Practical Research 2-Module 2
Practical Research 2-Module 2
NOT
Practical Research 2
Quarter 2 Modules
Q2 WEEK 1
Quantitative Research Design ...................................................................................
Q2 WEEK 2
Sampling Procedure and Sample ..........................................................................8
Q2 WEEK 3
Research Instrument, Validity and Reliability ...........................................15
Q2 WEEK 4
Research Intervention ........................................................................................................22
Q2 WEEK 5
Data Collection Procedure.............................................................................................25
Q2 WEEK 6
Data Analysis ...............................................................................................................................30
Q2 WEEK 7
Presenting Research Methodology ......................................................................36
Lesson
Quantitative Research
1 Designs
What I Know
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
1. What research design aims to determine a cause from already existing effects?
A. Descriptive Research Design C. Quasi-Experimental Research
B. Correlational Research Design D. Ex Post Facto
2. What research design is often conducted in a controlled setting with corresponding research
treatment?
A. Correlational C. Survey Research
B. Ex post facto D. Experimental
3. What is the suited research design for this research title, “The Effects of Twitter on the
Communication Etiquette of Students”?
A. Correlational C. Experimental
B. Ex post facto D. Descriptive
4. Mr. Canuc would like to know further the type of social media used between the male and
female SHS students of East Pagat National High School. What is the appropriate research
design to be used in his study?
A. Quasi-Experimental C. Experimental
B. Correlational D. Descriptive
5. What is the difference between quasi-experimental research and experimental research?
A. Only one dependent variable is used in quasi-experimental research, while multiple
dependent variables can be used in quasi-experimental research.
B. Intact groups are used in experimental, while quasi-experimental randomly
assigned individuals into groups.
C. The researcher controls the intervention in the experimental group, but not quasi-
experimental research.
D. Participants for groups are randomly selected in experimental, but not quasi-
experimental research.
6. What sampling technique is used when the researcher would like to consider giving an
equal chance to the member of the accessible population being selected as part of the
study?
A. Simple Random Sampling C. Systematic Sampling
B. Stratified Sampling D. Cluster Sampling
7. When can we consider a research sample as the “best”?
A. representative of the population C. conveniently represented
B. systematically chosen D. purposely selected
10. What is the type of validity when an instrument produces results similar to those of another
instrument that will be employed in the future?
A. Predictive Validity C. Content Validity
B. Criterion Validity D. Face Validity
11. What is the type of reliability when measured by administering two tests identical in all
aspects except the actual wording of items?
A. Internal Consistency Reliability C. Equivalent Forms Reliability
B. Test-retest reliability D. Inter-rater Reliability
12. The Ability Test has been proven to predict the writing skills of Senior High School
students. What type of test validity is shown in the example?
A. Construct Validity C. Content Validity
B. Criterion Validity D. Face Validity
13. What common scaling technique consists of several declarative statements that express
viewpoint on a topic?
A. Semantic Differential Scale C. Observation Checklist
B. Completion Type D. Likert Scale
14. What statistical technique purposes to test the relationship between two continuous
variables?
A. T-Test for two dependent samples C. Chi Square Test
B. T-Test for independent samples D. Pearson’s r
15. What statistical technique should be used for this research question, “Is there a significant
difference between the pretest and posttest scores of learners in reading comprehension
test?”
A. T-Test for two dependent samples C. Chi Square Test
B. T-Test for independent samples D. Pearson’s r
Lesson
Quantitative Research
1 Designs
What’s In
Each type of research has a unique design to follow that will also lead the direction of
sampling procedure, data gathering, and data analysis. Each research type also aims to
answer specific research questions; how it will be answered is determined by its design.
Important considerations also are the variables of the study. The type of variables
provides paradigm (your conceptual framework), which helps the researcher decide on what
will be the design of the study.
So it is very important that you have completed the previous tasks diligently to
maximize your learning in this Module. In this lesson, you will be taught how to select an
appropriate quantitative research design.
Research design is defined as the logical and coherent overall strategy that the
researcher uses to integrate all the components of the research study (Barrot, 2017, p 102).
In order to find meaning in the overall process of doing your research study, a step-by-step
process will be helpful to you.
In quantitative research, you are going to have a great deal of abstraction and
numerical analysis. According to Fraenkel and Wallen (2007, p 15), the research designs in
quantitative research are mostly pre-established. Hence having an appropriate research
design in quantitative research, the researcher will have a clearer comprehension of what he
is trying to analyze and interpret.
1
What’s New
Directions: Pretend that you are conducting a study on academic adjustments of teachers and
students on the learning delivery modes during this time of COVID – 19 pandemic.
Come up with a plan on how you are going to obtain the necessary data for this
study. Draw a procedural flowchart to illustrate your plan.
2
What Is It
Descriptive Research. When little is known about the research problem, then it is
appropriate to use descriptive research design. It is a design that is exploratory in nature. The
purpose of descriptive research is basically to answer questions such as who, what, where,
when, and how much. So this design is best used when the main objective of the study is just
to observe and report a certain phenomenon as it is happening.
Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing
effects, then Ex Post Facto research design is more appropriate to use. In this design, the
researcher has no control over the variables in the research study. Thus, one cannot conclude
that the changes measured happen during the actual conduct of the study.
The last two types of quantitative research designs are identifiable for the existence of
treatment or intervention applied to the current research study. Intervention or treatment
pertains to controlling or manipulating the independent variable in an experiment. It is
assumed that the changes in dependent variables were caused by the independent variable.
3
What’s More
Directions: Using the template below, summarize the five quantitative research designs
according to its goal, and its corresponding variable manipulation.
1. Descriptive
2. Correlational
3. Ex post facto
4. Quasi-
experimental
5. Experimental
Directions: Determine the quantitative research design appropriate for the sample research
titles. Make sure to explain your choice into two to three sentences.
Explanation:
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2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils
Explanation:
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Explanation:
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Explanation:
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Explanation:
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7. Effects of Story Telling on Quality of Sleep of Children
Explanation:
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Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/36A5idj
https://bit.ly/2LZVLCS
https://bit.ly/3eojlWk
https://bit.ly/2X2kxbX
Directions: As you have learned from this lesson, answer each question comprehensively.
2. How do you know the specific quantitative research design applied in a research study?
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What I Can Do
Directions: Perform the following task. From what you have learned in this lesson, what is the
appropriate research design for your current research problem? Justify your
choice.
Research Design:
___________________________________________________________________
Justification:
___________________________________________________________________
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Additional Activity:
Direction: After you submit your research design, once it is corrected in accordance with the
guidelines given, you may start incorporating it into your research manuscript.
7
Lesson
Sampling Procedure
2 and the Sample
What’s In
Remember when you were taught how to write your scope and delimitation, you stated
the subjects, participants, or respondents of your study. You also described their
characteristics which qualify them to be the source of your research data.
The next question you have to answer is, how many of the subjects, participants, or
respondents should be selected as a source of data? This lesson will teach you how to
describe sampling procedures in quantitative research. Note that the sampling procedure
should be aligned to your chosen research design. Since you have already decided the
research design of your study, then you are ready for this lesson.
The first step in determining the sample size is identifying the population of the topic
of interest. The population is the totality of all the objects, elements, persons, and
characteristics under consideration. It is understood that this population possesses common
characteristics about which the research aims to explore.
There are two types of population: target population and accessible population. The
actual population is the target population, for example, all Senior High School Students
enrolled in Science, Technology, Engineering, and Mathematics (STEM) in the Division of
Cagayan de Oro City. While the accessible population is the portion of the population in which
the researcher has reasonable access, for example all Senior High School enrolled, STEM
strand at Marayon Science High School – X.
The representative subset of the population refers to the sample. All the 240 Senior
High School Students enrolled in Science, Technology, Engineering, and Mathematics
(STEM) Strand in a school, for example, constitute the population; 60 of those students
constitute the sample. A good sample should have characteristics of the represented
population – characteristics that are within the scope of the study with fair accuracy. Generally,
the larger the sample, the more reliable the sample be, but still, it will depend on the scope
and delimitation and research design of the study.
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What’s New
Answer:
I will…..
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______________________________________________
https://bit.ly/2BfQXHJ
What Is It
Heuristics. This approach refers to the rule of the thumb for sample size. The early
established approach by Gay (1976) stated by Cristobal and Dela Cruz-Cristobal (2017, p
172), sample sizes for different research designs are the following:
Number of
Research Design
Subjects/Participants
Descriptive Research 10% to 20% maybe
required
Comparative Research 15 subjects or
groups
Lunenberg and Irby (2008), as cited by Barrot (2017, p 107), also suggested different
sample sizes for each quantitative research design.
Number of
Research Design
Subjects/Participants
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more
Formulas. Formulas are also being established for the computation of an acceptable
sample size. The common formula is Slovin’s Formula.
9
Slovin’s Formula:
N
n=
1 + Ne2
600
n=
1 + 600 (0.05)2
600
=
1 + 600 (0.0025)
600
=
1 + 1.5
= 240
Power Analysis. This approach is founded on the principle of power analysis. There
are two principles you need to consider if you are going to use this approach: these are
statistical power and effect size.
10
Stratified Random Sampling. The same with simple random sampling, stratified
random sampling also gives an equal chance to all members of the population to be chosen.
However, the population is first divided into strata or groups before selecting the
samples. The samples are chosen from these subgroups and not directly from the entire
population. This procedure is best used when the variables of the study are also grouped into
classes such as gender and grade level.
You can simply follow the steps from this given example:
A population of 600 Junior High School students includes 180 Grade 7, 160
Grade 8, 150 Grade 9, and 110 Grade 10. If the computed sample size is 240,
the following proportionate sampling will be as follows.
The number of members per subgroup is divided by the total accessible sample size.
The percentage result of members per subgroup will be multiplied from the computed total
sample size. After obtaining the sample size per strata, then simple random sampling will be
done for the selection of samples from each group.
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What’s More
Directions: Identify the sampling procedure used in each given situation. Write your answer
on the space provided and then explain your choice.
Sampling
Sample Situation Justification
Procedure
1. Alex’s target population for his study are
the employees of hotels in Mindanao.
Since there are too many employees in
these establishments, he randomly
selected ten hotels. And then he
considered all employees as
participants in his study.
2. Dianne wants to know if the new
learning modalities in the first semester
affects the academic performance of
senior high students. He took all the lists
of all students in her school and
selected every 6th name to be part of her
study.
3. Faye wants to survey all the parents in
Cagayan de Oro who opt to enroll their
elementary children to an online class.
All in all there 26,000 parents. Faye
decided to have 450 from the target
population.
Directions: Search in the internet for a sample research study. Identify the research design
used and its sampling procedure.
Example 1 Example 2 Example 3
▪ Title of the
Research
Study
▪ Research
Design
▪ Characteristics
of Population
▪ Sampling
Procedure
▪ Sample Size
▪ Source
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Activity 3. Let’s go online.
Practice what you have learned from this lesson. Visit the following links:
https://bit.ly/3em5Rdv
https://bit.ly/2TF09LO
Directions: As you have learned from this lesson, answer each question comprehensively.
2. I have learned that when determining the sample size of the study….
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What I Can Do
Directions: Perform the following task. Identify the size of the population and sample for your
study and explain the sampling method that you will use.
1. Size of Population
2. The method used to
determine sample size
(include computation if
applicable)
Additional Activity
Direction: After you submit, you have described your sampling procedure and sample; once it
is corrected in accordance with the guidelines given, you may start writing a
paragraph format of this and incorporate it in your research manuscript.
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Lesson
Research Instrument,
3 Validity and Reliability
What do you think will happen if tools for building a house is not prepared meticulously?
The same thing when getting information for answers to a research problem, tools, or
instruments should be prepared carefully. In constructing a quantitative research instrument,
it is very important to remember that the tools created should require responses or data that
will be numerically analyzed.
Research Instruments are basic tools researchers used to gather data for specific
research problems. Common instruments are performance tests, questionnaires,
interviews, and observation checklist. The first two instruments are usually used in
quantitative research, while the last two instruments are often in qualitative research.
However, interviews and observation checklists can still be used in quantitative research once
the information gathered is translated into numerical data.
What’s New
Directions: Read the questions about tools. Then, write your answer on the corresponding
space.
Directions: Read and analyze the given scenario. Answer the guide questions below.
Guide Questions:
1. What do you think must have been done to avoid the said situation?
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3. How will you relate the scenario to the conduct of a quantitative research study?
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What Is It
In constructing the research instrument of the study, there are many factors to be
considered. The type of instrument, reasons for choosing the type, and the description and
conceptual definition of its parts are some of the factors that need to be decided before
constructing a research instrument. Furthermore, it is also very important to understand the
concepts of scales of research instruments and how to establish validity and reliability of
instruments.
Concise. Have you tried answering a very long test, and because of its length, you
just pick the answer without even reading it? A good research instrument is concise in length
yet can elicit the needed data.
Valid and reliable. The instrument should pass the tests of validity and reliability to
get more appropriate and accurate information.
There are three ways you can consider in developing the research instrument for your
study. First is adopting an instrument from the already utilized instruments from previous
related studies. The second way is modifying an existing instrument when the available
instruments do not yield the exact data that will answer the research problem. And the third
way is when the researcher made his own instrument that corresponds to the variable and
scope of his current study.
Likert Scale. This is the most common scale used in quantitative research.
Respondents were asked to rate or rank statements according to the scale provided.
Example: A Likert scale that measures the attitude of students towards distance
learning.
Strongly Strongly
Items Agree Disagree
Agree Disagree
There would be difficulty in
communicating our concerns to our
teacher.
There would be many distractions
when learning at home than in
school.
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Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the
respondents. This scale seems to be more advantageous since it is more flexible and easy to
construct.
Pleasant 5 4 3 2 1 Unpleasant
Enthusiastic 5 4 3 2 1 Not Enthusiastic
Competent 5 4 3 2 1 Incompetent
Reliability of Instrument
Internal Consistency Reliability. It determines how well the items measure the same
construct. It is reasonable that when a respondent gets a high score in one item, he will also
get one in similar items. There are three ways to measure the internal consistency; through
the split-half coefficient, Cronbach’s alpha, and Kuder-Richardson formula.
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What’s More
Directions: Look for sample research instruments from previously conducted research. Rate it
on a scale of 1 to 5 (1 = lowest, 5 = highest) based on the criteria given. Then
justify you’re your rating.
Sample Instrument
(provide a title of the
instrument if possible):
Purpose of the
Research Instrument:
Number of Items: ______________ Scale Used: _______________
Criteria for Evaluation
Rating Justification
of Instrument
Concise
Sequential
Easily Tabulated
Directions: Search for a sample research study. Identify the ways of establishing the validity
and reliability of the instrument.
Example 1 Example 2
▪ Title of the Research Study
▪ Scale Used
▪ How the validity of the instrument
was established?
▪ How the reliability of the instrument
was established?
▪ Source
Directions: As you have learned from this lesson, answer each question comprehensively.
2. Differentiate validity and reliability. Explain how they complement each other to make
a good research instrument.
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What I Can Do
Directions: Fill out the guide table below to be able to create a good research instrument for
your study.
20
Additional Activity
Direction: After you have filled out the guide table above, start constructing your
research instrument for your current study.
Research Questions:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________
Research Instrument:
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Lesson
Research Intervention
4
What’s In
In the previous discussion on quantitative research designs, you were taught about
quasi-experimental and experimental designs. Its uniqueness from other research designs
was also described. Remember that experimental research design controls or manipulates
the independent variable. This is done by applying particular conditions or treatments or what
is called research intervention. In this lesson, the focus is on how to describe your research
intervention in your research paper.
What’s New
22
What Is It
A section that explains the details of research intervention is added in the research
paper if it is an experimental design. In this section, the procedure of research intervention is
explained clearly.
Describe the Differences and Similarities between the Experimental and Control
Group. State what will happen and what will not both in the experimental and control groups.
This will clearly illustrate the parameters of the research groups.
Describe the Procedures of the Intervention. In particular, describe how will the
experimental group receive or experience the condition. It includes how will the intervention
happens to achieve the desired result of the study. For example, how will the special tutorial
program will take place?
Explain the Basis of Procedures. The reason for choosing the intervention and
process should clear and concrete reasons. The researcher explains why the procedures are
necessary. In addition, the theoretical and conceptual basis for choosing the procedures is
presented to establish the validity of the procedures.
What’s More
Directions: Search for a sample research study. Distinguished the procedure used in the
experimental and control group. Use the table below for your answers.
23
Example 1
▪ Title of the Research Study
▪ Research Intervention Conducted
Example 1
▪ Title of the Research Study
▪ Research Intervention Conducted
Visit the following link and learn further about experimental research.
https://bit.ly/2Xr5zes
Directions: As you have learned from this lesson, answer each question comprehensively.
What I Can Do
Directions: If the design of your research is experimental. Describe your research intervention
by following the steps given in this lesson.
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Lesson
Planning Data Collection
5 Procedure
What’s In
You have learned the important factors in developing your research instruments in
lesson 3 of this Module. You can now identify the steps you are going to undertake in your
actual gathering of data. In this lesson, three phases in data collection will be presented so
that you can clearly plan your data collection procedure in your current research.
Quantitative Data
Generally, data are any pieces of information or facts that people have known. Once
these data answers the research problem, it becomes helpful to research. When research
data appears to be measurable in the numerical form, it is considered quantitative data.
However, some qualitative data can also be useful to quantitative research once it is given a
numerical value. For example, if you study about adjustment experiences of students to distant
learning, if it is categorized and numbered accordingly, then it can be quantified during
analysis.
What’s New
Looking at the flowchart of the data gathering procedure, what do you think is the
research design of the study?
What Is It
What’s More
Directions: Arrange the following steps in data gathering into their correct sequence, 1 as
being the first step, and 10 as the last step.
Order Steps
_______ The respondents will have a chance to have a look at the performance tasks.
Each of the participants will be interviewed for individual filling out of the personal
_______
background of media literacy information.
The researcher will meet the participants eight times in a four-month data
_______
gathering period.
The participants will answer the learning activity sheet (LAS) after practicing the
_______
new approach.
The data collection in each group will be supervised by two experienced
_______ Information Technology teachers to ensure proper implementation of the
intervention.
The participants will read example situations about media literacy that are not
_______
familiar to them.
The new approach in assessing the performance tasks of learners will be
_______
implemented.
_______ The list of performance tasks and assessment tools will be prepared.
The media literacy summative test will be administered after the implementation
_______
of the new approach in assessing performance tasks.
_______ The test results will be encoded for summary and will be analyzed.
27
What I Have Learned
Directions: As you have learned from this lesson, answer each question comprehensively.
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What I Can Do
Directions: Perform the following task. From what you have learned in this lesson, list the steps
that you are going to follow in gathering the data of your research. For this part,
just enumerate it to clearly see the procedure before, during, and after your data
gathering.
Before:
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During:
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After:
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Additional Activity:
Direction: After you submit your data gathering procedures, once it is corrected in accordance
with the guidelines given, you may start incorporating it to your research
manuscript in paragraph format.
29
Lesson
What’s In
Prerequisite for taking Practical Research 2 is your Statistics and Probability subject.
It is presumed that you already have a good practice of the learning competencies needed to
conduct quantitative research. Your background statistics and probability background will help
you plan and choose your data analysis.
In planning your data analysis in quantitative research, you also need to consider your
research problem, type of data, hypothesis, and scale used in your research instrument. This
lesson focuses on designing your data analysis procedure.
Data Analysis
These numerical data are usually subject to statistical treatment depending on the
nature of data and the type of research problem presented. The statistical treatment makes
explicit the different statistical methods and formulas needed to analyze the research data.
What’s New
Directions: From your previous lessons, recall the following terms in Statistics. Write its
definition or description and purpose or function in analyzing data. Fill in the boxes
to provide the information about these statistical terms or you may use a separate
sheet. Use the table for your answer.
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Terms Definition or Description Purpose or Function
Data
Frequency
Percentage
Mean
Standard Deviation
Table
Figure
Parametric Test
Non-Parametric Test
Correlation
Regression
What Is It
Before choosing what statistical test is appropriate for your research study it is
important to determine what statistical formation is applicable to your current study. In
immersing yourself into planning your data analysis, you have to decide what basic descriptive
statistical technique you are going to use. Although this technique does not give you the
degree of association or effect between variables, this will help you to code and simply tabulate
your data.
You also have to identify types of statistical analysis of variable in your quantitative
research. A univariate analysis means analysis of one variable. Analysis of two variables
such as independent and dependent variables refers to bivariate analysis while the
multivariate analysis involves analysis of the multiple relations between multiple variables.
Furthermore, selecting what test to use is basically done by identifying whether you
will use parametric test or non-parametric test. As these were already discussed in your
Statistics and Probability subject, a summary of what to consider is presented below:
31
In addition, in choosing statistical techniques in quantitative research, the purpose or
objective of the research study should be considered.
Test of Relationship between Two Variables
➢ Pearson’s r (parametric)
➢ Phi coefficient (non-parametric for nominal and dichotomous variables)
➢ Spearman’s rho (non-parametric for ordinal variable)
Test of Difference between Two Data Sets from Two Different Groups
➢ T-test for independent samples (parametric)
➢ Two-way chi-square (non-parametric for nominal variable)
➢ Mann-Whitney U test (non-parametric for ordinal variable)
What’s More
Directions: From the concept presented in this lesson, create five simple basic procedures in
planning the data analysis. What to do beforehand (pre-process) is already given
as your guide.
Step To Do
Pre- Identify the types of variables, research question, hypothesis, and scale of
process measurement.
1.
2.
3.
4.
5.
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Activity 3. Choose the Appropriate Statistical Test
Directions: Determine the statistical test/s appropriate for the sample research. Make sure to
explain your decision in two to three sentences.
1. Relationship between Academic Stressors and Learning Preferences of Senior High
School Students
Explanation:
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils
Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on
Consumer Behaviors
Explanation:
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Explanation:
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33
5. Measuring the Gadgets Usage of Children at Home during Quarantine
Go to the link below to learn more about statistical techniques for quantitative research.
https://bit.ly/3c6evv2
https://bit.ly/36EfqBZ
https://bit.ly/3gmMbYS
https://bit.ly/2ZGYNEu
https://bit.ly/2A7L6DE
https://bit.ly/2TGK4Fr
Directions: As you have learned from this lesson, answer each question comprehensively.
2. The factors to consider before planning the data analysis of the research study are…..
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34
3. How do you know the specific statistical tests to be used in a research study?
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What I Can Do
Directions: Perform the following task. From what you have learned in this lesson, fill out the
table considering your current research study.
Additional Activity:
Direction: After you submit your data analysis plan, once it is corrected in accordance to the
guidelines given, you may start incorporating it to your research manuscript in a
paragraph format.
35
Lesson
Presenting Research
7 Methodology
What Is It
Research Design
Research Population and Sample
Sampling Procedure
Research Instruments
Validity and Reliability of Instruments
Research Intervention (if applicable)
Data Collection Procedure
Data Analysis
All of these are written in paragraph format as part of your research methodology. In
this lesson, you will be given guidelines in presenting this research portion. After presentation,
the most exciting part follows; and that is gathering your data.
What’s More
Direction: Rate your own paper using the rubric below. For the purpose of improvement, rate
your output as honestly as you can. Use the following scale in evaluating your own
paper.
Self-
Indicator
Rating
1. Research Design
Type and definition were presented, and rational is
discussed.
2. Sampling Procedure and Sample
Population and samples are described, and sampling
procedure is clear and relevant.
3. Research Instrument, and its Validity and Reliability
Basis of decision is explained, instrument is well
described, and its validity and reliability were clearly
presented.
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4. Data Gathering Procedure
Protocols were clear, and steps in the gathering are well
stated.
5. Data Analysis
Basis and explanations are clearly discussed.
Total Rating
Activity 2. Reflection
1. What is your highest and lowest rating? What are your reasons for giving yourself
such ratings?
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2. Overall, do you think you are ready for presentation of your research paper? Explain
your answer.
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Visit the following links to further enhance your written problem and to improve you
preparation for presentation.
https://bit.ly/2TFhfcy
1. What are the new learning you have gained from this module in terms of skills,
content, and attitude in identifying and stating the research problem?
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2. How will you improve your research writing skills in quantitative research?
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What I Can Do
Direction: Get ready for presentation of your written statement of the problem. The rubrics
below will served as a guide on how you will be rated by your teacher. The 4C
(content, coherence, creativity, communication) technique will be used so that you
can easily remember.
5 4 3 2 1
Content (35%)
▪ The parts of the paper are complete and
appropriate.
▪ The parts of the research methodology are
clearly described and justified.
▪ Overall content is comprehensive.
Coherence (25%)
▪ Cohesive of devices are effectively used.
▪ Organization of ideas is smoothly
presented.
Creativity (25%)
▪ Writer’s voice is showcased.
▪ Paper uses variety of sentence structures.
▪ Uses appropriate language.
Communication (15%)
▪ Sentences are well structured
▪ Grammatical conventions are observed.
▪ Correct spelling and proper research
format is followed.
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Summary
• In order to integrate all the components of the research study, the research design
describes the overall strategy of the research. Types of quantitative research are
descriptive, correlational, ex post facto, quasi-experimental, and experimental research.
• Population refers to all the members of a particular group relevant to the research.
Sample is a part of the population that serves as a representative. Sample are chosen
through sampling which is a process of selecting of who will participate. The usual
sampling procedures in quantitative research are simple random sampling, stratified
random sampling, cluster sampling, and systematic sampling.
• Research Instrument refers to the tools used in research for the purpose of gathering the
data. Common scales used in quantitative research are Likert Scale and Semantic
Differential.
• It is important in quantitative research to use valid instruments. Validity refers to the
appropriateness of the research instrument. Types of validity are face, content, construct,
concurrent, and predictive validity.
• The consistency in research findings provided by instruments refers to reliability. Types
of reliability are test-retest, equivalent forms, and internal consistency.
• For quasi-experiment and experimental research designs, intervention is applied in order
to know who will receive the intervention and to what extent.
• Data gathering in quantitative research usually observes survey, observation, and
experiment. There are three phases in data gathering of research that need to be
presented in the research paper: before, during, and after procedures.
• Data Analysis is a process in which gathered information are summarized in such a
manner that it will yield answers to the research questions. There are two major statistical
technique in data analysis, these are descriptive and inferential statistics.