 The payoff immersion is usually immense as the researcher can gain more information than through
other method.
The difference between the inquiries, investigations, and immersion is that when we are inquiring,
we asked questions like what we do when we interview someone. In investigation, we do inspections. While
immersion is our opportunity to gain perspectives on the ground.
Always Remember:
Inquiries + Investigations + Immersions = RESEARCH
Lesson 1.2: Formulating, Abstracting, and Converging a Research Plan
In this learning material, you will study how to prepare a research plan and how to execute it to
achieve your goals and objectives as a young researcher. This will serve as your most valuable guide
towards a successful research work.
You may have heard that research is complicated and that it is difficult to do. Many students, and
even professionals, would have that hesitation to doing a research. That is only one of the many cliché
misconceptions about research. Research is just any other task that we do. It is like a celebration or a
party that to be meaningful and successful, serious planning and careful execution are necessary. It needs
time and proper organization of things and ideas. Preparedness is the key!
Moore (2009), a contributor to Ezine articles offers five (5) things worth considering when
doing a research work.
1. Never choose a topic that is out of personal interest.

The success rate of your research work is equal to the level of your interest and drive to do
such a research. It is always easier to do something that you really like to do and be engaged with.
Do not let yourself in the situation of losing that high level of enthusiasm towards your own
research.
2. Never use needless words.

Less is more. Sometimes, you would think that having so much to say when it comes to
research is an advantage. However, we must realize that the longer or the wordy our sentences
become, the more they appear less relevant and needless to be listened to or read.
3. Keep thoughts intact.

Establishing that sense of focus on your research paper is one of the most important
characteristics that you should always observe. Clattering ideas will not make your paper enticing.
4. Don't let failure distract you.

Failure is normal. It is okay to fail at times in order for us to realize what we have to do.
Failure is an opportunity to recreate and refine our research work at its best. Do not be afraid to fail!
5. Always consult the opinion of other people.

Feedback from others especially of a more knowledgeable others is always good to hear. It
widens our understanding and opens higher chances of making the research better! Collaboration
and teamwork do not only make the task lighter, but rather more successful!
Always keep and observe these simple yet useful reminders as you push through in your quest
towards becoming the best researcher you could ever be.
The exercise below will help you activate your research skills and interests, so you can start
efficiently.
Exercise 1. On your module, write at least five (5) random words that come to your mind. Any word will
do. Take your thoughts in the recent situation where you find yourself most interested in.
1.
2.
3.
4.
5.
The random words that you have written on your notepad are your personal interest. These are the
topics or subjects that first inspires your interest. These are the concepts and constructs that your mind has
which will serve as the baseline of your formal research topic.
The previous task is your good starting point in pushing through with your research work. This is
your springboard towards the next bigger leaps! The next parts of this learning material will be focusing on
the “research plan” itself and how to prepare it.
The Research Plan
In its simplest definition, a research plan is a document that includes preliminary and basic
information about the research work that you would like to do. It may contain details about the topic that
you intend to do, its importance or significance, the steps that you have already done, and the next actions
that you are going to do to meet your targets or until you have answered your research questions.
Technically, this is not a research proposal yet but more likely a concept paper.
Although there is no institutionalized formatting of a research plan just yet, the following are its
basics:
a. Basic Information
This part of the research plan contains your basic information. For a Senior High School Learner
like you, it would be beneficial to include the following information:
A. Complete Name
B. Learner Reference Number (LRN)
C. School and Address
D. Track and Strand
E. Complete Home Address
b. Background
Short presentation of basic concepts and information about the research topic shall be presented in
this section. Include few relevant readings and literature which serve as major background of your
paper. Cite also your motivation for the topic and the reasons and importance of your study.
c. Objectives and Methods

Cite in this section the long term and short-term objectives or targets of your research work.
Indicate also whether you are using quantitative, qualitative or mixed method of research.
d. Working Framework
Through an illustrative illustrations or diagrams, show the variables or concepts that are involved
in your paper. Show the connections and relationship and role of these important constructs in
achieving the results of the study. The Input-Process-Output Model is commonly used. However, feel
free to execute your creativity and ideas in crafting the framework for your paper.
e. Assumptions
This part contains the expected outcome of the study. What results do you anticipate? It is better
that you construct positive results regarding the research that you plan to undertake. This can be in
numbered form, bulleted, or in a paragraph or two.
f. Timetable
You may have heard about Gantt chart of activities. This section contains the same concept but
in simplified and detailed format for you to plan things out even more systematically and productively.
A timetable guides you to be able to work on important activities necessary for you to complete your
research. Please study the example timetable below to get ideas on how a plan looks like and what
information can be included.
g. List of References
Present here the references that you used in the formulation of the research plan. Use the
format of the American Psychological Association (APA) 6th or 7th edition style/format in constructing
the entries. Ensure that the entries are alphabetically sequenced. Please revisit the styling book, so
you will be guided in making the citations.
More Practice
ACTIVITY 1
Directions: From the previous exercise, you have constructed five (5) preliminary research topics. Now,
choose one of them that you find most interesting. And cite a reason why you chose this
topic.
Criteria: Ideas – 40% Word Choice – 20%

Organization of words – 20% Certainty – 20%
____________________________________________
(Most interesting research topic)
Reasons:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
This preliminary research topic will serve as your initial research topic which you are about to plan
for.
ACTIVITY 2.
Directions: On a long bond paper/intermediate paper write a draft of your own research plan with the
parts that were discussed earlier. Use this format in creating your own research plan.
Research Plan
Initial Research Topic: ________________________________________________________
I. Basic Information
A. Complete Name: _______________________________________________
B. LRN: _________________________________________________________
C. School and School Address:
______________________________________________________________
D. Track and Strand: ______________________________________________
E. Complete Home Address:
_______________________________________________________________
II. Background
III. Objectives and Methods
IV. Working Framework
V. Assumptions
VI. Timetable
VII. References
Rubrics for Activity 2
Criteria 4 3 2 1 Score
Exemplary Good Satis Need
facto Improvem
ry ent
1. Basic information about the researcher is complete,

accurate, and has no erroneous details.
2. Background has brief but essential basic concepts

and information about the research topic from
relevant readings, literature and importance of the
study.
3. Objectives and Methods include long term and
short-term objectives or targets of your research
work. The plan has specific method to be used.
4. The working framework shows the variables or
concepts that are involved in the paper, their
connections and relationship in achieving the
results of the study. It is creatively done.
5. The assumptions clearly indicate the expected
results in numbered form, bulleted, or in a
paragraph or two.
6. The timetable contains complete details about the
possible activities and steps that the research may
need.
7. The research plan has complete list of references
in American Psychological Association (APA) 6th or
7th edition style/ format and are alphabetically
arranged.
TOTAL SCORE ___/28
Posttest
1. Defined as “the systematic search for information, knowledge and truth” about certain things.
2. Short presentation of basic concepts and information about the research topic shall be presented in this
section.
A. Background B. Basic Information C. Assumptions D. Working Framework
3. Means that the researchers immerse themselves in the culture they are studying.
A. Inquiries B. Investigations C. Immersion D. Research
5. Present here are the references that you used in the formulation of the research plan.
A. Background B. Assumptions C. References D. Time Table
6. Cite in this section are the long term and short-term objectives or targets of your research work.
A. References B. Background C. Assumptions D. Objectives and Methods
7. It is the systematic examination to uncover facts regarding the matter.

8. It is the process of solving a problem through researching and probing

9. It is done carefully and by thoroughly inspecting details in organized manner and assessing facts which are
uncovered in the process.
10. This part contains the expected outcome of the study.

A. References B. Background C. Assumptions D. Objectives and Methods
Congratulations!
You successfully did it. Now, let’s move on to Lesson 2.
Reviewed and Evaluated by:
RYAN M. PRADEL JESSA MAE R. BRIONES, LPT

TVET Head Trainer SHS Academic Coordinator
Noted by:
ANJO E. ABUSTAN, LPT

SHS Principal
THIRD QUARTER
CHAPTER 2
Lesson 2: Formulating Clear Statement of Research Problem
Learning Targets
 Identify the concept of a research problem; and
 Know the different types of research questions.
Pretest
Directions: Read each statement carefully. Box the letter of the best answer.
1. The major concern of these questions is to categorize, label, or name factors and situations that exist or those
that are present in the perimeter of the research work.
A. Factor-isolating questions C. Situation-producing questions
B. Situation-relating questions D. Factor-relating questions
2. These questions open the opportunity to create a definite course of action, policies or conditions in order to
accomplish or to achieve a certain goal.
3. Establishing relationships between and among factors that have been identified is the purpose of these
questions.
5. The research questions should be __________ enough to be attained within the set time frame.
A. small B. big C. narrowed D. widened
6. The research questions should be easily answered or achieved when the appropriate procedures are
performed.
A. Specific B. Time-bound C. Measurable D. Attainable
7. These questions emphasize the observable changes that happen to variable/s involved in the study as a result
of experimentation.
8. Research problem statement should be able to ________ the specific inquiry or question that needs to be
answered.
A. communicate B. give C. tell D. say
9. It is an important element in the research work

A. Attitude B. Time C. Perseverance D. Patient
10. This refers to the quality of being exact or particular.

Learn about it!
Lesson 2 Formulating Clear Concept of Research Problem
A research problem is a statement of a concern in any area, a problem that needs

immediate solution, a recurring difficulty that is necessary to be taken out of the situation, or a practical
question from a scholarly inquiry in different disciplines.
As an intelligent recall, Clemente, Julaton, & Orleans (2016) noted some criteria for evaluating
whether a research problem or statement is good. May it be quantitative, qualitative, or mixed method
research, research problem should bear the S.M.A.R.T. characteristics.
a. Specific - this refers to the quality of being exact or particular. Research problem statement should
be able to communicate the specific inquiry or question that needs to be answered.
b. Measurable - this is never an issue in a quantitative method of research. However, in terms of

qualitative research method, the measurability of a research statement refers to its epistemological
aspect or the state of being objectively observable. More than that, instruments of data-gathering
should be present.
c. Attainable - the research questions should be easily answered or achieved when the appropriate
procedures are performed.
d. Realistic - the possibility of being carried out should always be observed in formulating the
research problem especially when there is a need for experimentations and observations.
e. Time-Bound - time is an important element in the research work. The research questions should
be narrowed enough to be attained within the set time frame.
Types of Research Questions
The following are the four types of research questions in terms of their purpose
according to Clemente, Julaton, & Orleans (2016).
1. Factor-isolating questions - the major concern of these questions is to categorize, label, or name
factors and situations that exist or those that are present in the perimeter of the research work.
Examples:
a. What are the difficulties encountered by Senior High School learners in the New Normal set-up
of educational system in the country?
b. What are the possible contribution that parents and the community can extend to schools to
overcome the difficulties encountered by Senior High School learners in the New Normal
educational system?
2. Factor-relating questions - establishing relationships between and among factors that have been
identified is the purpose of these questions.
Examples:
a. What relationship exists between the socio-economic statuses of family to the learning ability of
students?
b. Is there a significant relationship between the choice of words of learners in essay writing and
the speaking skills of learners?
3. Situation-relating questions - these questions emphasize the observable changes that happen to
variable/s involved in the study as a result of experimentation.
Examples:
a. What is the effect of the modular distance learning to the learning style and behavior of
learners?
b. What are the impacts of flexible learning options and modalities in the educational system in the
Philippines?
4. Situation-producing questions - these questions open the opportunity to create a definite course of
action, policies or conditions in order to accomplish or to achieve a certain goal.
Examples:
a. What project could be designed to empower parents and the community to be involved in the
educational system?
b. What action plan could be proposed to strengthen the coordination between the family, the
community and the school in achieving relevant education?
More Practice
ACTIVITY 1
Directions: Identify the characteristic of a good research problem according to Clemente,
Julaton, & Orleans (2016) described in each number. Write your answer on
the space before each number.
_______1. This characteristic pertains to maximizing the capacity and abilities of the researcher to solve
the research problem.
_______2. This is attributed to the use of instruments in order to gather quantifiable or observable data.
_______3. A research problem should be bound to what exist in the norm and practicality in terms of the
conduct of experimentations.
_______4. This quality of a research problem concerns the possibility of being carried out in a given or
target timeline.
_______5. This refers to the quality of a research question that is being clearly stated or identified.
ACTIVITY 2.
Directions: Classify the following research questions/problems based on the four types of
research questions based on their purpose. Write only the letter of the correct
answer on the space before each number.
A. Factor-isolating questions B. Situation-relating questions

C. Factor-relating questions D. Situation-producing questions
_______1. What appropriate learning strategy or technique could be used to maintain efficient learning at
home?
_______2. What is the effect of the changes in the communities due to COVID-19 pandemic?
_______3. What is the relationship between the social distancing and flattening the curve?
_______4. What are the factors contributing to increase of participation of parents in disaster risk reduction
and management?
_______5. What is the meaning of the “pandemic” among schoolchildren ages 5-7?
_______6. Is there a significant difference between the level of optimism of people in the depressed areas
before, during and after pandemic?
_______7. What can be the detrimental health effects of wearing facemask 8 hours straight?
_______8. What innovative devices/equipment can be developed as alternative protective device to against
contagious diseases?
_______9. What platform is mostly used by learners and teachers in communication during pandemic?
_______10. What are the positive impacts of the pandemic to the health and medical community?
ACTIVITY 3
Directions: Make an essay on “Why a research problem should bear the S.M.A.R.T.
characteristics?” Write at least 5 sentences.

____________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________
I n q u i r i e s , I n v e s t i g a t i o n s , a n d I m m e r s i o n 10
Posttest
Directions: Read each statement carefully. Box the letter of the best answer.
1. The major concern of these questions is to categorize, label, or name factors and situations that exist or those
that are present in the perimeter of the research work.
2. These questions open the opportunity to create a definite course of action, policies or conditions in order to
accomplish or to achieve a certain goal.
3. Establishing relationships between and among factors that have been identified is the purpose of these
questions.
5. The research questions should be __________ enough to be attained within the set time frame.
A. small B. big C. narrowed D. widened
6. The research questions should be easily answered or achieved when the appropriate procedures are
performed.
7. These questions emphasize the observable changes that happen to variable/s involved in the study as a result
of experimentation.
8. Research problem statement should be able to ________ the specific inquiry or question that needs to be
answered.
A. communicate B. give C. tell D. say
9. It is an important element in the research work

A. Attitude B. Time C. Perseverance D. Patient
10. This refers to the quality of being exact or particular.

Congratulations!

Noted by:

SHS Principal
THIRD QUARTER
CHAPTER 3
Lesson 3: Related Literature
Learning Targets
 Classify the concept and characteristics of related literature; and
 Recognize the different types of references of related literature.
Pretest
1. A _________ should have a good review of existing knowledge that it will stand on.
A. Research C. Book
B. Case study D. newspaper
2. The review of related literature includes which of the following types of resources?
A. Primary Sources C. Tertiary Sources
B. Secondary Sources D. All of the Above
3. ___________ in its conceptual definition refers to a collection of written work.

A. Literature C. Case Study
B. Research D. Book
4. Books based on secondary sources that interprets the work of others can be found on what type of resources?
5. The number of related literature that a review should have for a senior high school research is only _______
local and international publications or materials.
A. 4 to 6 B. 5 to 8 C. 4 to 5 D. 5 to 6
6. In higher education, graduate and post-graduate level, the number of literature will range from ________.
A. 15-50 B. 15-30 C. 15-20 D. 15-40
7. The weight of __________ of the material to the current research undertaking must be checked.
A. Relevance C. Recency
B. Conciseness D. Objectivity
8. Academic research and university research journals and reputable organizations can be found on what type of
resources?
9. Books, monographs, conference manuals, research articles, professional journals and similar documents can be
found on what type of resources?
B. Secondary Sources D. General References
10. The materials that should be included in the review should be recent as much as possible falls under the
category of?
Learn about it!
Lesson 3 Related Literature
After having a concrete understanding of a research topic and the systematic ways of planning it as
well as in crafting SMART and purpose-driven research problem statements in accordance with the
acceptable guidelines, this section will broaden your background and knowledge about your initial research
topic and the concepts and issues around it.
Related Literature
A research should have a good review of existing knowledge that it will stand on. A research topic is
more likely to become “researchable” if it is a determined research gap from the available literature and
studies from various resources.
Literature in its conceptual definition refers to a collection of written work with a heightened and
artistic use of words may it be fiction or nonfiction. However, in its operational definition in research, this
terminology refers to published information in a particular subject area which sometimes covers a certain
period of time.
Related literature can come and be taken from the following types of resources (Clemente, Julaton,
& Orleans, 2016):
A. General references - books, monographs, conference manuals, research articles, professional
journals and similar documents
B. Primary sources - academic research and university research journals and reputable
organizations
C. Secondary sources - articles, analyses, essays, newspaper, single or multiple authored
textbooks
D. Tertiary resources - books based on secondary sources that interprets the work of others.
One of the major tasks of a researcher, like you, is to review various references to survey theories
and concepts about your research interest. This will give you a better perspective of your research topic and
eventually identify the research gap.
Characteristics of Materials to be Cited
Having recalled the definition of literature, its purpose, and sources. It is important to learn how to
distinguish a good literature to be cited or included in the review. Calderon and Gonzales (2014) identified
the following characteristics of ideal materials to be cited.
1. Recency - the materials that should be included in the review should be recent as much as
possible. For general references, published materials 10 years ago are yet sound and valid. Meanwhile,
primary, secondary and tertiary references within the last five years are ideal. Archived materials may also
be used as reference for theories and concepts.
2. Objectivity - since research is academic and scholarly, the materials should be fair, objective
and bias-free. It should not favor any extreme and obvious vested interest aside from delivering facts,
information, and findings.
3. Relevance - the weight of relevance of the material to the current research undertaking must be
checked. Before citing it, it should bear essential information to clarify and deepen the issues and concepts
of the research being conducted. Otherwise, the material should not be considered for the review.
4. Conciseness - the materials that the review should have must be sufficient enough, not too few
and not too many, to provide the researcher and the readers strong insight about the general and specific
problems that the research is trying to address or answer.
The number of related literature that a review should have for a senior high school research is only
4 to 6 local and international publications or materials. However, in higher education, graduate and post-
graduate level, the number of literature will range from 15-50.
More Practice
Activity 1
Directions: Exercise your mental muscles by choosing which of the described materials can be included
in a review. Put a check ( / ) before the number if it merits to be included otherwise,
cross (x) it out.
___________1. A book published in 2015 that is being used by public and private schools.
___________2. An international journal produced in 2018 by unknown organization.
___________3. An annual report for 2016 issued by the Department of Education.
___________4. The study of Scott et al., (2010) through neuroscience points out that every learner is a
totally unique across contexts.
___________5. McCabe et al., (2013) found a reasonable basis from the growing population of bilinguals in
the world to affirm that learning using two languages does not lead to confusion or
difficulty in an academic environment.
Activity 2
Directions: Classify the following research questions/problems based on the four types of research
questions based on their purpose. Write only the letter of the correct answer on the space
before each number.
A. General References B. Secondary Sources

C. Primary Sources D. Tertiary Resources
_______1. Books _________6. Reputable Organizations

_______2. Articles _________7. Essays
_______3. Academic Research _________8. Monographs
_______4. Newspaper _________9. Research Articles
_______5. Conference Manuals _________10. Analyses
Posttest
1. A _________ should have a good review of existing knowledge that it will stand on.
A. Research C. Book
B. Case study D. newspaper
2. The review of related literature includes which of the following types of resources?
3. ___________ in its conceptual definition refers to a collection of written work.

A. Literature C. Case Study
B. Research D. Book
4. Books based on secondary sources that interprets the work of others can be found on what type of resources?
5. The number of related literature that a review should have for a senior high school research is only _______
local and international publications or materials.
A. 4 to 6 B. 5 to 8 C. 4 to 5 D. 5 to 6
6. In higher education, graduate and post-graduate level, the number of literature will range from ________.
A. 15-50 B. 15-30 C. 15-20 D. 15-40
7. The weight of __________ of the material to the current research undertaking must be checked.
8. Academic research and university research journals and reputable organizations can be found on what type of
resources?
9. Books, monographs, conference manuals, research articles, professional journals and similar documents can be
found on what type of resources?
B. Secondary Sources D. General References
10. The materials that should be included in the review should be recent as much as possible falls under the
category of?
Congratulations!

Noted by:

SHS Principal
THIRD QUARTER
CHAPTER 3
Lesson 4: Organization of the Review of Related Literature
Learning Targets
 Classify the organization of the review of related literature; and
 Recognize the three major approaches in ordering or sequencing the topics and
concepts.
Pretest
Directions: Write down the key terms or phrases associated with the three major approaches in
ordering or sequencing the topics and concepts.
1. CHRONOLOGICAL
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. BY TOPIC/CONCEPT
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. BY AUTHOR/WRITER
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Learn about it!
Lesson 4 Organization of the Review of Related Literature
As in all forms of writing, it always pays to have a catchy opening or introduction, a wider discussion
of the perspectives about the topic in the body paragraphs, and a sound closing paragraph or statement.
In writing a review of related literature, there are three major approaches in ordering or sequencing
the topics and concepts that you are to include.
1. Chronological - This approach in organizing the review puts emphasis on the timeline of development
or the year the materials were written. In this case, the intention is to show how changes about the topic
occurred from its emergence. This also presents the evolving mindset and thinking of the authors.
Mostly, this approach is used in qualitative researches.
Example:
Santos (2017) affirms that literature is an efficient springboard towards introducing and teaching
language skills among Junior High School learners.
Tesoro (2018), meanwhile, found out that the literature based classroom should always consider
the context of the learners, the literature, and the context of the teacher.
Further, Solano (2019) reported that there is a wider opportunity when the teaching of language
skills is embedded in the teaching of literature.
2. By Topic/Concept - In this case, if many or several authors have a comparable opinion about the same
topic or issue, it is appropriate to use this approach. This manner of organizing the review highlights the
interrelationship of concepts which support the development of the current study. This approach is
applicable in all methods of research.
Example:
It is found out that the use of music in teaching mathematics has a significant effect in the
motivation of learners which contributed to their increased numeracy skills (Gonzales, 2016;
Fernandez, 2013; Dionisio, 2012).
3. By Author/Writer - To build credibility with the claims that the research would like to stand on,
presenting different authors even though they have similar ideas is highly advisable. Each point of view
of every author is explained and expound to back up the main idea being presented in the review. Each
author is cited in the footnote.
Example:
Clemente, Julaton, and Orleans (2016) stress that research suggests an action that denotes to look
for something again. It is taken from the composition of the word “re” and “search.”
Calderon and Gonzales (2014) reiterates that research is a purposive, systematic and scientific
process of discovering truth. Thus, it entails systematic gathering of data to formulate findings and
judgment.
Always remember that only major findings and conclusions, concepts, hypotheses, and formulated
theories should be included in the review of related literature. Also, these are never directly lifted or copied,
but summarized and synthesized.
More Practice
Activity 1
Directions: Identify Which Statement is true about the organization of the review of related literature.
Put a check ( / ) mark inside the box opposite the items that corresponds to your answer.
TRUE FALSE
a. In all forms of writing, it always pays to have a catchy opening or introduction, a
wider discussion of the perspectives about the topic in the body paragraphs, and
a sound closing paragraph or statement.
b. To build credibility with the claims that the research would like to stand on,
presenting different authors even though they have similar ideas is not highly
advisable.
c. In writing a review of related literature, there are five major approaches in
ordering or sequencing the topics and concepts that you are to include.
d. By topic/content is an approach that is applicable in all methods of research.
e. Each point of view of every author is explained and expound to back up the main
idea being presented in by author/writer review.
Activity 2
Direction: Classify the following research questions/problems based on the three major approaches
in ordering or sequencing the topics and concepts.
_________________1. Calderon and Gonzales (2014) reiterates that research is a purposive, systematic
and scientific process of discovering truth. Thus, it entails systematic gathering of
data to formulate findings and judgment.
_________________2. It is found out that the use of music in teaching mathematics has a significant
effect in the motivation of learners which contributed to their increased numeracy
skills (Gonzales, 2016; Fernandez, 2013; Dionisio, 2012).
_________________3. Tesoro (2018), meanwhile, found out that the literature based classroom should
always consider the context of the learners, the literature, and the context of the
teacher.
_________________4. Santos (2017) affirms that literature is an efficient springboard towards introducing
and teaching language skills among Junior High School learners.
_________________5. Clemente, Julaton, and Orleans (2016) stress that research suggests an action that
denotes to look for something again. It is taken from the composition of the word
“re” and “search.”
Activity 3
Directions: Cite an example according to the format of the three major approaches in ordering or
sequencing the topics and concepts.
CHRONOLOGICAL BY TOPIC/CONTENT BY AUTHOR/WRITER
Posttest
Directions: Write down the key terms or phrases associated with the three major approaches in ordering or
sequencing the topics and concepts.
1. CHRONOLOGICAL
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. BY TOPIC/CONCEPT
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. BY AUTHOR/WRITER
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Congratulations!

Noted by:

SHS Principal
THIRD QUARTER
CHAPTER 3
Lesson 5: Ethical Ways of Citing Literature
Learning Targets
 Differentiate plagiarism and copyright; and
 Recognize three most common standard and format in the making of list of references or
bibliography.
Pretest
TRUE FALSE
f. Copyright is defined as “any passing off of another’s ideas, words, or work as
one’s own.”
g. Republic Act No. 8293 otherwise known as the Intellectual Property Code of the
Philippines “protects and secures the exclusive rights of scientists, inventors,
artists and other gifted citizens to their intellectual property and creations,
particularly when beneficial to the people.
h. MLA Style is commonly used in liberal arts and humanities research work.
i. APA Style is the most commonly used format in citing references.
j. Plagiarism defined as “the unauthorized or unlicensed copying of a work subject
to copyright.
Learn about it!
Lesson 5 Ethical Ways of Citing Related Literature

In writing the review of related literature, it is expected that a complete reference should be present
in the list of references or bibliography section of your research paper.
Securing a scholarly reference list or bibliography takes away violations of the ethical standards in
writing. The following are only a few of the related legal charges that may be called against unethical
writing.
1. Plagiarism – is defined as “any passing off of another’s ideas, words, or work as one’s own.” It is a
form of cheating and a violation of academic integrity, and is taken seriously by reputable universities
such as Alliant. Most students are honest, ethical, and hard-working, but a few take shortcuts in their
coursework and some commit plagiarism inadvertently because they do not understand what it is.
Republic Act No. 8293 otherwise known as the Intellectual Property Code of the Philippines “protects
and secures the exclusive rights of scientists, inventors, artists and other gifted citizens to their
intellectual property and creations, particularly when beneficial to the people.” In simple words, claiming
and copying a portion of someone’s written work. This act is never tolerated even in schools and
universities and violators are subject to failure in the subject or the worse are expelled.
In the chapter Understanding and Preventing Plagiarism of the book Learned Lessons, Joshua
Landau suggests ways to reduce plagiarism and identifies three possible reasons for it:
• Intentional theft— is due to peer pressure, competition, and the belief that “everyone is doing it”
• Source-memory error—is due to laziness, i.e. the failure to trace an idea or passage to its source
• Ignorance—is students may not know how to paraphrase material
2. Copyright - defined as “the unauthorized or unlicensed copying of a work subject to copyright.” Because
the principles of copyright and fair use are pertinent to a discussion of plagiarism, they are included as
well. For example, it is considered fair use to photocopy or print out one chapter of a book or one article
from a journal issue, but not the entire work.
This is also covered in Republic Act No. 8293 or the "Intellectual Property Code of the Philippines." It
differs from plagiarism as it may pertain to the breach of contract between the authors and the
publishers about the coverage or scope of circulation and distribution of the original work.
These charges are serious and it does not excuse anyone. In order to avoid this untoward scenario,
writers and researchers like you should observe ethical standards through acknowledging the original
authors of the work where the concepts, ideas or information is taken.
The making of list of references or bibliography follows specific standards and format. The commonly
used formats are:
 American Psychological Association or APA Style;
 Modern Language Association or MLA Style; and
 Chicago Manual of Style.
American Psychological Association or APA Style

The APA Style is the most commonly used format in citing references. This provides the author’s
surname and year of publication in the citation with a complete details in the bibliography of the research.
The page number is not included in the in-text citation.
In-Text Citation
1. A work by two authors
Education 4.0 refers to… (Santos & Portillo, 2017) Santos and Portillo (2017) noted …
2. A work by three to five authors
Garcia, Santos, Hilario, Cruz and Aduan (2019) reiterated… Complementary tool is…
(Garcia, Santos, Hilario, Cruz & Aduan, 2019)
Modern Language Association or MLA Style

MLA Style is commonly used in liberal arts and humanities research work. This style involves putting
relevant source information in parentheses after the quote or paraphrase. The source of information
required in a citation in parentheses depends on the source medium and its source in the Bibliography.
In-Text Citation
Author-Page Style
Santos stated that “photo voice” helps learners expound their ideas in writing essays (21).
“Photo voice” helps learners expound their ideas in writing essays (Santos 21).
Santos found out that “photo voice” helps learners expound their ideas in writing essays
(21).
Chicago Manual of Style

This style contains two basic referencing system, such as notes and bibliography and author-
date.
Notes and Bibliography System
One author
end note: Eugene Ray F. Santos, Overcoming Writing Apprehension through Photovoice
(Rizal: Morong National High School, 2017), 21.
in-text citation: Santos, Overcoming Writing Apprehension, 21.
bibliographic entry: Santos, Eugene Ray F. Overcoming Writing Apprehension
through Photovoice. Rizal: Morong National High School, 2017.
More Practice
Activity 1
Directions: With your rich background on the three major styles of citation and referencing, show
the similarities and differences of APA Style, MLA Style and Chicago Manual of Style
through a Venn diagram.
Criteria Description/s Points
Content 5 Comprehensiveness of information and ideas
Organization 5 Presentation of ideas
Grammar 5 Free from ungrammatical structures and misspelled words
Activity 2
Directions: Tell whether the statement is an example of plagiarisms or copyright. Write P if it is
plagiarisms and C if it is copyright. Write your answer on the space provided before
each number.
_________________1. Graphic, pictorial, and sculpture works.

_________________2. Copying from a source but changing a few words and phrases to disguise
plagiarisms.
_________________3. Buying an essay or paper and turning it in as your homework.
_________________4. Paraphrasing from a number of different sources without citing those sources.
_________________5. Choreographic works and pantomimes.
_________________6. Any dramatic work and its accompanying music.
_________________7. Copying large pieces of text from a source without citing those sources.
_________________8. Any musical work and the accompanying words.
_________________9. Architectural drawings, plans, and buildings.
________________10. Turning in someone else’s work as your own.
Activity 3
Directions: Make an essay on “Give Credit Where Credit is Due?” Write at least 5 sentences.

____________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
Posttest
Put a check ( / ) mark inside the box opposite the items that corresponds to your
answer.
TRUE FALSE
k. Copyright is defined as “any passing off of another’s ideas, words, or work as
one’s own.”
l. Republic Act No. 8293 otherwise known as the Intellectual Property Code of the
Philippines “protects and secures the exclusive rights of scientists, inventors,
artists and other gifted citizens to their intellectual property and creations,
particularly when beneficial to the people.
m. MLA Style is commonly used in liberal arts and humanities research work.
n. APA Style is the most commonly used format in citing references.
o. Plagiarism defined as “the unauthorized or unlicensed copying of a work subject
to copyright.
Congratulations!

Noted by:

SHS Principal
THIRD QUARTER
CHAPTER 4
Lesson 6: Describing Research Methodology
Learning Targets
 Identify Research Methodology; and
 Differentiate the elements of research methods in terms of qualitative and quantitative
research.
Pretest
Direction: Write down the key terms or phrases associated with the Research Method.
4. RESEARCH METHOD
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. EXPERIMENT
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6. SURVEY
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Learn about it!
Lesson 6 Research Method

Gathering data and information is a serious procedure that requires organized and systematic
structuring and strategies. Just like how doctors prepare for a major operation, including exact information
about the disease, the processes that needs to be performed, and the treatment that should be given to
patients, a researcher should also plan things out before the actual conduct of the research. He should be
aware of the specific details about the entire execution of the research, such as the participants, the
instruments, and how the data will be gathered and treated.
In your thesis or dissertation, you will have to discuss the methods you used to do your research.
The methodology chapter explains what you did and how you did it, allowing readers to evaluate the
reliability and validity of the research. It should include:
The type of research you did
How you collected your data
How you analyzed your data
Any tools or materials you used in the research
Your rationale for choosing these methods
The methodology section should generally be written in the past tense.
Research Method is a systematic plan for conducting research. Sociologists draw on a variety of
both qualitative and quantitative research methods, including experiments, survey research, participant
observation, and secondary data. Quantitative methods aim to classify features, count them, and create
statistical models to test hypotheses and explain observations. Qualitative methods aim for a complete,
detailed description of observations, including the context of events and circumstances.
Experiment is a research method for investigating cause and effect under highly controlled
conditions. When conducting an experiment, researchers will test a hypothesis. A hypothesis is a statement
of how two or more variables are related. For example, let's say we wanted to examine whether studying
affects a person's GPA. Our hypothesis might be: the more a person studies, the higher a person's GPA will
be. In this example, studying would be the independent variable (the cause), while a person's GPA would
be the dependent variable (the effect).
Survey is a research method in which subjects respond to a series of statements or questions in a

questionnaire or an interview. Surveys target some population, which are the people who are the focus of
research. Because populations are usually quite large, the researcher will target a sample, which is a part of
a population that represents the whole.
Once our sample is selected, we need a plan for asking questions and recording answers. The most
common types of surveys are questionnaires and interviews. A questionnaire is series of written statements
or questions. With an interview, the researcher personally asks subjects a series of questions and gives
participants the freedom to respond as they wish. Both questionnaires and interviews can include open-
ended questions (allowing the subjects to respond freely), or close-ended questions (including a selection of
fixed responses).
In choosing the research method that best fits your research, you will have to know the nature of
your research question or problem. You would need to know as well the collection and analysis tool that the
data would need.
As you have learned from your Practical Research 1 and 2, quantitative research deals with numbers
this type of data would require statistical treatment.
Meanwhile, qualitative research entails data in the form of words and extracting meanings which will
demand a framework of data analysis. If your research problem would deal with both kinds of data, then
your research may be needing mixed methods and processes of research.
The table shows the various elements that quantitative and qualitative research. This will help you
decide which method are you into based on your initial research topic.
Elements Quantitative Research Qualitative Research

FOCUS testing theories and hypotheses exploring ideas and forming theories
TREATMENT statistical analysis summarization, categorization, and
interpretation
DATA FORM numbers, graphs and tables words and paragraphs
INSTRUMENTS fixed-objective questions open-ended questions
PARTICIPANTS large samples small sample
DATA survey, experiments, observations interviews, focus groups, ethnography,
COLLECTION literature review
More Practice
Activity 1
Directions: Study your research paper and supply the necessary information in each row. Then,
answer the questions that follow.
ELEMENTS
FOCUS
TREATMENT
DATA FORM
INSTRUMENTS
PARTICIPANTS
DATA COLLECTION
QUESTIONS
1. Explain the research method that you use in your research?
2. Why did you use such method for your research? Explain?
Activity 2
Directions: Specify the following needed information. Write you answer in the space provided
below.
List the 5 elements of research method.

1.
2.
3.
4.
5.
Activity 3
Directions: Answer the question “What is the difference between a survey and an experiment”.
Write at least 5 sentences.

____________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
Posttest
Directions: Write down the key terms or phrases associated with the Research Method.
1. RESEARCH METHOD
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. EXPERIMENT
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. SURVEY
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Congratulations!

Noted by:

SHS Principal
THIRD QUARTER
CHAPTER 4
Lesson 7: Research Design
Learning Targets
 Identify the different research designs; and
 Differentiate population, sample, and sampling technique.
Pretest
Directions: Read each statement carefully. Write the letter of your answer before each number.
1. It is a collaborative and adaptive research design that focuses on socially and solution-driven outcomes.
A. Action Research Design C. Mixed-Method Design
B. Sampling Technique D. Historical Design
2. It is a researches that are capable of using data from a large number of subjects as it primarily use survey
techniques to gather data
B. Sampling Technique D. Cross Sectional Design
3. This design is a combination of quantitative and qualitative methods

4. Collecting, verifying, and synthesizing evidences from the significant past are the aim of this research design.
5. This is often administered to understand the processes in order to proceed in deeper studying of an issue.
A. Population C. Exploratory Design
B. Sampling Technique D. Experimental Design
6. It is the entire group of people, organisms or things that share similar features and characteristics which are of
high relevance to the research being conducted.
7. It pertains to the specific manner or ways of selecting the sample which are discussed in your previous classes
in Research and Mathematics.
8. This design involves an experimental group and a control group wherein the independent variable is applied to
the experimental group while maintaining the control group.
9. This design is widely used by social scientists since it aims to examine contemporary situations that are
happening in real life.
A. Case Study Design C. Mixed-Method Design
B. Descriptive Design D. Action Research Design
10. This designs answers the questions who, what, when, where, and how of a research problem.
Learn about it!
Lesson 7 Research Design
Research design is the process of structuring techniques and strategies that help researchers solve
their problems or answer their questions (Clemente, Julaton & Orleans, 2016). Here are some research
designs from the University of Southern California (2020) to ensure that the elements in the research work
are coherent and logical in order to achieve the answers to the research problems.
1. Action Research Design - is a collaborative and adaptive research design that focuses on socially and
solution-driven outcomes. It has the potential to increase learning from experience. Action research
mostly is applicable in the teaching-learning process.
2. Case Study Design - This design is widely used by social scientists since it aims to examine
contemporary situations that are happening in real life. This design can provide the bases for the
application of concepts and theories as well as detailed descriptions of unusual cases.
3. Causal Design - This design is commonly used to measure the impact of a particular change on existing
situation or norm. Typically, causal explanations are sought to reflect on hypotheses testing. Causal
effect happens when difference in a phenomenon leads to significant results.
4. Cross-Sectional Design - Cross-sectional researches are capable of using data from a large number of
subjects as it primarily use survey techniques to gather data. This design can only measure differences
between or from among a diverse set of participants, subjects, or phenomena.
5. Descriptive Design - This designs answers the questions who, what, when, where, and how of a
research problem. However, it is could not provide reasons or exact answers to the question “why”. It
only intends to describe "what exists" in a situation and its related variables.
6. Experimental Design - This design involves an experimental group and a control group wherein the
independent variable is applied to the experimental group while maintaining the control group. Later,
both groups are measured on the same target dependent variable. It may require the use of more
groups and measurements over periods of time to validate the results. This is typically done in the field
of medicine and science.
7. Exploratory Design - Primarily, exploratory design is fitted to a research problem that is not yet
saturated or with only a few or totally no investigations or investigations have been conducted for.
This is often administered to understand the processes in order to proceed in deeper studying of an
issue. This may also deal with discovering the best methodology to use in gathering information.
8. Historical Design - Collecting, verifying, and synthesizing evidences from the significant past are
the aim of historical research design. This is bound towards establish factual bases to defend,
challenge or nullify a certain existing knowledge. It mainly involves data from secondary sources
and also primary documents and artifacts, such as but not limited to records, materials, archives
and visual artifacts like maps, images, and footages or recordings.
9. Mixed-Method Design - This design is a combination of quantitative and qualitative methods. It is

advantageous in the sense that the strengths of one method can be used to fulfill the weaknesses of
another. Mixed-method design can provide sufficient evidences to support a conclusion or set of
recommendations since it deals with statistical data and insights from patterns and relationships of
the involved variables. These are only a few of the existing research designs which you may opt to
utilize in the conduct of your research. The only thing that should be ensured is the appropriateness
of the design to the research problems, so that the results or outcome will be definitely valid and
reliable.
Population, Sample and Sampling Technique
To make it clearer, let us define the terms population, sample and sampling technique.
Population is the entire group of people, organisms or things that share similar features and
characteristics which are of high relevance to the research being conducted. In an action
research being conducted in a particular school, all students can be considered the population.
Sample refers to members of a certain population. A sample is a representation of the entire

population carrying the same characteristics. Taking the enrolled learners in a particular school as
population, two sections or classes in that school may serve as sample. The process of selecting
the samples is called sampling.
Sampling Technique pertains to the specific manner or ways of selecting the sample which are
discussed in your previous classes in Research and Mathematics. In quantitative research,
sampling may require statistical operations, to ensure that the number of participants is sufficient
to collect the data needed; while in qualitative research, selecting the specific number of samples
has no definite rules. However, the consideration should be ensured in terms of saturation of the
data about the topic and the variation that is needed within the target population.
Hence, these recall would give light as you select the population and sample that will be involved
in your research work. As you present your research proposal at the end of the quarter, one member
of the panel of experts will be a teacher of mathematic, so you will get advice in terms of the accuracy
and appropriateness of your selected population and sample as well as the technique
More Practice
Activity 1
Direction: Complete the diagram by writing the correct answer in each box.
Elements Quantitative Research Qualitative Research

FOCUS testing theories and hypotheses exploring ideas and forming theories
1. statistical analysis summarization, categorization, and
interpretation
2. numbers, graphs and tables words and paragraphs
3. fixed-objective questions open-ended questions
4. large samples small sample
5. survey, experiments, observations interviews, focus groups, ethnography,
literature review
Activity 2
Directions: Write F if both statements are correct, E if the first statement is correct and the second
statement is incorrect, B if the first statement is incorrect and the second statement is
correct. Write your answer on the blank provided before each number. (2 pts each)
_____1. Sampling Technique pertains to the specific manner or ways of selecting the sample which are
discussed in your previous classes in Research and Mathematics. In quantitative research, sampling
may require statistical operations, to ensure that the number of participants is sufficient to collect
the data needed.
_____2. Mixed-Method researches are capable of using data from a large number of subjects as it primarily
use survey techniques to gather data. This design can only measure differences between or from
among a diverse set of participants, subjects, or phenomena.
_____3. Sample refers to members of a certain population. A population is a representation of the entire
population carrying the same characteristics.
_____4. Action Research Design is a collaborative and adaptive research design that focuses on socially and
solution-driven outcomes. It has the potential to increase learning from experience.
_____5. Mixed-Method design is a combination of quantitative and qualitative methods. Cross Sectional
Design is advantageous in the sense that the strengths of one method can be used to fulfill
the weaknesses of another.
_____6. Population is the entire group of people, organisms or things that share similar features and
characteristics which are of high relevance to the research being conducted. In an action
research being conducted in a particular school, all students can be considered the population.
_____7. Historical Design collecting, verifying, and synthesizing evidences from the significant past are
the aim of historical research design. Descriptive Design only intends to describe "what exists" in
a situation and its related variables.
_____8. Case Study Design is widely used by social scientists since it aims to examine contemporary
situations that are happening in real life. Case Study Design can provide the bases for the
application of concepts and theories as well as detailed descriptions of unusual cases.
_____9. Causal Design is commonly used to measure the impact of a particular change on existing situation
or norm. Typically, causal explanations are sought to reflect on hypotheses testing.
____10. Exploratory Design primarily, exploratory design is fitted to a research problem that is not yet
saturated or with only a few or totally no investigations or investigations have been conducted for.
This is often administered to understand the processes in order to proceed in deeper studying of
an issue.
Posttest
Directions: Read each statement carefully. Write the letter of your answer before each number.
1. It is a collaborative and adaptive research design that focuses on socially and solution-driven outcomes.
2. It is a researches that are capable of using data from a large number of subjects as it primarily use survey
techniques to gather data
B. Sampling Technique D. Cross Sectional Design
3. This design is a combination of quantitative and qualitative methods

4. Collecting, verifying, and synthesizing evidences from the significant past are the aim of this research design.
5. This is often administered to understand the processes in order to proceed in deeper studying of an issue.
6. It is the entire group of people, organisms or things that share similar features and characteristics which are of
high relevance to the research being conducted.
7. It pertains to the specific manner or ways of selecting the sample which are discussed in your previous classes
in Research and Mathematics.
8. This design involves an experimental group and a control group wherein the independent variable is applied to
the experimental group while maintaining the control group.
9. This design is widely used by social scientists since it aims to examine contemporary situations that are
happening in real life.
10. This designs answers the questions who, what, when, where, and how of a research problem.
Congratulations!
You successfully did it.

Noted by:

SHS Principal
FOURTH QUARTER
CHAPTER 4
Lesson 8: Classification of Data
Learning Targets
 Identify the different classification of data; and
 Differentiate primary data and secondary data.
Pretest
Directions: Read each statement carefully. Write the letter of your answer on the space provided before
each number.
1. It is the process of arranging things (either normally or notionally) in group or classes according to their
resemblances and affinities and give expressions of the unity attributes that may subsist amongst a diversity
individuals according to Conner.
A. Classification C. Primary Data
B. Data D. Secondary Data
2. It refers to the classification according to some characteristics that can be measured such as height, weight,
income, sales, profit, production, and etc.
A. Data C. Quantitative Classification
B. Classification D. Qualitative Classification
3. It is most commonly used method in social sciences, management, marketing and psychology to some extent.
A. Survey C. Interview
B. Questionnaire D. Observations
4. It is a face-to-face conversation with the respondent.

5. It is the most commonly used method in survey.

6. It is thought to be the lowest unit of information from which other measurements and analysis can be done.
7. It refers to the classification according to some attributes.

8. It can be defined as the quantitative or qualitative values of a variable.

9. ___________are also effective but not very reliable.

A. Newspaper C. Books
B. Magazines D. Newspapers
10. It is the data that has been already collected by and readily available from other sources
Learn about it!
Lesson 8 Classification of Data
Since research is mostly concerned about data management, it is worthy to know the classification
of data.
Classification – is the process of arranging things (either normally or notionally) in group or classes
according to their resemblances and affinities and give expressions of the unity attributes that may subsist
amongst a diversity individuals according to Conner.
Functions of Classification
 Bulk of the Data
 Simplifies of the Data
 Facilitates Comparison of Characteristics
 Renders the data for Statistical Analysis
Characteristics of Classification
 Unambiguous
 Stable
 Flexible
 Exhaustiveness
 Mutually Exclusive
Objectives of Classification
 To condense the Mass of Data
 To prepare the data for tabulation
 To study the Relationships
 To facilitate comparisons
Types of Classification
1. Geographical (or spatial) classification – when the data classified according to geographical location
or region (like states, cities, regions, zones, areas, and etc.)
2. Chronological Classification – when data are observed over a period of time (on the basis of its time
occurrence). Various the serious such as National Income Figures, annual output of wheat, monthly
expenditures of a household, daily consumptions of milk and etc.
3. Quantitative Classification – refers to the classification according to some characteristics that can be
measured such as height, weight, income, sales, profit, production, and etc.
4. Qualitative Classification – refers to the classification according to some attributes. An example of this
are, we may divide the population in to males and females on the basis of the attributes “sex”, each of
this class may be further subdivide into ‘literate’ and ‘illiterate’ on the basis of attribute “literacy”.
5. Alphabetical Classification – when the data are arranged according to alphabetical order.
Classification of Data According to Source
Data
- can be defined as the quantitative or qualitative values of a variable.
- is plural of datum which literally means to give or something given.
- is thought to be the lowest unit of information from which other measurements and analysis can be
done.
- can be numbers, images, words, figures, facts or ideas.
- In itself cannot be understood and to get information from the data one must interpret it into
meaningful information.
There are various methods of interpreting data. Data sources are broadly classified into primary and
secondary data.
Primary Data
Primary data means original data that has been collected specially for the purpose in mind. It means
someone collected the data from the original source first hand. Data collected this way is called primary
data.
Primary data has not been published yet and is more reliable, authentic and objective. Primary data
has not been changed or altered by human beings; therefore its validity is greater than secondary data.
Example of Primary Data

 Survey - is most commonly used method in social sciences, management, marketing and
psychology to some extent. Surveys can be conducted in different methods.
 Questionnaire - is the most commonly used method in survey. Questionnaires are a list of
questions either an open-ended or close -ended for which the respondent give answers.
Questionnaire can be conducted via telephone, mail, live in a public area, or in an institute, through
electronic mail or through fax and other methods.
 Interview- is a face-to-face conversation with the respondent. It is slow, expensive, and they take
people away from their regular jobs, but they allow in-depth questioning and follow-up questions.
 Observations- can be done while letting the observing person know that he is being observed or
without letting him know. Observations can also be made in natural settings as well as in artificially
created environment.
Advantages of Primary Data

Data interpretation is better.
Targeted Issues are addressed.
Efficient spending for Information.
Decency of Data.
Addresses Specific Research Issues.
Greater Control.
Proprietary Issues.
Disadvantages of Primary Data

High Cost
Time Consuming
Inaccurate Feed-backs
More number of resources is required
Secondary Data
Secondary data is the data that has been already collected by and readily available from other sources.
When we use Statistical Method with Primary Data from another purpose for our purpose we refer to it as
Secondary Data. It means that one purpose’s Primary Data is another purpose’s Secondary Data. So that
secondary data is data that is being reused. Such data are more quickly obtainable than the primary data.
These secondary data may be obtained from many sources, including literature, industry surveys,
compilations from computerized databases and information systems, and computerized or mathematical
models of environmental processes.
Examples of Secondary Data

 Published Printed Sources - There are varieties of published printed sources. Their credibility
depends on many factors. For example, on the writer, publishing company and time and date
when published. New sources are preferred and old sources should be avoided as new technology
and researches bring new facts into light.
 Books - are available today on any topic that you want to research. The uses of books start before
even you have selected the topic. After selection of topics books provide insight on how much work
has already been done on the same topic and you can prepare your literature review. Books are
secondary source but most authentic one in secondary sources.
 Journals/periodicals – Journals and periodicals are becoming more important as far as data
collection is concerned. The reason is that journals provide up-to-date information which at times
books cannot and secondly, journals can give information on the very specific topic on which you
are researching rather talking about more general topics.
 Magazines/Newspapers- Magazines are also effective but not very reliable. Newspaper on the
other hand is more reliable and in some cases the information can only be obtained from
newspapers as in the case of some political studies.
 Published Electronic Sources - As internet is becoming more advance, fast and reachable to
the masses; it has been seen that much information that is not available in printed form is
available on internet. In the past the credibility of internet was questionable but today it is not. The
reason is that in the past journals and books were seldom published on internet but today almost
every journal and book is available online. Some are free and for others you have to pay the price.
 E-journals - e-journals are more commonly available than printed journals. Latest journals are
difficult to retrieve without subscription but if your university has an e-library you can view any
journal, print it and those that are not available you can make an order for them.
 General Websites - Generally websites do not contain very reliable information so their content
should be checked for the reliability before quoting from them.
 Weblogs - Weblogs are also becoming common. They are actually diaries written by different
people. These diaries are as reliable to use as personal written diaries.
ADVANTAGES OF SECONDARY DATA

Inexpensive
Easily accessible
Immediately available
Will provide essential background and help to clarify or refine research problem – essential for
literature review
Secondary data sources will provide research method alternatives.
Will also alert the researcher to any potential difficulties.
DISADVANTAGES OF SECONDARY DATA

Expensive
Not immediately available – takes time to define problem, sampling frame, method and analysis.
Not as readily accessible
Incomplete Information
More Practice
Activity 1
Directions: Tell whether it’s a Primary Data or Secondary Data. Write P if it is a primary data and S
if it is a Secondary data. Write your answer on the space provided before each number.
_______1. Books ________6. Journals/Periodicals

_______2. Survey ________7. Observations
_______3. Interview ________8. Questionnaire
_______4. E-journals ________9. Published Printed Sources
_______5. Magazines/Newspapers ________10. General Websites
Activity 2
TRUE FALSE
p. Generally websites do not contain very reliable information so their content
should be checked for the reliability before quoting from them.
q. Primary data is the data that has been already collected by and readily available
from other sources.
r. Interviews can be conducted in different methods.
s. Weblogs are also becoming common. They are actually diaries written by
different people.
t. Data is plural of datum which literally means to give or something given.
Activity 3
Directions: Enumerate the following needed information. Write you answer in the space provided
below.
List the 5 characteristics of Classification

1.
2.
3.
4.
5.
List the 5 types of Classification

1.
2.
3.
4.
5.
Posttest
Directions: Read each statement carefully. Write the letter of your answer on the space provided
before each number.
1. It is the process of arranging things (either normally or notionally) in group or classes according to their
resemblances and affinities and give expressions of the unity attributes that may subsist amongst a diversity
individuals according to Conner.
2. It refers to the classification according to some characteristics that can be measured such as height, weight,
income, sales, profit, production, and etc.
3. It is most commonly used method in social sciences, management, marketing and psychology to some extent.
4. It is a face-to-face conversation with the respondent.

5. It is the most commonly used method in survey.

6. It is thought to be the lowest unit of information from which other measurements and analysis can be done.
7. It refers to the classification according to some attributes.

8. It can be defined as the quantitative or qualitative values of a variable.

9. ___________are also effective but not very reliable.

A. Newspaper C. Books
B. Magazines D. Newspapers
10. It is the data that has been already collected by and readily available from other sources
Congratulations!

Noted by:

SHS Principal
FOURTH QUARTER
CHAPTER 5
Lesson 9: Research Instruments/Tools
Learning Targets
 Recognize research instruments/tools; and
 Categorize mechanical tools and clerical tools.
Pretest
Directions: Match Column A with the correct answer on the Column B. Write only the letter of answer
on the blank provided before each number
Column A Column B
_________1. It is a face-to-face conversation between

two individuals with the sole purpose of A. Questionnaires
collecting relevant information to satisfy a
research purpose. B. Focus Groups
_________2. This is the introduction of new
investigative questions in addition C. Reporting
to/other than the ones originally used
when the data was initially gathered. D. Interviews
_________3. By definition, it is the process of gathering
and submitting data to be further E. Combination Research
subjected to analysis.
_________4. The opposite of quantitative research F. Existing Data
which involves numerical based data, this
data collection method focuses more on G. Observation
qualitative research.
_________5. This method of data collection
encompasses the use of innovative
methods to enhance participation to both
individuals and groups.
Learn about it!
Lesson 9 Research Instruments/Tools

There are several ways of collecting data. The choice of research instruments is one of the major
decisions that the researcher will have to do. This is crucial since the instrument will be the channel through
which the researcher will be able to gather the data that are needed in forming answers to the research
problems.
Mechanical Tools
These include almost all tools available in different laboratories for various disciplines and areas.
Cameras, recorders, tapes and films are only a few devices that may be used in collecting data for a
historical or social science research. Meanwhile, microscopes, telescopes, flasks, tubes, thermometers and
other apparatuses are some instruments for a scientific and experimental research. Each discipline has its
own designed devices for its operation research work.
Clerical Tools
In the study if perceptions, emotions, feelings, attitude and judgments, clerical tools like
questionnaire, interview, testing and other materials are applicable. Most clerical tools are researcher-made
which are checked and validated by experts and acceptable validation procedures. The following are the
common methods involved in clerical tools:
1. The questionnaire method
2. The interview method
3. The testing method
4. The experimental method
5. The library method
Research data collection methods and tools
INTERVIEW
An interview is a face-to-face conversation between two individuals with the sole purpose of
collecting relevant information to satisfy a research purpose. Interviews are of different types namely;
Structured, Semi-structured and unstructured with each having a slight variation from the other.
 Structured Interviews - Simply put, it is a verbally administered questionnaire. In terms of depth,

it is surface level and is usually completed within a short period. For speed and efficiency, it is highly
recommendable, but it lacks depth.
 Semi-structured Interviews - In this method, there subsist several key questions which cover
the scope of the areas to be explored. It allows a little more leeway for the researcher to explore the
subject matter.
 Unstructured Interviews - It is an in-depth interview that allows the researcher to collect a wide
range of information with a purpose. An advantage of this method is the freedom it gives a
researcher to combine structure with flexibility even though it is more time-consuming.
Pros of Interviews
 In-depth information
 Freedom of flexibility
 Accurate data.
Cons of Interviews
 Time-consuming
 Expensive to collect.
What are the best Data Collection Tools for Interviews?

For collecting data through interviews, here are a few tools you can use to easily collect data.
1. Audio Recorder
An audio recorder is used for recording sound on disc, tape, or film. Audio information can meet
the needs of a wide range of people, as well as provide alternatives to print data collection tools.
2. Digital Camera
An advantage of a digital camera is that it can be used for transmitting those images to a
monitor screen when the need arises.
3. Camcorder
A camcorder is used for collecting data through interviews. It provides a combination of
both an audio recorder and a video camera. The data provided is qualitative in nature and allows the
respondents to answer questions asked exhaustively. If you need to collect sensitive information
during an interview, a camcorder might not work for you as you would need to maintain your subject’s
privacy.
QUESTIONNAIRES
This is the process of collecting data through an instrument consisting of a series of questions and
prompts to receive a response from individuals it is administered to. Questionnaires are designed to collect
data from a group.
For clarity, it is important to note that a questionnaire isn't a survey, rather it forms a part of it. A
survey is a process of data gathering involving a variety of data collection methods, including a
questionnaire.
On a questionnaire, there are three kinds of questions used. They are; fixed-alternative, scale, and
open-ended. With each of the questions tailored to the nature and scope of the research.
Pros of Questionnaires
 Can be administered in large numbers and is cost-effective.
 It can be used to compare and contrast previous research to measure change.
 Easy to visualize and analyze.
 Questionnaires offer actionable data.
 Respondent identity is protected.
 Questionnaires can cover all areas of a topic.
 Relatively inexpensive.
Cons of Questionnaires
 Answers may be dishonest or the respondents lose interest midway.
 Questionnaires can't produce qualitative data.
 Questions might be left unanswered.
 Respondents may have a hidden agenda.
 Not all questions can be analyzed easily.
What are the best Data Collection Tools for Questionnaire?
1. Formplus Online Questionnaire

Formplus lets you create powerful forms to help you collect the information you need. Formplus
helps you create the online forms that you like. The Formplus online questionnaire form template to get
actionable trends and measurable responses. Conduct research, optimize knowledge of your brand or
just get to know an audience with this form template. The form template is fast, free and fully
customizable.
2. Paper Questionnaire
A paper questionnaire is a data collection tool consisting of a series of questions and/or prompts for
the purpose of gathering information from respondents. Mostly designed for statistical analysis of the
responses, they can also be used as a form of data collection.
REPORTING
By definition, data reporting is the process of gathering and submitting data to be further subjected
to analysis. The key aspect of data reporting is reporting accurate data because of inaccurate data reporting
leads to uninformed decision making.
Pros of Reporting
 Informed decision making.
 Easily accessible.
Cons of Reporting
 Self-reported answers may be exaggerated.
 The results may be affected by bias.
 Respondents may be too shy to give out all the details.
 Inaccurate reports will lead to uninformed decisions.
What are the best Data Collection Tools for Reporting?
Reporting tools enable you to extract and present data in charts, tables, and other visualizations so
users can find useful information. You could source data for reporting from Non-Governmental
Organizations (NGO) reports, newspapers, website articles, hospital records.
1. NGO Reports
Contained in NGO reports is an in-depth and comprehensive report on the activities carried out by
the NGO, covering areas such as business and human rights. The information contained in these reports
are research-specific and forms an acceptable academic base towards collecting data. NGOs often focus
on development projects which are organized to promote particular causes.
2. Newspapers
Newspaper data are relatively easy to collect and are sometimes the only continuously available
source of event data. Even though there is a problem of bias in newspaper data, it is still a valid tool in
collecting data for Reporting.
3. Website Articles
Gathering and using data contained in website articles is also another tool for data collection.
Collecting data from web articles is a quicker and less expensive data collection Two major
disadvantages of using this data reporting method are biases inherent in the data collection process and
possible security/confidentiality concerns.
4. Hospital Care records
Health care involves a diverse set of public and private data collection systems, including health
surveys, administrative enrollment and billing records, and medical records, used by various entities,
including hospitals, CHCs, physicians, and health plans. The data provided is clear, unbiased and
accurate, but must be obtained under the legal means as medical data is kept with the strictest
regulations.
EXISTING DATA
This is the introduction of new investigative questions in addition to/other than the ones originally
used when the data was initially gathered. It involves adding measurement to a study or research. An
example would be sourcing data from an archive.
Pros of Existing Data

 Accuracy is very high.
 Easily accessible information.
Cons of Existing Data

 Problems with evaluation.
 Difficulty in understanding.
What are the Best Data Collection Tools for Existing Data?
The concept of Existing data means that data is collected from existing sources to investigate
research questions other than those for which the data were originally gathered. Tools to collect existing
data include:
1. Research Journals
Unlike newspapers and magazines, research journals are intended for an academic or technical
audience, not general readers. A journal is a scholarly publication containing articles written by
researchers, professors, and other experts.
2. Surveys
A survey is a data collection tool for gathering information from a sample population, with the
intention of generalizing the results to a larger population. Surveys have a variety of purposes and can be
carried out in many ways depending on the objectives to be achieved.
OBSERVATION
This is a data collection method by which information on a phenomenon is gathered through
observation. The nature of the observation could be accomplished either as a complete observer, an
observer as a participant, a participant as an observer or as a complete participant. This method is a key
base of formulating a hypothesis.
Pros of Observation
 Easy to administer.
 There subsists a greater accuracy with results.
 It is a universally accepted practice.
 It diffuses the situation of an unwillingness of respondents to administer a report.
 It is appropriate for certain situations.
Cons of Observation
 Some phenomena aren’t open to observation.
 It cannot be relied upon.
 Bias may arise.
 It is expensive to administer.
 Its validity cannot be predicted accurately.
What are the best Data Collection Tools for Observation?

Observation involves the active acquisition of information from a primary source. Observation can
also involve the perception and recording of data via the use of scientific instruments. The best tools for
Observation are:
1. Checklists
State specific criteria allow users to gather information and make judgments about what they should
know in relation to the outcomes. They offer systematic ways of collecting data about specific behaviors,
knowledge, and skills.
2. Direct observation
This is an observational study method of collecting evaluative information. The evaluator watches
the subject in his or her usual environment without altering that environment.
FOCUS GROUPS
The opposite of quantitative research which involves numerical based data, this data collection
method focuses more on qualitative research. It falls under the primary category for data based on the
feelings and opinions of the respondents. This research involves asking open-ended questions to a group of
individuals usually ranging from 6-10 people, to provide feedback.
Pros of Focus Groups

 Information obtained is usually very detailed.
 Cost-effective when compared to one-on-one interviews.
 It reflects speed and efficiency in the supply of results.
Cons of Focus Groups

 Lacking depth in covering the nitty-gritty of a subject matter.
 Bias might still be evident.
 Requires interviewer training
 The researcher has very little control over the outcome.
 A few vocal voices can drown out the rest.
 Difficulty in assembling an all-inclusive group.
What are the best Data Collection Tools for Focus Groups?
A focus group is a data collection method that is tightly facilitated and structured around a set of
questions. The purpose of the meeting is to extract from the participants' detailed responses to these
questions. The best tools for tackling Focus groups are:
1. Two-Way
One group watches another group answer the questions posed by the moderator. After listening to
what the other group has to offer, the group that listens are able to facilitate more discussion and could
potentially draw different conclusions.
2. Dueling-Moderator
There are two moderators who play the devil’s advocate. The main positive of the dueling-
moderator focus group is to facilitate new ideas by introducing new ways of thinking and varying
viewpoints.
COMBINATION RESEARCH
This method of data collection encompasses the use of innovative methods to enhance participation
to both individuals and groups. Also under the primary category, it is a combination of Interviews and Focus
Groups while collecting qualitative data. This method is key when addressing sensitive subjects.
Pros of Combination Research

 Encourage participants to give responses.
 It stimulates a deeper connection between participants.
 The relative anonymity of respondents increases participation.
 It improves the richness of the data collected.
Cons of Combination Research

 It costs the most out of all.
 It's the most time-consuming.
What are the best Data Collection Tools for Combination Research?
The Combination Research method involves two or more data collection methods, for instance,
interviews as well as questionnaires or a combination of semi-structured telephone interviews and focus
groups. The best tools for combination research are:
1. Online Survey
The two tools combined here are online interviews and the use of questionnaires. This is a
questionnaire that the target audience can complete over the Internet. It is timely, effective and efficient.
Especially since the data to be collected is quantitative in nature.
2. Dual-Moderator
The two tools combined here are focus groups and structured questionnaires. The structured
questioners give a direction as to where the research is headed while two moderators take charge of
proceedings. Whilst one ensures the focus group session progresses smoothly, the other makes sure that
the topics in question are all covered. Dual-moderator focus groups typically result in a more productive
session and essentially leads to an optimum collection of data.
More Practice
Activity 1
Directions: Classify the following research data collection method and tools. Write only the letter
of the correct answer on the space before each number.
A. Combination Research B. Observation C. Reporting D. Questionnaire

E. Focus Group F. Existing Data G. Interview
_______1. Audio Recorder _________6. Dueling Moderator

_______2. Ngo Reports _________7. Camcorder
_______3. Research journals _________8. Paper Questionnaire
_______4. Checklist _________9. Surveys
_______5. Online Survey _________10. Websites Articles
Activity 2
Directions: Tell whether it’s a Mechanical Tools or Clerical Tools. Write M if it is a mechanical tools
and C if it is a clerical tool. Write your answer on the space provided before each
number.
_______1. Library method ________6. Tapes

_______2. Cameras ________7. Films
_______3. Interview method ________8. Questionnaire method
_______4. Testing method ________9. Flasks
_______5. Recorders ________10. Experimental Method
Activity 3
Directions: Identify Which Statement is true about the research instruments/tools. Put a check ( / )
mark inside the box opposite the items that corresponds to your answer.
TRUE FALSE
u. The nature of the observation could be accomplished either as a complete
observer, an observer as a participant, a participant as an observer or as a
complete participant.
b. Interviews are designed to collect data from a group.
c. An interview is a face-to-face conversation between two individuals with the sole
purpose of collecting relevant information to satisfy a research purpose.
d. A paper questionnaire is a data collection tool consisting of a series of questions
and/or prompts for the purpose of gathering information from respondents.
e. This research involves asking open-ended questions to a group of individuals
usually ranging from 6-10 people, to provide feedback.
Posttest
Directions: Match Column A with the correct answer on the Column B. Write only the letter of
answer on the blank provided before each number
Column A Column B
It isAddress:
_________1.Email a face-to-face conversation between
banahawtech@live.com Subject Teacher
two individuals
Mailing Address: Brgy.with theLucban,
Manasa, sole purpose
of
Quezon A.Developed:
Date Questionnaires
December 2020
collecting relevant information to satisfy a
research purpose. B. Focus Groups
_________2. This is the introduction of new
investigative questions in addition C. Reporting
D. Interviews
Congratulations!
You successfully did it. Now, let’s move on to Lesson 10

Noted by:

SHS Principal
FOURTH QUARTER
CHAPTER 5
Lesson 10: Characteristics of Good Data Instruments
Learning Targets
 Classify different characteristics of good data instruments; and
 Analyze the characteristics of good data instruments.
Pretest
Direction: Arrange the scrambled words and explain each word briefly. (2 pts)
1. ITYIVLAD = _______________________
EXPLANATION:
2. BIALIRETYIL = _____________________
EXPLANATION:
3. RACUCYCA = ___________________
EXPLANATION:
4. MITICEGYLA= ____________________
EXPLANATION:
5. NETELSESOMCP = _________________________
EXPLANATION:
Learn about it!
Characteristics of Good Data Instruments

While many organizations boast of having good data or improving the quality of their data, the real
challenge is defining what those qualities represent. What some consider good quality others might view as
poor? Judging the quality of data requires an examination of its characteristics and then weighing those
characteristics according to what is most important to the organization and the application(s) for which they
are being used.
The Eleven characteristics that define data quality are:

 Accuracy and Precision
 Legitimacy and Validity
 Reliability and Consistency
 Timeliness and Relevance
 Completeness and Comprehensiveness
 Availability and Accessibility
 Granularity and Uniqueness
 Brief and Effective
 Efficient
 Systematically sequential
 Researcher and Sample Friendly
1. Accuracy and Precision

This characteristic refers to the exactness of the data. It cannot have any erroneous elements
and must convey the correct message without being misleading. This accuracy and precision have a
component that relates to its intended use. Without understanding how the data will be consumed,
ensuring accuracy and precision could be off-target or more costly than necessary. For example,
accuracy in healthcare might be more important than in another industry (which is to say, inaccurate
data in healthcare could have more serious consequences) and, therefore, justifiably worth higher levels
of investment.
2. Legitimacy and Validity

Requirements governing data set the boundaries of this characteristic. For example, on surveys,
items such as gender, ethnicity, and nationality are typically limited to a set of options and open answers
are not permitted. Any answers other than these would not be considered valid or legitimate based on
the survey’s requirement. This is the case for most data and must be carefully considered when
determining its quality. The people in each department in an organization understand what data is valid
or not to them, so the requirements must be leveraged when evaluating data quality.
3. Reliability and Consistency

Many systems in today’s environments use and/or collect the same source data. Regardless of
what source collected the data or where it resides, it cannot contradict a value residing in a different
source or collected by a different system. There must be a stable and steady mechanism that collects
and stores the data without contradiction or unwarranted variance.
4. Timeliness and Relevance

There must be a valid reason to collect the data to justify the effort required, which also means
it has to be collected at the right moment in time. Data collected too soon or too late could misrepresent
a situation and drive inaccurate decisions.
5. Completeness and Comprehensiveness

Incomplete data is as dangerous as inaccurate data. Gaps in data collection lead to a partial
view of the overall picture to be displayed. Without a complete picture of how operations are running,
uninformed actions will occur. It’s important to understand the complete set of requirements that
constitute a comprehensive set of data to determine whether or not the requirements are being fulfilled.
6. Availability and Accessibility

This characteristic can be tricky at times due to legal and regulatory constraints. Regardless of
the challenge, though, individuals need the right level of access to the data in order to perform their
jobs. This presumes that the data exists and is available for access to be granted.
7. Granularity and Uniqueness

The level of detail at which data is collected is important, because confusion and inaccurate
decisions can otherwise occur. Aggregated, summarized and manipulated collections of data could offer a
different meaning than the data implied at a lower level. An appropriate level of granularity must be
defined to provide sufficient uniqueness and distinctive properties to become visible. This is a
requirement for operations to function effectively.
8. Brief and Effective

The data collection instrument should not be too long to be completed or accomplished by both
the researcher and the respondents. However, it should contain rich prompts and fields to gather rich
information as well. Time is always important, so making it short without compromising the target data is
ideal.
9. Efficient
The instrument should be able to collect information afar from what is available and accessible
to the researcher.
10. Systematically Sequential

The content of the instrument should be arranged systematically from an increasing difficulty or
complexity of information being asked. Easy and less sensitive questions should be placed first before
the complex and confidential ones.
11. Researcher and Sample-friendly

The data sheet will be collected from the material should be easy to be provided by the sample
and easy to handle in the part of the researcher. The tabulation, analysis and interpretation of the data
should not complicate the tasks of the researcher.
There are many elements that determine data quality, and each can be prioritized differently by
different organizations. The prioritization could change depending on the stage of growth of an organization
or even its current business cycle. The key is to remember you must define what is most important for your
organization when evaluating data. Then, use these characteristics to define the criteria for high-quality,
accurate data. Once defined, you can be assured of a better understanding and are better positioned to
achieve your goals.
More Practice
Activity 1
Directions: Match Column A with the correct answer on the Column B. Write only the letter of
answer on the blank provided before each number
Column A Column B
_________1. This characteristic refers to the exactness

of the data. It cannot have any erroneous A. Efficient
elements and must convey the correct
message without being misleading. B. Brief and Effective
_________2. There must be a valid reason to collect the C. Availability and Accessibility
data to justify the effort required, which
also means it has to be collected at the D. Accuracy and Precisions
right moment in time.
E. Timeliness and Relevance
_________3. The data collection instrument should not
be too long to be completed or F. Reliability and Consistency
accomplished by both the researcher and
the respondents.
_________4. There must be a stable and steady

mechanism that collects and stores the
data without contradiction or unwarranted
variance.
_________5. This characteristic can be tricky at times

due to legal and regulatory constraints.
Activity 2
Directions: Identify which statement is true about the about the characteristics of good research
instruments. Put a check ( / ) mark inside the box opposite the items that corresponds to
your answer.
TRUE FALSE
v. The data shat will be collected from the material should be easy to be provided
by the sample and easy to handle in the part of the researcher.
b. The people in each department in an organization understand what data is valid
or not to them, so the requirements must be leveraged when evaluating data
quality.
c. The level of detail at which data is collected is important, because confusion and
inaccurate decisions can otherwise occur.
d. Regardless of the challenge, though, individuals need the wrong level of access to
the data in order to perform their jobs.
e. Requirements governing data set the boundaries of this legitimacy and validity
Activity 3
Directions: Enumerate the following needed information. Write you answer in the space provided
below.
List the 5 mechanical tools used in research
1.
2.
3.
4.
5.
List the 5 clerical tools used in research

1.
2.
3.
4.
5.
Posttest
Direction: Arrange the scrambled words and explain each word briefly. (2 pts)
1. UALNAGRYTI DNA SESENUINQU = _______________________

EXPLANATION:
2. BEFRI DAN ECFEFVEIT = _____________________

EXPLANATION:
3. RACUCYCA DNA CIOINSREP = ___________________

EXPLANATION:
4. ECNAREVEL NDA SSEMIINLT= ____________________

EXPLANATION:
5. CIEFIFNET = _________________________
EXPLANATION:
Congratulations!
You successfully did it. Now, let’s move on to Lesson 11

Noted by:

SHS Principal
FOURTH QUARTER
CHAPTER 5
Lesson 11: Common Data Collection Instruments
Learning Targets
 Classify d data collection instruments; and
 Analyze each data collection instruments.
Pretest
Direction: Write down the key terms or phrases associated with common data collection instruments.
7. INTERVIEW
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
8. OBSERVATION
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
9. QUESTIONNAIRE - CHECKLISTS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Learn about it!
Common Data Collection Instruments

Given the data collection methods in the previous topic, here are the common data collection
instruments (Clemente, Julaton and Orleans, 2016; Calderon and Gonzales, 2014).
1. Documentary Review
This is the process of obtaining information from relevant documents. It is practical and efficient
since the data can be manageable enough which can come from public records, personal documents and
physical evidences.
2. Interview
It its basic definition, interview is the process of asking questions to key informants or respondents
about the topics of the research. The researcher should have enough training and background in
administering this kind of data-gathering. This can be done through face-to-face, over the telephone or
computer-assisted.
A. Structured Interview - The researcher would have to construct and organize questions
which the respondents will answer. The researcher does not ask other questions aside from
what has been prepared prior to the interview.
B. Unstructured Interview - In this type of interview, the researcher holds only an outline of
topics. The questions will be spontaneously asked to form a conversation with the interviewee.
Probing skills in questioning is highly necessary.
C. Semi-Structured Interview - This is a blend of the two previous types of interview. It is
where the researcher prepares questions and still ask to follow up questions to the interviewee
for a sort of elaboration in order to form a in-depth probing.
3. Observation
Tracking physical, behavioral and other aspects from the target sample over a period of time is the
major concern of the researcher in this method.
A. Naturalistic Observation - The researcher observes the subjects in their actual setting or
natural environment without the intrusion or involvement of the researcher.
B. Participative Observation - This interview requires the researcher to be involved in the
activities of the subjects. In this way, the researcher would directly know and feel what the
subject experiences.
C. Non-naturalistic Observation - In this interview, the subjects are taken away from their
usual situation and will experience the ideal conditions set by the researcher.
4. Questionnaire-Checklist
This is one of the commonly used data collection instruments among other. Questionnaire-checklists
are easy to administer and efficient in gathering large volume of data. Basically, the respondents would
provide answers to the prepared set of questions like the following:
A. Tag Questions - These questions are answerable by yes or no.
Example: Do you have food allergies? ______Yes _______No
B. Multiple Choice - This is the usual way of getting answer/response from the respondents
basically by giving a question and options to choose from.
Example: How do you reach your school? a. walking b. public transportation
C. Open-ended Questions - The respondents would have to continue an incomplete statement.

Example: I prefer to study online because ______________________________.
D. Coding/Ranking - In this type, the respondents are asked to rank or give numerical rating
for the information required of them. This may come in a form of a checklist with a scale.
Example:
Indicator 4 3 2 1
1. I use my cellular/mobile phone
to communicate with other
people.
E. Short-responses Questions - These are subjective questions that require short answers.
This gives the respondents the freedom to express their ideas and opinions.
Example: What is your opinion about Education 4.0?
F. Combination - This refers to the combination of the different form of questions in a single
questionnaire.
5. Focus Group Discussion (FGD) - It is composed of totally diverse set of individuals to express their
personal views about the topic. They can agree or disagree with each other about the issues. FGD is a
way to understand the perspectives which cannot be explained by statistical data. The researcher should
be skilled in moderating and documenting the conduct to gather the needed data.
More Practice
Activity 1
Direction: Analyze the given research scenario in every item and identify the appropriate data
collection instrument for it.
_______________________1. Jesse and Jerwin are conducting their research about the behavior of their pet
dogs in the different areas in their house.
_______________________2. Roku and Aki are interested in knowing the perceptions of students in their strand
about the changes that are happening in the country in terms of environment.
_______________________3. A group of researchers would like to describe the feelings of adolescents about
being at home for several months.
_______________________4. Group B is studying the facts and papers regarding the decision of the Students’
Council about the creation of online student portal.
_______________________5. Emmarie and Franc are siblings and they would like to balance the distribution of
the household chores among the 6 siblings.
Activity 2
Direction: Based from our last week module, construct a 3-5 sentence generalization about the
characteristics of good data collection instrument.
Activity 3
Direction: Enumerate the following needed information. Write you answer in the space provided
below.
List the 5 common data instruments

1.
2.
3.
4.
5.
List the 6 examples of questionnaire – checklists

1.
2.
3.
4.
5.
6.
Posttest
Direction: Write down the key terms or phrases associated with common data collection
instruments.
1. INTERVIEW
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. OBSERVATION
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. QUESTIONNAIRE - CHECKLISTS
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. FOCUS GROUP DISCUSSION (FCD)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. DOCUMENTARY REVIEW
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Congratulations!
You successfully did it!

Noted by:

SHS Principal

FINAL copy Inquiries

Uploaded by

Copyright:

Available Formats

You might also like

FINAL copy Inquiries

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FINAL copy Inquiries

Uploaded by

Copyright:

Available Formats

Inquiries, Investigations, and Immersion1

7. It is the systematic examination to uncover facts regarding the matter.

8. It is the process of solving a problem through researching and probing

10. This part contains the expected outcome of the study.

Learn about it!

Lesson 1.1 Context and Nature of 3i’s

 It is the systematic examination to uncover facts regarding the matter.

Lesson 1.2: Formulating, Abstracting, and Converging a Research Plan

1. Never choose a topic that is out of personal interest.

2. Never use needless words.

3. Keep thoughts intact.

4. Don't let failure distract you.

5. Always consult the opinion of other people.

The Research Plan

c. Objectives and Methods

Criteria: Ideas – 40% Word Choice – 20%

Initial Research Topic: ________________________________________________________

Rubrics for Activity 2

1. Basic information about the researcher is complete,

2. Background has brief but essential basic concepts

7. It is the systematic examination to uncover facts regarding the matter.

8. It is the process of solving a problem through researching and probing

10. This part contains the expected outcome of the study.

Reviewed and Evaluated by:

RYAN M. PRADEL JESSA MAE R. BRIONES, LPT

ANJO E. ABUSTAN, LPT

9. It is an important element in the research work

10. This refers to the quality of being exact or particular.

A research problem is a statement of a concern in any area, a problem that needs

b. Measurable - this is never an issue in a quantitative method of research. However, in terms of

Types of Research Questions

A. Factor-isolating questions B. Situation-relating questions

Criteria: Ideas – 40% Word Choice – 20%

9. It is an important element in the research work

10. This refers to the quality of being exact or particular.

Reviewed and Evaluated by:

RYAN M. PRADEL JESSA MAE R. BRIONES, LPT

ANJO E. ABUSTAN, LPT

3. ___________ in its conceptual definition refers to a collection of written work.

Lesson 3 Related Literature

Characteristics of Materials to be Cited

A. General References B. Secondary Sources

_______1. Books _________6. Reputable Organizations

3. ___________ in its conceptual definition refers to a collection of written work.

Reviewed and Evaluated by:

RYAN M. PRADEL JESSA MAE R. BRIONES, LPT

ANJO E. ABUSTAN, LPT

Learn about it!

Lesson 4 Organization of the Review of Related Literature

CHRONOLOGICAL BY TOPIC/CONTENT BY AUTHOR/WRITER

Reviewed and Evaluated by:

RYAN M. PRADEL JESSA MAE R. BRIONES, LPT

ANJO E. ABUSTAN, LPT

Learn about it!

Lesson 5 Ethical Ways of Citing Related Literature

American Psychological Association or APA Style

Modern Language Association or MLA Style

Chicago Manual of Style

Criteria Description/s Points

_1. Books ___6. Reputable Organizations

_1. Books __6. Journals/Periodicals

_1. Audio Recorder ___6. Dueling Moderator

_1. Library method __6. Tapes