PRACTICAL RESEARCH 2

Quarter 2 - Module 1
Understanding Data and Ways to
Systematically Collect Data

CO_Q2_SHS Practical Research 2_Module 1

SHS Practical Research 2
Alternative Delivery Mode
Quarter 2 – Module 1: Understanding Data and Ways to Systematically Collect Data
First Edition, 2020
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Development Team of the Module:

Authors: Rochelle A. Luzano, PhD

Reviewers: Joel D. Potane, PhD Kareen J. Agcopra, PhD

Warren I. Luzano, PhD Cristina D. Abao
Shera May L. Gochuco Ryan Z. Roa

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 Senior High School

Practical Research 2
Quarter 2 - Module 1
Understanding Data and Ways to
Systematically Collect Data
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
What This Module is About
When you aim to arrive to a certain solution of a problem, the journey is smooth and focused
when the direction is clear. The research methodology of your study is very important since it gives
direction to systematically arrive to answers or solution to your chosen research problem. It contains
rules and procedures that you as a researcher will have to follow.

This module focuses on the discussion of your research design and plan, population to
consider, sampling technique, research instruments, and appropriate statistical treatments to be
employed. At end of this learning module learners are expected to understand the concept of research
data and know the ways to systematically collect data.

The following are the lessons contained in this module:

Lesson 1 – Quantitative Research Design Lesson

2 – Sampling Procedure and Sample
Lesson 3 – Research Instruments, Validity, Reliability
Lesson 4 – Research Intervention
Lesson 5 – Data Collection Procedure
Lesson 6 – Data Analysis
Lesson 7 – Presenting Research Methodology

What I Need to Know

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

1. choose appropriate quantitative research design (CS_RS12-IIa-c-1);
2. describe sampling procedure and the sample (CS_RS12-IIa-c-1);
3. construct an instrument and establishes its validity and reliability (CS_RS12-IIa-c- 3);
4. describe intervention (if applicable) (CS_RS12-IIa-c-4);
5. plan data collection procedure (CS_RS12-IIa-c-5)
6. plan data analysis using statistics and hypothesis testing (if appropriate)
(CS_RS12-IIa-c-6); and
7. present written research methodology (CS_RS12-IIa-c-7);

1 CO_Q2_SHS Practical Research 2_Module 1

 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

8. What is the main objective of using stratified random sampling?

A. sample was chosen proportionately drawn from the different categories of the population
B. sample is taken from an accessible population than the target population
C. every individual will be given an equal chance to be selected
D. those who will possibly respond to treatment are chosen
9. What is the sampling method used in the given situation?
Teacher Joan wants to know if the new learning modalities of the school effects on the academic
performance of students in the science curriculum. He took the list of students and selected every
8th name in each class list as participant.
A. Stratified Random Sampling C. Systematic Random Sampling
B. Simple Random Sampling D. Cluster Sampling

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 Designs
1
What’s In

Quantitative research is more systematic and controlled than qualitative. However, both
research methods have a statement of the problem to investigate. At this point, it is assumed that you
are already done stating your research problem, the background of the study, scope and delimitation,
hypothesis, conceptual framework, and review of related literature and studies.

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.

What I Need to Know

Meaning of Quantitative Research Designs
When a man decides to build a house, does not he draw first the blueprint before he will start
to do the work? Same with the conduct of research, the blueprint for the collection, measurement, and
data analysis is drawn as a pattern to follow. Furthermore, research designs enable the researcher to
obtain a more valid, objective, reliable, and accurate answers to the research questions.

Research design is defined as the rational and coherent overall strategy that the researcher
uses to incorporate all the vital components of the research study. Hence, 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.
 What’s New

Activity 1: Plan Your Work

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.

Study on Academic Adjustments of Teachers and Students on the Learning Delivery Modes during COVID – 19 Pandemic

“Plan of Work Flowchart”

 What Is It

Types of Quantitative Research Design

Quantitative Research Designs have five general classifications: descriptive, correlational, ex

post facto, quasi-experimental, and experimental.

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.

Correlational Research. The main goal of this design is to determine if variable increases
or decreases as another variable increases or decreases. This design seeks to establish an association
between variables. It does not seek cause and effect relationship like descriptive research; it measures
variables as it occurs. It has two major purposes: (a) to clarify the relationship between variables and
(b) predict the magnitude of the association. However, the extent of the purpose of correlational
research depends on the scope and delimitation of the study.

Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing effect,
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.

There are also two groups of subjects, participants, or respondents in quasi- experimental and
experimental research. The treatment group refers to the group subjected to treatment or
intervention. The group not subject to treatment or intervention is called the control group.

Quasi-Experimental. The term means partly, partially, or almost – pronounced as kwahz-

eye. This research design aims to measure the causal relationship between variables. The effect
measured is considered to have occurred during the conduct of the current study. The partiality of
quasi-experimental design comes from assigning subjects, participants, or respondents into their
groups. The groups are known to be already established before the study, such as age educational
background and nationality. Since the assignment of subjects, participants, or respondents are not
randomly assigned into an experimental or control groups, the conclusion of results is limited.

Experimental Research. This research design is based on the scientific method called
experiment with a procedure of gathering data under a controlled or manipulated environment. It is
also known as true experimental design since it applies treatment and manipulation more extensively
compared to quasi-experimental design. Random assignment of subjects or participants into treatment
and control group is done increasing the validity of the study. Experimental research, therefore,
attempts to affect a certain variable by directly manipulating the independent variable.
 What’s More

Activity 2. Quantitative Research Designs Summary

Directions: Using the template below, summarize the five quantitative research designs according to
its goal, and its corresponding variable manipulation.

How variable is handled

Research Design Goal
or manipulated

1. Descriptive

2. Correlational

3. Ex post facto

4. Quasi-
experimental

5. Experimental

Activity 3. Choose the Appropriate Research Design

Directions: Determine the quantitative research design appropriate for the sample research titles. Make
sure to explain your choice into two to three sentences.

1. Relationship between Academic Stressors and Learning Preferences of Senior High School
Students

Quantitative Research Design:

Explanation:

2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils

Quantitative Research Design:

Explanation:
3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on
Consumer Behaviors

Quantitative Research Design:

Explanation:

4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens Quantitative

Research Design:

Explanation:

5. Measuring the Gadgets Usage of Children at Home during COVID-19 Community

Quarantine

Quantitative Research Design:

Explanation:

6. Level of Academic Achievement of Senior High Schools in Different Learning Modalities

Quantitative Research Design:

Explanation:
 7. Effects of Story Telling on Quality of Sleep of Children

Quantitative Research Design:

Explanation:

Activity 4: Let’s go Online

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

What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.

1. This time, I have learned that quantitative research design….

2. How do you know the specific quantitative research design applied in a research study?
 What I Can Do

Choose your Appropriate Research Design

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:

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.
 Lesson Sampling Procedure and the Sample
2
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 must 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.

What I Need to Know

Population and Sample

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.

When the whole population is too costly or time-consuming or impractical to consider, then, a
sample representative is identified. Sampling pertains to the systematic process of selecting the
group to be analyzed in the research study. The goal is to get information from a group that
represents the target population. Once a good sample is obtained, the generalizability and applicability
of findings increases.

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.
 What’s New

You are almost finished cooking the favorite meal of

the family. In order to check if it tastes good and ready for
serving, what will you do?

Answer:

I will…..

https://bit.ly/2BfQXHJ

What Is It

Approaches in Identifying the Sample Size

Heuristics. This approach refers to the general rule or rule of the thumb for sample size.
This is the earliest established approach for sample sizes for different research designs.

Suggested Number of
Research Design
Subjects/Participants
Descriptive Research 10% to 20% maybe
required
Comparative Research 15 subjects or groups
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more

Literature Review. Another approach is by reading similar or related literature and studies to your
current research study. Since you are done writing your review of related literature and studies, you
might want to recall how these studies determine sample size. Using this approach increases the
validity of your sampling procedure.

Formulas. Formulas are also being established for the computation of an acceptable sample
size. You can use different formulas depending on what you know and do not know about the
population. These tools are also available online. One formula for determining sample size that you
can follow is the Cochran especially if you have large sample size.
Cochran’s Formula:
Z2𝑝𝑞
𝑛𝑜 =
𝑒2
where: e is the desired level of precision (margin of error)
p is the (estimated) proportion of the population which has the attribute in question q is 1 –
p
 Z is the z-value found in the Z table

For example, your study is for your city, and you want to determine how many households
whose breadwinner work onsite during COVID pandemic. And you do not have enough information
about the population. In that case, you are going to assume that a half of the breadwinners in the city
are working onsite. So, this assumption will give you a maximum variability, so, p = 0.5. And you
want 95% confidence, and at least 5 percent – plus or minus
– precision; and that gives you Z values 1.96. As shown below, your sample size will be 384.

(1.96)2(0.5)
𝑛𝑜 = (0.5)
(0.05)2

= 384.16

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.

earch study is 80%. With the statistical power, it will be used to identify the sufficient sample size for measuring the effect size of a cert
Useful online
ter the level difference between the experimental and control groups. For example, your research study tools:
reveals that there is a differen

Probability Sampling in Quantitative Research

Visit the
Simple Random Sampling. It is a way of choosing individuals
following links in
to which allthe
practice members of
power analysis approach.
the accessible population are given an equal chance to be selected. There are various ways of
obtaining samples through simple random sampling. These are fishbowl technique, roulette wheel, or
use of the table of random numbers. This technique is also readily available online. Visit this link
https://www.randomizer.org/ to practice.
 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.

Sample Size per Subgroups

180/600 = .30x 240 = 72 Grade 7 students
160/600 = .27x 240 = 65 Grade 8 students
150/600 = .25x 240 = 60 Grade 9 students
110/600 = .18x 240 = 43 Grade 10 students
100% 240 respondents

Cluster Sampling. This procedure is usually applied in large-scale studies, geographical

spread out of the population is a challenge, and gathering information will be very time-consuming.
Similar to stratified random sampling, cluster sampling also involves grouping of the population
according to subgroups or clusters. It is a method where multiple clusters of people from the chosen
population will be created by the researcher in order to have homogenous characteristics.

For example, a researcher would like to interview

of all public senior high school students across Mindanao.
As a researcher cluster will be selected to satisfy the plan
size. In the given example, the first cluster can be by region,
the second cluster can be by division, and the third cluster
can be by district.

Another way of doing cluster sampling is illustrated

on the figure on the right side.

Systematic Sampling. This procedure is as simple as selecting samplesp every nth

https://bit.ly/2UTiZz
(example every 2nd, 5th) of the chosen population until arriving at a desired total number of sample
size. Therefore, the selection is based on a predetermined interval. Dividing the population size by the
sample size, the interval will be obtained. For example, from a total population of 75, you have 25
samples; using systematic sampling, you will decide to select every 3rd person on the list of
individuals.
 What’s More

Activity 1. Determine the Sampling Procedure

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 based on hotel size.
And then he randomly selected 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 380 from the target
population.

Activity 2. Search the design and sampling procedure.

Directions: Search on 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
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

What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.

1. What do I know about the population and sample of the study?

2. I have learned that when determining the sample size of the study…

3. Now I know that sampling procedures involve…

 What I Can Do

Describes your Sampling Procedure and Sample

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)

3. Sample Size for the

Study
4. Sampling Procedure to
be employed (explain
the steps)

5. Who will be your

respondents?

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.
 Research
Lesson Instrument, Validity and Reliability
3
What I Need to Know

Quantitative Research Instrument

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

Activity 1. Let’s talk

Directions: Read the questions about tools. Then, write your answer on the corresponding space.

Questions to analyze: Answers:

1.
Why is it necessary to use the right tools for a particular task?

What will happen if research instruments are not prepared carefully?

2.
 Activity 2. Let’s read

Directions: Read and analyze the given scenario. Answer the guide questions below.

during the culmination. A month before the activity, the students already started planning. Their parents were also very supportive in t
avorite. However, another group that performed poorly compared to Rydberg was pronounced as the winner. Due to the result of the

Guide Questions:

1. What do you think must have been done to avoid the said situation?

2. What can you say about the result of investigation?

3. How will you relate the scenario to the conduct of a quantitative research study?
 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.

Characteristics of a Good Research Instrument

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.

Sequential. Questions or items must be arranged well. It is recommended to arrange it from

simplest to the most complex. In this way, the instrument will be more favorable to the respondents to
answer.

Valid and reliable. The instrument should pass the tests of validity and reliability to get
more appropriate and accurate information.

Easily tabulated. Since you will be constructing an instrument for quantitative research,
this factor should be considered. Hence, before crafting the instruments, the researcher makes sure
that the variable and research questions are established. These will be an important basis for making
items in the research instruments.

Ways in Developing Research Instrument

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.

Common Scales Used in Quantitative Research

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.

17
 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 easier to
construct.

Example: On a description of an active student in school activities.

Pleasant 5 4 3 2 1 Unpleasant
Enthusiastic 5 4 3 2 1 Not Enthusiastic
Competent 5 4 3 2 1 Incompetent

Another important consideration in constructing a research instrument is how to establish its

validity and reliability.

Types of Validity of Instrument

Face Validity. It is also known as “logical

validity.” It calls for an initiative judgment of the instruments
Validity
as it “appear.” Just by looking at the instrument, the
researcher decides if it is valid. A research instrument is considered valid if it measures what it supposed to m

Content Validity. An instrument Whenthat is judged

measuring oral communication
with content validity meets the objectives of the study. It is
done by checking the statements or questions if this elicits
the needed information. Experts in the field of interest can
also provide specific elements that should be measured by
the instrument. proficiency students, performance
level of
speech using
Construct Validity. It refers to the validity of
instruments as it corresponds to the rubric,
theoretical construct
or rating ofmore valid than students are given multiple choice tests.
scale is
the study. It is concerning if a specific measure relates to
other measures. Validity also has several types: face, content, construct, concurrent,and predictiv

Concurrent Validity. When the instrument can

predict results like those similar tests already validated, it has
concurrent validity.

Predictive Validity. When the instrument can

produce results similar to those similar tests that will be
employed in the future, it has predictive validity. This is
particularly useful for the aptitude test.

Reliability of Instrument

Test-retest Reliability. It is achieved by giving the same

test to theorsame group of respondents twice. The consistency of the
Reliability refers to the consistency of the measures
two scores will be checked.

results instrument.
of the Equivalent Forms Reliability. It is established by
administering two identical tests except for wordings to the same
group of respondents.

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.
 What’s More

Activity 3. Qualify and Rate the Instrument

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
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

Valid and Reliable

Easily Tabulated

Activity 4. Search and evaluate the instrument.

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

 Type of Research Instrument

 Way of Developing the Instrument

 Scale Used
 How was the validity of the
instrument established?
 How was the reliability of the
instrument established?
 Source

Activity 5. Let’s go online.

Practice what you have learned from this lesson. Visit the following:
https://bit.ly/2A7Q6Iz
https://bit.ly/2ZD2Kda
https://bit.ly/2B0cbcd
19
 What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.

1. Why is it important to have a good research instrument?

2. Differentiate validity and reliability. Explain how they complement each other to make a
good research instrument.

What I Can Do

Construct your research instruments and establish validity and reliability

Directions: Fill out the guide table below to be able to create a good research instrument for your
study.

1. The goal of your

research instrument/s
2. Parts of your
instrument/s
3. Number of items per
sub-factor: total items
4. Scale to be used
5. How will it be
validated?
6. How will the reliability
be established?
 Additional Activity

Direction: After you have filled out the guide table above, start constructing your research
instrument for your current study.

Title of your study:

Research Questions:

Research Instrument:
 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

Group exposed in usual condition Group exposed in special condition

Usual Tutorial Program Special Tutorial Program

How is the research intervention conducted in this study?

https://bit.ly/2YleQqq
 What Is It

Nature of Research Intervention

In experimental research, the researcher decides the nature of intervention or treatment.

Intervention pertains to what is going to happen to the subjects of the study. This decision covers
who will receive the intervention and to what extent it will be applied to them.

For example, in a study of determining the effects of special tutorial program to learners at
risk of failing (LARF), researcher decides the group of LARF who will receive intervention. In this
example, a special tutorial program is the research intervention. Furthermore, the extent to which the
program will be administered to the learners is determined.

Steps in Describing the Research Intervention Process

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.

Write the Background Information. It is an introductory paragraph that explains the

relevance of the intervention to the study conducted. It also includes the context and duration of the
treatment.

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. 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

Activity 1. Determine the Research Intervention Procedure

Directions: Search for a sample research study. Distinguished the procedure used in the experimental
and control group. Use the table below for your answers.
 Example 1
 Title of the Research Study
 Research Intervention Conducted

 Procedure Used in Control Group

 Procedure Used in Experimental

Group

Example 1
 Title of the Research Study
 Research Intervention Conducted

 Procedure Used in Control Group

 Procedure Used in Experimental

Group

Activity 2. Let’s go online.

Visit the following link and learn further about experimental research.
https://bit.ly/2Xr5zes

What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.

1. What I know about research intervention

2. I have learned that when describing the research intervention….

What I Can Do

Describes your Intervention (if applicable)

Directions: If the design of your research is experimental. Describe your research intervention by
following the steps given in this lesson.
 LessonPlanning Data Collection Procedure
5
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.

What I Need to Know

Quantitative Data

Generally, data are any pieces of information or facts that people have known. Once these
data answer 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.

Techniques in Collecting Quantitative Data

The following are the common quantitative data gathering technique. Each technique
corresponds to specific instrument which will be further discussed in Module 5.

Observation. It is gathering information about a certain condition by using senses. The

researcher records the observation as seen and heard. This is done by direct observation or indirect
observation using gadgets or apparatus. An observation checklist aids the researcher in recording the
data gathered.

Survey. Data gathering is done through interview or questionnaire. By means of

questionnaire you use series of questions or statements that respondents will have to answer.
Basically, respondents write or choose their answer from given choices. On the other hand, interview
is when you ask respondents orally to tell you the responses. Since you are doing quantitative
research, it is expected that responses have numerical value either it is nominal or ordinal in form.

Experiment. When your study is an experimental design, it was already discussed in the
previous lesson that it would use treatment or intervention. After the chosen subjects, participants, or
respondents undergone the intervention, the effects of such treatment will be measured.
 What’s New

Activity 1: What’s the Procedure

Looking at the flowchart of the data gathering procedure, what do you think is the
research design of the study?

Before During After

•Seek permission from •Provide intructions to •Encode the data

school principal of respondents gathered
students
•Administer the •Analyze the data
•Develop research
questionnaire
questionnaire
•Determine sample size
through stratified
random technique

What Is It

Three Phases in Data Collection

In doing research, data collection is a major component of research. Neglecting to clarify the
collection procedure would result in acquiring inaccurate data that will make you research study
invalid. Hence, the data collection procedure is given meticulous attention to gather appropriate data.
You are making sure that data you will gather answers to your research questions.

The data gathering procedure is presented in a paragraph format in your research paper.
Basically, the contents are the steps you are going to follow: (1) before you will gather the data, (2)
what to do during the actual gathering of data, and (3) the things to consider after data has been
gathered. The following are the suggested steps but not limited to it, are the procedures in gathering
quantitative data.
 Before During After

•Prepare the research •Clear the instructions •Summarize the data

instruments provided to the gathered, in a tabular
•Identify the authorities respondents. form
that will be involved and •Administer the research •Analyze the summarize
need to ask permission instrument or implement data corresponding to the
•Determine the samples the research intervention, research questions.
size and corresponding if applicable.
respondents; per group if •Collect or gather or take
applicable. note of the responses.
•Ask consent form (if
respondents are 18
years old above) or
parent's consent (if
minor).
•Pilot test the research
instrument if needed.

What’s More

Activity 2. Arrange your Steps

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.
 What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.

1. This time, I have learned that quantitative data…

2. Techniques in quantitative data gathering help to…

3. In planning my data gathering procedure, I need to consider…

 What I Can Do

Plan your Data Gathering Procedures

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:

During:

After:

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 and cite your sources.
 Lesson Planning Data Analysis
6
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.

What I Need to Know

Data Analysis

Data analysis in research is a process in which gathered information are summarized in

such a manner that it will yield answers to the research questions. During quantitative data analysis
gathered information were break down and ordered into categories in order to draw trends or patterns
in a certain condition. In quantitative research, the numerical data collected is not taken as a whole. In
order to understand it better, it is analyzed into components based on the chosen research variables
and research questions you are going to answer.

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

Activity 1: Statistics Recall

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.
 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

Planning your Data Analysis

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.

Descriptive Statistical Technique provides a summary of the ordered or sequenced data

from your research sample. Examples of these tools are frequency distribution, measure of central
tendencies (mean, median, mode), and standard deviation. Inferential Statistics is used when the
research study focuses on finding predictions; testing hypothesis; and finding interpretations,
generalizations, and conclusions. Since this statistical method is more complex and has more
advanced mathematical computations, you can use computer software to aid your analysis.

You also must 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 refer 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:

Points to Consider Type of Test

Interval or Ratio Parametric Tests
Scale
Ordinal or Nominal Scale Non-parametric Tests
30 or more per group Parametric Tests
Sample Size
Fewer than 30 Non-parametric Tests
Normal Distribution Parametric Tests
Distribution of Data Data deviates from Normal Non-parametric Tests
Distribution
 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 One Group

 T-test for dependent samples (parametric)
 McNemar change test (non-parametric for nominal and dichotomous variables)
 Wilcoxon signed-rank test (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)

Test More than Two Population Means

 Analysis of Variance or ANOVA (parametric)

Test the Strength of Relation or Effect or Impact

 Regression (parametric)

What’s More

Activity 2. Step by step analysis

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.
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 one to two sentences.

1. Relationship between Academic Stressors and Learning Preferences of Senior High School
Students

Statistical Test/s:

Explanation:

2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils

Statistical Test/s:

Explanation:

3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on

Consumer Behaviors

Statistical Test/s:

Explanation:

4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens

Statistical Test/s:

Explanation:
 5. Measuring the Gadgets Usage of Children at Home during Quarantine

Statistical Test/s:

Explanation:

Activity 4: Let’s go Online

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

What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.

1. This time, I have learned that quantitative research and statistics…

2. The factors to consider before planning the data analysis of the research study are…
3. How do you know the specific statistical tests to be used in a research study?

What I Can Do

Plan Data Analysis Using Statistics and Hypothesis Testing

Directions: Perform the following task. From what you have learned in this lesson, fill out the table
considering your current research study.

Research Questions Statistical Tests Purpose

Additional Activity

Direction: After you submit your data analysis plan, once it is corrected in accordance with the
guidelines given, you may start incorporating it to your research manuscript in a
paragraph format.
 Presenting Research Methodology
Lesson

7
What Is It

Indeed, designing the research methodology in quantitative research is quite challenging. At

this point, it is assumed that you are now ready to present your written output. You need to consider
the parts of your research methodology; these are:

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

Activity 1. Personal Work Evaluation

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.

5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs Improvement

Indicator Self-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.
 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?

2. Overall, do you think you are ready for presentation of your research paper? Explain your
answer.

Activity 3. Let’s go online

Visit the following links to further enhance your written problem and to improve you
preparation for presentation.

https://bit.ly/2TFhfcy

What I Have Learned

1. What are the new learnings you have gained from this module in terms of skills,
content, and attitude in identifying and stating the research problem?
 2. How will you improve your research writing skills in quantitative research?

What I Can Do

Direction: Get ready for presentation of your written statement of the problem. The rubrics below will
serve 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.

Rubrics for Written Research Methodology

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.

Legend: 5 – to a very great extent, 4 – to a great extent,

3 – to some extent, 2 – to a little extent, 2 – not at all
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.
 Assessment: (Post-Test)

Directions: Read and analyze the statements below. Encircle the letter of the correct answer.

1. What is the aim Ex post facto research design?

A. determine a cause from already existing effects.
B. establish cause and effect relationship
C. observe and describe a phenomenon
D. identify association among variables

2. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, what is the appropriate
research design for the given title?
A. Correlational C. Survey Research
B. Descriptive D. Experimental

3. 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. Correlational
B. Experimental D. Descriptive

4. Based on item number 3, what appropriate statistical test should Mr. Canuc used to answer his
research problem?
A. T-test for two dependent samples C. Chi-square
B. Spearman’s rho D. ANOVA

5. Which of the following statements is true about the conduct of experimental research?
A. There is no random assignment of individuals.
B. Individual subjects are randomly assigned.
C. Groups are exposed to presumed cause.
D. Intact groups are used.

6. 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. Participants for groups are randomly selected in experimental, but not quasi-
experimental research.
D. The researcher controls the intervention in the experimental group, but not quasi-
experimental research.

7. Why would a researcher choose to use Simple Random Sampling as a sampling technique?
A. To consider giving equal chance to the member of accessible population being
selected as part of the study.
B. To make sure that all subcategories of the population are represented in the
selection of sample.
C. To group the entire population into clusters since the location of the samples are widely
spread.
D. To systematically choose samples from a given list of individuals.
8. When can we consider a research sample as "best?"
A. representative of population C. conveniently represented
B. systematically chosen D. purposely selected

9. Given that your study will use stratified random sampling, wherein population of your scope is 250
with a computed sample size of 152, how many samples for each stratum will you have if group 1
has 92, group 2 has 86, and group 3 has 72 population?
A. Group 1 = 52, Group 2 = 54, Group 3 = 46
B. Group 1 = 56, Group 2 = 45, Group 3 = 51
C. Group 1 = 52, Group 2 = 52, Group 3 = 44
D. Group 1 = 54, Group 2 = 56, Group 3 = 41

10. What type of reliability is measured by administering two tests identical in all aspects except
the actual wording of items?
A. Internal Consistency Reliability C. Test-retest reliability
B. Equivalent Forms Reliability D. Inter-rater Reliability

11. What type of validity is when an instrument produces results similar to those of another
instrument that will be employed in the future?
A. Predictive Validity C. Criterion Validity
B. Face Validity D. Content Validity

12. The Ability Test has been proven to predict the mathematical 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 indicator of a good research instrument when items are arranged from simple to
complex?
A. Easily Tabulated C. Valid and Reliable
B. Sequential D. Concise

14. What is the purpose of Pearson’s r as a statistical technique? To test the

A. difference between sets of data from different groups.
B. difference between two sets of data from one group.
C. degree of effect research intervention or treatment.
D. relationship between two continuous variables.

15. What statistical technique should be used for this research problem, “You would like to
determine the differences between the opinions of men and women on the COVID – 19 local
government response?”
A. T-Test for two dependent samples C. Two-way Chi-square
B. T-Test for independent samples D. Pearson’s r
Key to Answers
References

Center for Quality Research. 2015. "Overview of Quantitative Research Methods." YouTube.
Accessed June 3, 2020. https://bit.ly/36A5idj

Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. 3rd ed., SAGE Publications, Inc. 2009. https://bit.ly/2X3Bra3

Fraenkel, Jack R. and Wallen, Norman E. How to Design and Evaluate Research in Education.
Asia: Mc-Graw Hill Companies, Inc., 2006.

Fraenkel, Jack R. and Wallen, Norman E. 2020. How to Design and Evaluate Research in
Education. 6th ed., McGraw-Hill Global Education Holdings, LLC. Accessed June 3, 2020.
https://bit.ly/3eBIVrs

I Hope. 2020. "Kinds of Quantitative Research Designs." YouTube. Accessed June 3, 2020.
https://bit.ly/2LZVLCS

Keyton, Joann. 2020 "Chapter 7: Multiple Choice Quiz." McGraw-Hill Global Education Holdings,
LLC. Accessed June 3, 2020. https://bit.ly/3eojlWk
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