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Practical Research 2
Practical Research 2
PRACTICAL RESEARCH 2
Quarter 1 - Module 1
Nature of Inquiry and Research
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U. Tagolimot,Jr.
Regional ADM Coordinator
Dr. Marie Emerald A. Cabigas
Regional EPS, LRMDS
Practical Research 2
Quarter 1 - Module 1
Nature of Inquiry and Research
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.
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 I Need to Know
What I Know
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
7. The effects of non-renewal of the ABS-CBN franchise to the average television viewing
time of housewives
9. Which of the following statements is NOT true about the importance of Quantitative
Research?
A. It helps educators identify ways to improve learning
B. It helps improve crop production using safe organic fertilizers
C. It helps pharmaceutical companies explore safe and effective medicines
D. It helps understand victims of domestic violence perception of satisfaction
11. The independent and dependent variables are applicable to ALL quantitative studies.
13. A group of students would like to know if spending time with a cat or dog decreases
the amount of stress and allows students to perform better on tests. Which of the
following is an extraneous variable?
A. Student’s feeling towards the cat or dog
B. Amount of time spent with a cat or dog
C. Test scores of students
D. Amount of stress
14. A famous vlogger wanted to know if changing the content of his vlogs (food review,
travel, study tips, etc.) will affect the number of views per uploaded video. The number
of views per uploaded video is the:
A. Confounding variable
B. Independent variable
C. Dependent variable
D. Continuous variable
What’s In
What’s New
Directions: Group the following word clues if they are characteristics of Quantitative Research
(Box A) or Qualitative Research (Box B).
Directions: Match the following quantitative research title under column A to its classification
(research design) in column B. Write the letter of the correct answer on the space
provided.
Column A Column B
______1. Investigating the effects of formalin treated A. Experimental
eggplants on mice
______2. Factors affecting job satisfaction among Tech-Voc B. Descriptive
graduates
______3. Prevalence of domestic violence in cities declared C. Ex post facto
under Enhanced Community Quarantine during the
Covid-19 pandemic
______4. The effects of age on social media platform choice D. Quasi-
experimental
______5. The relationship between intelligence and sports E. Correlational
choices among high school students
F. Case Study
What Is It
Quantitative Research
You have learned from Practical Research 1 that research method is classified into
two main types: quantitative and qualitative. While both methods utilize a specific data
gathering procedure, the former is generally concerned with understanding phenomenon
relating to or involving quality or kind. The latter, on the other hand, is based on the
measurement or quantity. In this module, we will focus on quantitative methods of research
and its different kinds.
Numerical data are generally easier to collect than descriptions or phrases used in
qualitative research. Information like student’s grades in different subjects, number of hours
of engagement in social media platforms of teens, percentage of consumers who prefer the
color blue for soap packaging, and average of daily Covid-19 patient recovery per region are
just few examples of research data expressed in numbers. Some data, on the other hand, are
not directly countable and thus require conversion from non-numerical information into
numerical information. For instance, determining which brand of canned sardines is the best
choice for consumers in terms of taste cannot be expressed in numbers unless we do a survey
using a rating scale. Several forms of rating scales are available, e.g., the Likert scale that we
can use to quantify data. Usually, they come in a selection of numbers with a corresponding
meaning for each choice, for example: 1= tastes very good, 2 = satisfactory, or 3 =
undesirable. Numerical choices convert texts into numbers so the researcher can perform
mathematical operations for faster, more accurate, and more objective analysis.
1. Large Sample Size. To obtain more meaningful statistical result, the data must come
from a large sample size.
2. Objectivity. Data gathering and analysis of results are done accurately, objectively,
and are unaffected by the researcher’s intuition and personal guesses.
4. Faster Data Analysis. The use of a statistical tools gives way for a less time-
consuming data analysis.
5. Generalized Data. Data taken from a sample can be applied to the population if
sampling is done accordingly, i.e., sufficient size and random samples were taken.
6. Fast and Easy Data Collection. Depending on the type of data needed, collection
can be quick and easy. Quantitative research uses standardized research instruments
that allow the researcher to collect data from a large sample size efficiently. For
instance, a single survey form can be administered simultaneously to collect various
measurable characteristics like age, gender, socio-economic status, etc.
1. Very objective
2. Numerical and quantifiable data can be used to predict outcomes.
3. Findings are generalizable to the population.
4. There is conclusive establishment of cause and effect
5. Fast and easy data analysis using statistical software.
6. Fast and easy data gathering
7. Quantitative research can be replicated or repeated.
8. Validity and reliability can be established
Quantitative research is a broad spectrum that it can be classified into smaller and
more specific kinds: descriptive, correlational, ex post facto, quasi-experimental, and
experimental.
The correlational design identifies the relationship between variables. Data is collected by
observation since it does not consider the cause and effect, for example, the relationship
between the amount of physical activity done and student academic achievement.
Ex post facto design is used to investigate a possible relationship between previous events
and present conditions. The term “Ex post facto” which means after the fact, looks at the
possible causes of an already occurring phenomenon. Just like the first two, there is no
experimental manipulation in this design. An example of this is “How does the parent’s
academic achievement affect the children obesity?”
What’s More
Direction: Write YES on the blank if the question requires for quantitative approach and NO if
it does not.
__________1. Are high grades in Mathematics a good indicator for employment after
graduation?
__________2. Will taking brain enhancers increase examination scores?
__________3. Are there changes in consumer behavior before and after online selling was
popularized?
__________4. Do online learning materials enhance the computer skills of students?
__________5. Are there changes in the study habits of public-school students before and after
the Covid-19 pandemic?
__________6. What kind of pick-up lines are most appealing to both genders at the early adult
stage?
__________7. Is there a difference in the academic performance of students using online,
blended and modular learning modalities?
__________8. Will student’s and parent’s attitudes towards distance learning change over
time?
__________9. Which of the four SHS tracks (Academic, Tech-Voc, Sports, Arts & Design) is
greatly affected by the Covid-19 pandemic?
__________10. What are the factors affecting the delayed completion and submission of
assignments/tasks given to students using modular learning modality?
5. Describe each type of quantitative design and give one (1) example for each kind.
A. Descriptive design. ________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I Can Do
Directions: Read and identify ten (10) different quantitative research titles and classify them
as to which quantitative design they belong.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What’s In
You have learned from Lesson 1 that quantitative research is a formal, deductive, and
systematic process that focuses mainly on obtaining and analyzing numerical data. The
method of data collection is objective and replicable. At the same time, its analysis is statistical
and generalizable to the population making the findings of quantitative research very credible
and useful for administrators, law makers, scientists, decision-makers and business owners.
It is for these reasons that quantitative analysis can be applied and very useful to various fields
of study. In this lesson, you will uncover the role of quantitative research in the advancement
of knowledge across disciplines.
What’s New
Directions: Read through the text of this lesson and look for an underlined word that has the
same meaning as the word in the list below. Write the word on the space provided.
1. Intercession - _________________
2. To find out – __________________
3. Salable - _____________________
4. Quicken, expedite - _____________
5. Relationship - _________________
6. Create, produce - _______________
7. Compatibility - __________________
8. Toughest - _________________
9. Changeable - ______________
10. Global, widespread - ________________
What Is It
The value of quantitative research to man’s quest to discover the unknown and
improve underlying conditions is undeniable. Throughout history, quantitative research has
paved the way to finding meaningful solutions to difficulties. For instance, the development of
vaccines to strengthen our immunity against viruses causing highly communicable diseases
like polio, influenza, chickenpox, and measles to name a few, underwent thorough
experimental trials. You bet, scientists and medical experts all over the world today are
working their best to fast track the development, testing and release of the vaccine for the
Corona Virus Disease of 2019 (Covid-19) as the pandemic has critically affected the world
economy, education, as well as physical and emotional well-being of people.
The findings of the quantitative study can influence leaders’ and law-makers’ decisions
for crafting and implementing laws for the safety and welfare of the more significant majority.
For example, a community with high cases of Covid-19 positive patients is mandated by law
to be under Enhanced Community Quarantine where only the most essential businesses can
operate. On the other hand, cities with less or zero case will be under General Community
Quarantine where some businesses, public and private offices are already allowed to operate.
Most inventions and innovations are products of quantitative studies. Before you can
enjoy the uses and features of a smart phone, it took years of research to establish compliance
to standards for interoperability, to find the most cost-effective raw materials, and to identify
the sleekest and sturdiest design, the fastest data saving and processing power, and most
marketable add-ons according to consumer needs. Indeed, mankind will dwell in the darkness
of ignorance if not for the people who conducted their research before reading about it from
books or manuals.
Directions: In a separate sheet, make a concept map (example below) of all other
fields/disciplines where you think quantitative research can be applied. Explain
why quantitative research is important to these fields.
Journalism
Quantitative
Anthropology History
Research
Engineering
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Education
Sports
Information and
Communication Technology
Social Science
Directions: Search online or from a book or publication one particular quantitative study for
every field below and indicate its contribution to the development of knowledge
to that field.
Sports
Food Industry
Agriculture
Arts
Social Science
Environmental
Science
ICT
Energy
What’s In
You have learned from the previous lessons that quantitative research is concerned
about numerical or measurable values that we can analyze statistically. How do we measure
such values? Is it measurable at all times? Do these values change? Are these values
applicable for descriptive, correlational, ex post facto, quasi-experimental and experimental
research? In this lesson, you will learn about the different classifications of data used in
quantitative research and their examples.
What’s New
Directions: Read and analyze the following questions. Choose the letter of the correct answer.
7. The variable that has potential effect on the dependent variables that are not part of the
study.
A. Extraneous variable C. Dependent variable
B. Independent variable D. Confounding variable
8. A variable that is used to name, categorize, or label the attributes being measured.
A. Nominal C. Ordinal
B. Interval D. Ratio
10. What type of variable is height of students before and after taking growth enhancers for 2
months?
A. Nominal C. Dichotomous
B. Interval D. Continuous
What Is It
To get an answer to an inquiry that they are investigating, researchers will observe and
measure the quality or quantity of the object of the study. It is therefore imperative for the
researcher to identify the variables significant in explaining observed effects or behavior.
A Variable is anything that has a quantity or quality that varies. For instance, during
the quarantine period, your mother planted tomato seedlings in pots. Now common
understanding from science tells you that several factors are affecting the growth of tomatoes:
sunlight, water, kind of soil, and nutrients in soil. How fast the tomato seedlings will grow and
bear fruits will depend on these factors. The growth of tomatoes and the number of fruits
produced are examples of the Dependent Variables. The amount of sunlight, water, and
nutrients in the soil are the Independent Variables. If there is an existing relationship between
the independent and dependent variables, then the value of the dependent variable varies in
response to the manipulation done on the independent variable. The independent variable is
also identified as the presumed cause while the dependent variable is the presumed effect. In
an experimental quantitative design, the independent variable is pre-defined and manipulated
by the researcher while the dependent variable is observed and measured. For descriptive,
correlational, and ex post facto quantitative research designs, independent and dependent
variables simply do not apply.
The variables can also be classified according to their nature. The diagram below
shows the different classifications:
VARIABLE
QUANTITATIVE QUALITATIVE
(NUMERICAL) (CATEGORICAL)
I. Quantitative Variables, also called numerical variables, are the type of variables used
in quantitative research because they are numeric and can be measured. Under this category
are discrete and continuous variables.
A. Discrete variables are countable whole numbers. It does not take negative values or
values between fixed points. For example: number of students in a class, group size
and frequency.
B. Continuous variables take fractional (non-whole number) values that can either be a
positive or a negative. Example: height, temperature.
II. Qualitative Variables also referred to as Categorical Variables are not expressed in
numbers but are descriptions or categories. It can be further divided into dichotomous,
nominal or ordinal.
A. Dichotomous variable consists of only two distinct categories or values, for example,
a response to a question either be a yes or no.
B. Nominal variable simply defines groups of subjects. In here, you may have more than
2 categories of equivalent magnitude. For example, a basketball player’s number is used
to distinguish him from other players. It certainly does not follow that player 10 is better
than player 8. Other examples are blood type, hair color and mode of transportation.
C. Ordinal variable, from the name itself, denotes that a variable is ranked in a certain
order. This variable can have a qualitative or quantitative attribute. For example, a
survey questionnaire may have a numerical rating as choices like 1, 2, 3, 4, 5ranked
accordingly (5=highest, 1=lowest) or categorical rating like strongly agree, agree,
neutral, disagree and strongly disagree. Other examples or ordinal variable: cancer
stage (Stage I, Stage II, Stage III), Spotify Top 20 hits, academic honors (with highest,
with high, with honors).
What’s More
Directions: Identify the Independent, Dependent and Extraneous variable/s in each of the
following situations.
1. Three groups of students were placed in a classroom with controlled room temperatures
of 18°C, 20°C, 25°C. The math exam scores of the students were then taken and compared
to the other groups.
Independent variable: ____________________________________________________
Dependent variable: ______________________________________________________
Extraneous variable: _____________________________________________________
2. An online seller would like to know whether the indication of price on Facebook posts will
attract consumers more. He posted 50 products for sale on Facebook market, 25 of which
he indicated the price while the remaining 25 products, did not have prices. Buyers were
just instructed to send him a personal message (pm) if they want to know the price. He
then identified which products have greater sales.
Independent variable: ____________________________________________________
Dependent variable: ______________________________________________________
Extraneous variable: _____________________________________________________
4. Jenny is only borrowing the cellphone chargers of her brother, sister and mother because
she lost her phone charger. All chargers are of the same specifications as hers even
though they have different phone brands. However, she would like to know which charger
and charging cable combination would fill her phone battery the fastest. She used the
following codes as her reference and charged her phone uninterrupted using the following
combination. The charging time of the phone was then compared.
5. A teacher wanted to know which learning delivery modes (pure online, pure modular,
combination of online and modular) is most effective and has the fastest turnaround time
in the submission of accomplished activities among her Grade 12 students. She divided
the students into 3 groups, gave them the same activity sheets and asked them to submit
as soon as it is completed. She then compared the scores and completion time of the 3
groups.
Independent variable: ____________________________________________________
Dependent variable: ______________________________________________________
Extraneous variable: _____________________________________________________
Directions: Identify the following variable as either qualitative or quantitative. Then, classify
which specific category they belong.
Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/2TEw2o4
https://bit.ly/2X3TdtL
2. Why are dependent and independent variables not applicable in a descriptive type of
research?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. How important is it for the researcher to identify the type of variables used in the study?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What I Can Do
Make a quick survey to your friends, family members and professors who have
previously conducted a quantitative research study. Evaluate the title of their papers and
identify the independent, dependent, and other variables.
Assessment: (Post-Test)
Directions: Read and analyze the statements below. Encircle the letter of the
correct answer.
For items 7 and 8, identify whether the given research topic is:
A. Correlational C. Descriptive
B. Quasi- experimental D. Experimental
11. The independent and dependent variables are applicable to ALL quantitative
studies.
13. A group of students would like to know if spending time with a cat or dog
decreases the amount of stress and allows students to perform better on
tests. Which of the following is an extraneous variable?
A. Student’s feeling towards the cat or dog
B. Amount of time spent with a cat or dog
C. Test scores of students
D. Amount of stress
15. A famous vlogger wanted to know if changing the content of his vlogs (food
review, travel, study tips, etc.) will affect the number of views per uploaded
video. The number of views per uploaded video is the:
A. Confounding variable
B. Independent variable
C. Dependent variable
D. Continuous variable
Key to Answers
CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of Quantitative
Research." Grand Canyon University. Accessed June 1, 2020.
https://bit.ly/2LUP3ye
I Hope. 2019. " Quantitative Research: It’s Characteristics and Strenghts." YouTube.
Accessed June 3, 2020. https://bit.ly/2LWH6bR
Practical Research 2
Quarter 1 - Module 2
Identifying the Inquiry and
Stating the Problem
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U. Tagolimot,Jr.
Regional ADM Coordinator
Dr. Marie Emerald A. Cabigas
Regional EPS, LRMDS
Practical Research 2
Quarter 1- Module 2
Identifying the Inquiry and
Stating the Problem
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.
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 I Need to Know
What I Know
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
2. Which of the following is the most reliable source of research topic idea?
A. Review of Literature C. Folklores
B. Wikipedia D. Blogs
4. Which of the following best describes the development process for a research question?
A. A broad topic is trimmed down to make it more interesting.
B. Research topic must be refined first before doing preliminary research.
C. As specific question can be broadened to make a study more significant.
D. Preliminary research helps trim down a broad topic to a more manageable
question.
6. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Declarative D. Phrase
8. It is a part of the research that expresses the context of the problem that will support the
validity and rationale of the study.
A. Research title C. Background of the study
B. Research topic D. Research problem
9. Which if the following statements is NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.
15. It is part of the research study that states what is included and not in the research study.
A. Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation
What’s In
You have learned from Module 1 that quantitative research is very useful in all fields
of study because of its objectivity and fast data collection and analysis. The different kinds of
research designs (descriptive, correlational, ex-post-facto, quasi-experimental, and
experimental) offer a viable and numerous options for any type of inquiry. The field of studies
where you can apply quantitative research is practically countless. In this lesson, you will
expand your understanding of the characteristics and different applications of quantitative
research and be able to design a study useful in daily life.
The first and foremost step in the research is selecting and properly defining a research
problem. Before starting a laborious journey of finding the unknown, you need to know first
what it is that you want to find out, where and how you are going to find the answers to your
questions, and what specific qualities are you looking for. For instance, you want to find a
specific kind of fish in the ocean; however, the ocean is so vast that it is almost impossible for
you to achieve that goal of finding the fish without equipping yourself with the right tools and
information about it. You may need to know first its behavior and living conditions before you
can precisely pinpoint the perfect spot to find the fish. Thus, baseline information is needed
for a successful quest.
That fish analogy can be applied to finding a research topic. A well-defined research
topic is essential for a successful research. When the topic is not well-defined, it becomes
unmanageable and may result in some drawbacks during data collection and analysis that
could compromise the strength of your study.
Hence, choosing a topic must undergo proper and thorough planning and designing.
The four basic steps in designing a research topic are the following: (1) choose a broad topic,
(2) do preliminary research, (3) define the problem, and (4) refine the question. Guided with
these steps, a student researcher can certainly jumpstart a quantitative research project.
Directions: Take time to identify the things that matters most to you by filling out the following
information:
3. The top five (5) things that make me happy are ____________ , ___________,
____________, ________________, and ___________________.
4. The three things that I find interesting are _____________, ______________ and
________________.
Directions: Make an online or offline survey at your community, family, and friends to
determine common issues or problems. List all the problems raised and identify
the most common ones.
What Is It
Despite the advancement in knowledge and technology, there is still a lot to discover
in this world. There is still an ocean of things that we are yet to explore. It can be a difficult
situation that we want to improve or eliminate, a better understanding of the unfamiliar,
information gaps we wish to fill, or theories that we want to validate. What limits our choice of
a topic are our capacity, understanding, resources, and skill.
Most researchers will agree that choosing a good topic is a challenging and tedious
task. Because a research topic serves as the groundwork for any succeeding actions, it must
be defined appropriately at the beginning of the research work. Otherwise, it may result in
unanticipated complexities to the researcher.
1. Choose a broad topic. The first step is quite simple. As a Senior High School student,
these tips will surely guide you in selecting a broad topic for quantitative research:
In the event that the three tips above do not shed some light on your minds, do not
despair; other sources of ideas like the ones below may be available for you.
ii. Review of Literature. Some researchers reveal that reading previous studies fueled
their minds with tons of research topics. Reviewing the literature lets them know what
has been studied, what is not yet done, and what other researchers suggest working
on. Journals, periodicals, and peer-reviewed articles are a good read.
iii. Field experts. Gather up some guts to approach anyone you know that are experts on
the field of your choice because they may give valuable inputs or may currently be
working on a study where you can collaborate. Your teacher may also give you some
advice, especially on the possible obstacles, resource limitations, and expanse of the
study.
iv. Brainstorming. Do not underestimate the ideas from classmates, friends, and family
members. You may be overwhelmed at first by the outpouring of ideas. Just build a
list, then cross off any topic unrelated to your field or not so interesting to you. Of
course, you must take precautionary measures in doing this by observing physical
distancing. You can use any social media platform to do this.
3. Define the problem. After getting enough information, you may be able to list some
questions or problems that you want to research. At this stage, you should be able to
narrow down broad topic into feasible and manageable research questions. A broad topic
can be narrowed down by limiting the population, place, period, or a certain characteristic.
However, be very mindful that your problem may not be too narrow that it becomes very
simple and does not need to collect unique data or does not generate new information. A
very narrow research question can be developed by doing a comparative study or
expanding the scope of the study.
4. Refine the question. This step lets you evaluate the questions formulated. What specific
questions should you ask? How should you gather your data sufficient to answer the
questions? Are the questions too narrow, or does it need to be trimmed down? While
evaluating the research question, consider the requirements of the course. How much
time are you given to finish the research? What resources do you need and are they
available? You will learn more about research questions in lesson 4.
What’s More
Let’s go online
Directions: Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/3fPFQUK
https://bit.ly/2NqVYzW
https://bit.ly/2NqmVUw
What I Can Do
Directions: Choose one broad topic related to your track that interests you. Then, preliminary
research on this topic. Take note of at least five related studies with its
corresponding author/s, then list three (3) quantitative research questions related
to the topic. Follow the format below. Write your answers in separate sheet of
paper.
References:
1. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication: ____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________
2. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication: ____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________
4. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication: ____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________
5. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication: ____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________
Question 1: _______________________________________________________________
Question 2: _______________________________________________________________
Question 3: _______________________________________________________________
Lesson
RESEARCH TITLE
2
What’s In
At this point, you may already have an interesting and relevant quantitative research
topic that is related to your chosen track. The next step is for you to have a suitable and
captivating title for the research study in mind. How is it done? Is writing a research title similar
to writing a title for movies, songs, or poems, or is there a guideline for it. Read through this
lesson, and you will know how to make a good title for your quantitative research study.
The old saying “never judge a book by its cover” applies to research studies no matter
how much we say otherwise. When the title is poorly constructed that it does not accurately
describe the objective of your research, it can discredit the value of the entire research, let
alone the implication of your research findings. It is, therefore, important that you make your
research title accurate yet captivating. Afterall, the research title is the first thing your
professor, fellow researchers, journal editors, or reviewers get to see first. Once it captures
the attention of the readers, they will be enticed to read the entire work and learn something
from your research. Learning how to make your research title create a good impression is
essential.
What’s New
_____________1. Inserting humor on the research title makes it more interesting to the
reader.
_____________2. Abbreviations are a must to make the research title shorter.
_____________3. Proper punctuation and correct grammar must be observed in writing the
title.
_____________4. All types of quantitative research design must include the independent and
dependent variables in the title.
_____________5. Jargons make a research title more sophisticated.
_____________6. Only the first letters of nouns and pronouns are capitalized.
CO_Q1_Practical Research 2_Mod_2 7
_____________7. To minimize the number of characters in the title, only use the chemical
formula than generic names.
_____________8. Use declarative format in writing the research title.
_____________9. To make it more specific, the year must be included in the title.
_____________10. Using obsolete terms do not matter in writing the title.
What Is It
A research study title is the very first thing a reader comes across when searching for
scientific literature. It is a concise description of the content of the research study containing
the fewest possible words, yet adequate to describe the contents of the paper for a simple
reason that we do not want to mislead the readers. After conceptualizing a most probable
research topic, drafting the title early in the research process helps in keeping your focus on
the subject. The following are the basic guidelines in making a research study title:
The following steps can guide you in writing your research title:
1. Determine what it is that you wish to accomplish or know from your study. Write one
to two sentences to state the main objectives of your research project.
2. Include important keywords and variables. Revise the sentences into one complete
sentence that includes important keywords and variables of the study.
3. Shorten the title by eliminating unnecessary words. You may also shrink a phrase into
a simpler phrase or a single word. In doing this, make sure that the main thought of
the research study is retained.
4. Correct grammar and punctuation errors if there is any.
5. Observe proper formatting. The format may vary according to the requirements of the
course or school. Please seek guidance from your professor.
What’s More
Directions: Evaluate the following erroneous research title and justify what makes it wrong.
1. A researcher is discouraged from putting too many words in the research title. Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I Can Do
Directions: This activity is a continuation of what you have done in Lesson 1 of this module.
You are to construct a good research title for each of the quantitative research
questions made on page 6. Follow the format below:
Additional Activity
Directions: After you submit your Research Title and once it is corrected in accordance with
the guidelines given, you may start incorporating your Research Title to your
research manuscript.
Lesson
BACKGROUND OF
3 RESEARCH
What’s In
Reading a well-written research title gives the reader an insight of what the research
study is all about. Although it captures the main point of the study, it does not sufficiently
explain all the details of the study. Hence the reader opts to read on for better understanding.
When introducing your study to the readers, you must bridge the gap from what is
known to what is unknown. Establishing the importance of finding the answer to the question
makes the reader feel the need to answer such question. Thus, it makes the research project
more meaningful and valuable.
Choosing a sound research topic entails a considerable amount of time, focus, and
preliminary research. Before a topic is finalized, you may have read and evaluated the
question many times and even consulted professionals or instructors to ensure its validity and
feasibility. How you relay to the reader the implication of the research problem formulated is
what constitutes the background of the study section of your paper. At the end of this lesson,
you should be able to describe the background of research and will learn what salient
information should be included in the background of the study segment of your paper.
1. Uncharted - _______________
2. Motivation - _______________
3. Background - ______________
4. Extensive - _________________
5. Communicate - ______________
6. Conceive - ________________
7. Remarkable - ________________
8. Inclusive - ______________
9. Understanding - _______________
10. Valid - __________________
What Is It
The background of the study is the part of your paper where you inform the reader of
the context of the study. When we say context, it means the situation or circumstances within
which your research topic was conceptualized. Ideally, this part is written when you have
already conducted a literature review and has a good perception of the topic so you can
articulate the importance and validity of the research problem. It is also in this part of the paper
where you justify the need to conduct a research study about the topic selected by establishing
the research gap.
While both the Background of the Study and the Review of Related Literature involve
reading past related studies, they differ in some aspects. The former is at the introductory part
of the paper with the purpose of relaying the importance of your research study; the latter is
more comprehensive and thoroughly discusses the studies mentioned in the background of
research. Moreover, the background of the study answers the following questions:
1. What is already known about the topic?
2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?
What’s More
Directions: Organize the reviewed related literature about the research problem previously
selected (see page 6) by completing the table below. Write your answers on a
separate sheet of paper.
Directions: As you have learned from this lesson, answer each question comprehensively.
1. What is the relevance of the Background of the Study in your research paper?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Directions: Let’s expand the research topic and title you did in the activities from Lessons 1
and 2 by composing a one to two-page Background of the Study. Print it on a
short bond paper in the format below:
Additional Activity
Directions: After you submit your Background of the Study and once it is corrected in
accordance with the guidelines given, you may start incorporating your Background of the
Study to your research manuscript.
Lesson
RESEARCH QUESTIONS
4
What’s In
In the previous lessons of this module, you were taught how to design research that is
interesting and something that you are passionate about. You have learned that research
problems are within your environment or area of interest. You were given various activities to
learn how to come up with interesting and useful research problems. In this lesson,
Identification of the research problems and research questions will be furthered explained.
When you have identified your quantitative research problem, you can now state it and
make sure to establish its place in your study. In your written paper, this can be found as
Statement of the Problem, where it formally introduces the problem that you want to
investigate or address. By this time, you can start specifying what you want to answer in your
study.
What’s New
Your
Quantitative Research Question Explanation
Rating
1. How many Grade-7 students are
enrolled in blended learning this
School Year?
Once you have already enumerated your research questions for your study, it is
important that you consider its quality to answer and explain your research problem. The
following are good characteristics of research questions, as described by Fraenkel and Wallen
(2020).
Feasible. Consider the amount of time, energy, money, respondents, and even your
current situation as a student-researcher. Is the research problem possible? Will it not spend
unreasonable amount? Consider these examples: “How do parents feel about the blended
learning modality for elementary learners?” and “How would giving each learner their own
laptop to be used in this blended learning modality affect their performance tasks?” The first
example is definitely a more feasible research question. Considering the resources, it is more
possible to gather the data needed to answer the question.
Clear. The clarity of how the questions are stated lead to agreement of meaning of the
readers of your study. Since your research questions are also considered as the main focus
in the gathering and analyzing the data, it is therefore very important that these are stated
clearly.
Significant. Ask if your research questions are relevant or important to ask. Will
answering these questions provide an additional contribution to address the given research
problem? In other words, are the research questions really worth investigating?
At this point, you do not just consider the time and money that you will spend, but more
importantly, the value of what you are trying to investigate. So aside from the reason that your
chosen research problem is within your interest, you should also provide a sound justification
of your choice as a researcher.
Ethical. Always consider the welfare of people, animals or whosoever are involved in
your study. Look into ways of answering the research questions without inflicting physical and
psychological harm to persons involved.
Research questions can be generally classified into two: general and specific. The
general question of the study is derived from the research problem while the specific questions
are anchored on the general research problem.
For example:
This study aims to determine the relationship between the types of learning delivery
mode and students’ learning styles. Furthermore, it seeks to answer the following research
questions: (1) What are the different learning delivery modes of the school? (2) What are the
various learning styles of the students? (3) Is there a significant relationship between the
different learning delivery modes of the school and the learning styles of its students?
Notice that a general problem was presented first. Then it was followed by the specific
questions considered as research questions of the study.
In stating quantitative research questions, you should also consider the design of your
quantitative research. Quantitative research designs will be elaborated in Module 4. For the
purpose of writing your research question, here’s a quick guide of research questions for
What are the various social media platforms used by Senior High Students?
What is the relationship between the length of hours spent on social media and level
of digital literacy of students?
Is there a significant relationship between the type of social media used and the level
digital literacy of students?
Research Questions for Ex Post Facto Research attempt to identify the causes of
the phenomenon in the context of your research problem. It is also assumed that no control
or manipulation of variable has been done in order to cause the effect. It is also understood
that the cause of the problem already exists before you conducted your study. For example,
ex post facto study on family background and digital literacy of students, the following
questions can be asked:
Is there a difference in the literacy level of students between their cultural and
educational family background?
Is there a significant difference in the posttest scores of the control group and
experimental group?
What’s More
Directions: Using the same examples in your Activity 1, rank them on the scale of 1 to 10 (1=
lowest, 10 = highest) based on the given parameters in writing a good research
question. If you find that the questions are not so good, then rewrite the questions
on the last column of the table. If you think it is already good, then write your
justification as well.
18 CO_Q1_Practical Research 2_Module 2
Quantitative Research Your Rating Revised Question/
Question Feasible Clear Significant Ethical Justification
1. How many Grade-7
students are enrolled in
blended learning this
School Year?
2. Is modular learning or
online learning more
effective in Language
or Science subjects?
3. Is there a significant
relationship in the
number of households
and COVID-19
confirmed cases in a
Barangay?
Directions: Write one general research question and two specific research questions for the
given research problem below.
The Relationship
between Media
Exposure and Health
Anxiety
Organization’s
Leadership Practices
and Employee’s Job
Satisfaction
Effects of Parenting
Style and Children
Study Habits
Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/2zxLYS5
https://bit.ly/2M2lfzC
Directions: As you have learned from this lesson, answer each item comprehensively.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What I Can Do
Directions: Perform the following task. Referring to your background of the study and research
problem, list your research questions. When formulating these questions, consider
the design of your quantitative research.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
Additional Activity
Direction: After you submit your research questions and once they are corrected in accordance
to the guidelines given, you may start incorporating your research questions to your
research manuscript.
21 CO_Q1_Practical Research 2_Module 2
Lesson
SCOPE AND DELIMITATION
5 OF THE STUDY
What’s In
In Module 1, Lesson 3 you were taught how to identify and differentiate various
research variables and its uses. Identifying your research variables is very important since it
will set the parameters of your study. Carefully selecting your research variables also helps
you to determine what will be investigated. As a result, it will be easier for you to set the scope
and delimitation of the study. This lesson focuses on how you are going to indicate the scope
and delimitation of your study.
.
What I Need to Know
Directions: Find five synonyms of “scope” and “delimitation”. Then, analyze and connect the
gathered words in order to form the meaning of “Scope and Delimitation of the
Study.
2.
Scope 3.
4.
5.
1.
2.
Delimitation 3.
4.
5.
Directions: Read the sample scope and limitation and identify the boundaries of the study by
writing the corresponding components on the table below.
The main objective of this study is to provide information about students’ knowledge and
perception of genetically modified foods and their family health practices. The study also
includes the student’s personal information and occupation of their parents and siblings.
This study is limited to the 120 Grade 12 Male and Female enrolled in the First Semester,
School Year 2019-2020 of Gusa Regional Science High School – X. Each of the
respondents is given questionnaire to answer. The students selected came from six different
sections to prevent subjective perceptions.
✓ Other parameters
In doing research study, we make sure that we have certainty and reasons for drawing
the inclusion and exclusion of research variables. We do not write for the sake of writing the
parts of the research paper, such as setting the scope and delimitation of your study. It is
important because it draws the boundary of your study. Without doing so, research procedures
and results will not be coherent to the goal of your study.
The scope specifies the coverage of your study such as variables, population or
participant, and timeline. Delimitation cites factors of your study that are not included or
excluded or those you will not deal in your study.
In this section of your research paper, you may also state the reasons why you did not
include the variables. A clearly written scope and delimitation of the study will make it definitely
easier to answer questions which are related or not related to your study.
In writing the scope and delimitation of your study, you are also asking the basic profile
questions of your research. The following are the components of the scope and delimitation
of the study but not limited to:
Topic of the Study. What are the variables to be included and excluded?
Locale of the Study. Where are you going to gather your data?
Method and Research Instruments. How are going to collect the data?
The delimitation of the study describes the various limitations that arose during the
design and conduct of the study. Along the way of conducting your study, you will encounter
limitations which you have not drawn before you start – these are the delimitations of study.
Most of the delimitations arose from the applicability or usefulness of the findings of the study
to the current problem.
Variables not included in your study are also determined by delimitation of your study.
While on the other hand, limitation of the study are those variables included in your study.
Hence, limitation of the study is actually the identified scope of the study.
Directions: Read the following scope and delimitation about a research on sickness
prevention. Try to improve its structure and coverage. You can add some details
in revising this research section.
Sample
Practice what you have learned from this lesson. Visit the following:
https://bit.ly/2ZF6tXK
https://bit.ly/3el7Ui4
Directions: As you have learned from this lesson, answer each item comprehensively.
What I Can Do
Directions: Perform the following task. Specify the scope and delimitation of your study by
answering the basic contents of this research section.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Direction: Once your work is corrected after submitting and specifying your scope and
delimitation, you may start writing a paragraph format of this and incorporate it in
your research manuscript.
Lesson
SCOPE AND DELIMITATION
5 OF THE STUDY
What Is It
Getting this far means you have already completed the first part of the research paper.
The next step is to present your Statement of the Problem. The following topics were already
discussed and practiced, so it is time to present your output for this Module.
Research Title
Background of the Research
Research Questions
Scope and Delimitation of the Study
Significance of the Study or Beneficiaries (if applicable)
What’s More
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.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Visit the following links to further enhance your written problem and to improve your
preparation for presentation.
https://bit.ly/2TFhfcy
https://bit.ly/2Aat7fW
1. What new learnings have you 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?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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.
5 4 3 2 1
Content (35%)
▪ The title is concise and understandable.
▪ The Research Problem is relevant and
well-explained.
▪ Research gap is established.
▪ The scope and delimitation of the study is
clearly stated and explained.
▪ 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
• Steps in developing a research topic include;(1) Choose a broad topic, (2) Do a
preliminary research, (3) Define the problem, and (4) Refine the question
• Background of the study states the situation or circumstances within which your
research topic is conceptualized.
• Research Problem is the focus of investigation.
• Characteristics of good research questions are feasible, clear, significant, and ethical.
• The scope specifies the coverage of your study such as variables, population or
participant, and timeline. Delimitation cites factors of your study that are not included or
excluded or those you will not deal in your study.
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
3. If you are going to look for a topic idea for your research study, what is the most reliable
source you are going to consider?
A. Review of literature C. Wikipedia
B. Folklores D. Blogs
4. Which of the following best describes the development process for a research question?
A. To focus your literature review, research topic must be refined first before doing a
preliminary research.
B. Preliminary research helps trim down a broad topic to a more manageable question.
5. What refers to an issue that has not been fully addressed by previous studies?
A. Research problem C. Research question
B. Research topic D. Research gap
7. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Phrase D. Declarative
10. Which if the following statements is NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.
11. What part of the research study states rationale of the problem and basic literature
background?
A. Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation
13. “What are the various learning modalities offered in Gusa Elementary School for SY 2020-
21?” is an example of research question of what type of quantitative research?
A. Quasi-experimental research C. Correlational Research
B. Descriptive Research D. Ex post facto
14. “What is the relationship between time spent in texting and spelling ability?” is an example
of research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto
15. “Is there a difference in the scores of group A from group B after the special tutorial
program?” is an example of research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto
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. "Chapter 2 Multiple Choice Quiz." McGraw-
Hill Global Education Holdings, LLC. Accessed June 1, 2020. https://bit.ly/2zxLYS5
Fraenkel, Jack R. and Wallen, Norman E. 2020. "Chapter 2 True or False Quiz." McGraw-Hill
Global Education Holdings, LLC. Accessed June 1, 2020. https://bit.ly/2M2lfzC
Fraenkel, Jack R. and Wallen, Norman E. 2020. "Chapter 24 Preparing Research Proposal
and Reports." McGraw-Hill Global Education Holdings, LLC. Accessed June 1, 2020.
https://bit.ly/2TFhfcy
I Hope. 2020. "Scope and Delimitation of the Study." YouTube. Accessed June 1, 2020.
https://bit.ly/3el7Ui4
Verbo, Ryan Jay. 2020. “Practical Research 2 – Choosing Research Topic.” LRMDS.
Accessed June 1, 2020. https://bit.ly/2ZF6tXK
Practical Research 2
Quarter 1 - Module 3
Conceptual Framework and Review of
Related Literature
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U. Tagolimot,Jr.
Regional ADM Coordinator
Dr. Marie Emerald A. Cabigas
Regional EPS, LRMDS
Practical Research 2
Quarter 3- Module 3
Conceptual Framework and Review
of Related Literature
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.
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 I Need to Know
What I Know
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
1. Which of the following frameworks refers to the actual ideas, beliefs, and tentative
theories that specifically support the study?
A. methodological framework C. conceptual framework
B. chronological framework D. theoretical framework
5. One of the two types of defining the terms in research wherein you need to define
according to how the term is being used in the study is:
A. methodological C. operational
B. theoretical D. conceptual
9. Which of the following hypotheses expresses the connection between two or more
independent variables and two or more dependent variables?
A. alternative hypothesis C. complex hypothesis
B. logical hypothesis D. null hypothesis
10. “There is no difference in height between boys and girls who are taking vitamins every
day.” This is an example of:
A. non-directional hypothesis C. empirical hypothesis
B. directional hypothesis D. simple hypothesis
11. It refers to the assumption about the relationship between the variables.
A. guide questions C. framework
B. hypothesis D. literature
12. A literature review which introduces several theories or concepts that focus on a
specific topic.
A. methodological review C. theoretical review
B. integrative review D. context review
13. It is a part of the literature review which summarizes and synthesizes the different ideas
from the different sources.
A. recommendation C. conclusion
B. main body D. introduction
14. The chosen edited summaries by journalists for the general readers.
A. scholarly journal C. dissertation
B. periodicals D. books
RESEARCH FRAMEWORK
1
What I Need to Know
As you begin writing your research project, you must consider the framework that is
suitable for your study. What is a research framework? A research framework illustrates the
structure or blueprint of the research plan and helps the researcher formulate relevant
research questions.
The framework consists of the key concepts and assumes relationships of the research
project. It is normally used as a guide for researchers so that they are more focused on the
scope of their studies. It can be presented using visual (diagrams, chart, etc.) and narrative
(paragraph stating the concepts and relationships of the study) forms.
The types of research frameworks are classified as the theoretical and conceptual
frameworks. A theoretical framework is commonly used for studies that anchor on time-
tested theories that relate the findings of the investigation to the underpinning relevant theory
of knowledge. At the same time, a conceptual framework refers to the actual ideas, beliefs,
and tentative theories that specifically support the study. It is primarily a conception or model
of what is out there that the researcher plans to study.
In deciding on what research framework, you are going to use in your study, you have
to take into consideration the following vital information about the theoretical and conceptual
framework.
• You also need to comprehend and consider • You have to make a written explanation on
the variables that will be significant in your the concepts that are being incorporated and
study and their relationship with another. their impact to one another after you have
made the first draft of your conceptual
framework. Moreover, you have to revisit
your research questions and conceptual
framework if they are aligned.
Concept Map
A concept map is a visual representation of information that helps show the relationship
between ideas. Concept maps begin with the main topic and then branch out into sub-topics,
reflecting the connection of all the elements in the study. It can also provide and organize new
ideas.
It is composed of different figures such as lines, circles, boxes, and other marks or
symbols which represent the elements of your research. It can take the form of charts, graphic
organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept map arranges
related ideas in a hierarchy. You start broad, and the sub-topics will get more and more
specific. It also helps you in formulating a specific topic from the general or the main idea with
significant connections of information. In other words, understanding the big picture makes
the details more significant and easier to comprehend.
Concept maps are very useful for researchers and readers who understand better
visually. With the proper connection of lines and linking arrows to shapes and other symbols
representing your concepts about the research, the readers can visualize a comprehensive
picture of your study.
4 CO_Q1_Practical Research 2_Module 3
However, in the concept map, you are not yet actually researching your study. It is
developing or creating your plan or blueprint so that you will be guided on the flow and direction
of your research study. And that includes your research questions, variables, and
methodology. It means that you are just gathering and soliciting ideas on what you could learn
about your chosen topic.
Before creating your conceptual framework, you have to understand first the different
variables of your study. Although these were already discussed in the previous module for the
purpose of utilizing it in your framework, an in-depth concept is a need.
The independent variable is the “presumed cause” of the research problem. It is the
reason for any “change” or difference in a dependent variable. It can be purposely manipulated
by the researcher, depending on the focus of the study. It maybe can cause, influence, or
affect the result or outcome of the study. It is also called as the experimental, treatment,
antecedent, or predictor variable. Moreover, it refers to the variable that is stable and
unaffected by the other variables you are trying to measure.
The dependent variable is the “presumed effect” of the research problem. It is usually
the problem itself or the element that is being questioned. This variable is altered as a result
of experimental manipulation of the independent variable or variables. It is also called as the
criterion, effect, response, or outcome variable which captures the interest of the researcher
and requires analysis, interpretation, and implication of the findings of the study. The variable
that depends on other factors that are measured and are affected or influenced by the
independent variable.
The control variable is a special type of independent variable that can influence the
dependent variable. It takes an active role in quantitative studies. Statistical procedures are
used to control this variable. It is useful to integrate the control variables into your research
study, but it is not the main focus.
For example:
Independent Variable Dependent Variable
Figure 1. The schematic diagram of the Independent and Dependent Variables of the Study.
This conceptual framework shows the independent and dependent variables of the
study. It is presumed that the more number of hours a student prepares for the exam, the
higher would be the expected academic performance.
For example:
Process Output
Input
Socio-demographic
Profile
1. Age 1. Profiling
2. Sex 2. Survey Proposed
3. Marital Status Questionnaire Intervention
3. Data Analysis Program
Food Safety Profile
1. Knowledge
2. Attitude
3. Practices
Figure 2. The schematic diagram of the Input, Process, and Output Approach of the Study.
What’s New
Identify the following statements whether it is true to both theoretical and conceptual
framework or not. Write (Y) for “yes” on the space at the left side of the statement if it is true
to both while (T) for “theoretical” and “C” if it is conceptual.
Answer Statement
Directly related to a specific study.
Overall view of the research study.
Considered as the blueprint of the research.
General frame of reference used in conducting the research.
Researcher’s idea of how the study will be explored.
Anchor in a particular theory existing already in the field.
Generalized in scope.
Guide in choosing an appropriate methodology.
Can be presented using both visual and narrative form.
Enable the readers to obtain a general understanding of the research study.
Considers the relevant theory underpinning the knowledge base of the
phenomenon.
It may synthesize one more theory.
Can monitor possible threats to the validity of the study.
It is more focused and narrower in scope.
Develop only during the planning stage of the study.
What Is It
Example 1
Research Title: Effect of Mentoring Program on Academic Performance among Senior
High School Students
Conceptual Paradigm:
In this conceptual framework, it is expected that the students who underwent the
mentoring program will have better academic performance than those who did not.
7 CO_Q1_Practical Research 2_Module 3
Example 2
Research Title: Awareness on the Safety Precaution against COVID 19 among the Senior
Citizens who are living in the Home Care Facilities: Basis for a Proposed Intervention
Program
Conceptual Paradigm:
Input Process Output
Socio-demographic Profile
1. Age
2. Sex
3. Marital Status 1. Profiling
4. Educational 2. Survey Tool
Attainment 3. Data Gathering Proposed
Safety Precaution Awareness 4. Data Analysis Intervention
Against COVID 19 and Interpretation Program
1. Causes
2. Management
3. Prevention
In this conceptual framework, the input is the baseline information about the
respondents. Necessary steps and procedures are to be implemented to obtain the vital data
as a result and findings of the research. Furthermore, these findings will be the basis for a
proposed intervention program as the output of the study.
What’s More
After thorough reading on the guidelines on how to make your conceptual framework,
kindly answer the following activities. You are given the title of the research study and the
variables in the framework. Designate which box or variable you are going to place the
different elements in the study. Make sure to identify only the factors that can affect the result
of the study. (Note that not all of the elements are applicable.)
Research Title: Medical Intervention and the Number of Patients Recovering from Pneumonia
Conceptual Paradigm:
Independent Variable Dependent Variable
Moderating Variable
In this conceptual framework, there are assumed moderating variables that are taken
into consideration that somehow influence the relationship between the independent and the
dependent variable. They can affect the strength of the connection of the variables.
Conceptual Paradigm:
Mediating Variable
Elements/Factors
1. Organizational Performance
2. Total Number of Employees
3. Clients’ Loyalty
4. Corporate Social Responsibility
5. Employee’s Dedication
6. Administrative Commitment
7. Corporate Business Location
8. Type of Business
In this conceptual framework, there are assumed moderating variables that are taken
into consideration that somehow can affect the relationship of the independent variable to the
dependent variable. Hence, they would potentially influence the dependent variable.
Direction: Base on the knowledge and understanding that you have gained from the
previous examples and activities, you have now captured the idea on how to make a
conceptual framework from the research title. With this, you are now given the framework, and
you need to formulate the research title according to the elements and factors that are present
in the variables. Give three (3) possible research titles that would reflect on the given variables.
Write your answers in the box provided below.
Conceptual Paradigm:
Mediating Variable
Motivation
Cognition Academic
Performance
Moderating Variable
Coping Skills
Mediating Variable
Create an initial research framework for your research study. Consider the relationship
between the concepts and variables in your research. Then, draw a concept map representing
this relationship visually. Use the space below for your answer, or you may use a separate
paper if the space provided is not enough.
After finishing your map, describe it in no more than ten (10) sentences. Use the space
below for your answer, or you may use a separate paper if the space provided is not enough.
Additional Activity
Direction: After you submit your research framework and once it is corrected
in accordance with the guidelines given, you may start incorporating your research
framework into your research manuscript.
DEFINITION OF TERMS
2
.
What I Need to Know
Usually, in writing a research paper, the definition of terms is included. It helps
in simplifying some of the technical terms which are vital in the understanding of the research
project. Although this part of the paper is optional, it is advantageous for the reader to include
this to prevent the ambiguous meaning of terms that might otherwise be interpreted in different
ways, causing confusion. It can also enhance comprehension of important key terms.
There are two ways in defining the terms, the conceptual and operational definition.
The conceptual definition is the meaning of the term that is based on how it is defined in the
dictionary or encyclopedia. Operational definition, on the other hand, is the meaning of the
term based on how it was used in the study.
Generally, there are two cases in which important terms need to be defined; first, if the
term is not common or widely known, and second, if the term has a specific or unique meaning
in the context of the study.
Note: Refer also to your institutional format (some institutions have different formats).
1. Conceptual definition
Face to face. It is when the people involved are being close together and looking
directly at each other (https://bit.ly/2L2IuML).
2. Operational definition
Face to face. This refers to one of the modalities used in learning delivery in which the
teacher and students should be in the same place or setting, such as the classroom.
Module. Teaching modules are guides of the topics and lessons of a specific subject
given to students under the modular method. It is also an alternative distance learning delivery
in which students are required to read and answer the activities specified in the module.
Online. It refers to another form of distance learning wherein the teacher and students
will have their lessons using internet connectivity.
What’s New
Activity 1: Define Me
A. Define at least five (5) key terms in your research study according to a conceptual
definition. Write your answers to the space provided or on a separate paper.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
B. Using the terms in your conceptual definition, define them according to an operational
definition. Write your answers to the space provided or on a separate paper.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
What Is It
Example 1
Compose a brief introductory statement written before the list of terms to be defined.
1. For a better understanding of this study, the following terms are defined in the context
of this research.
2. The following terms are defined as used in the study.
3. To comprehend the study better, the following terms are operationally defined.
Example 2
source: https://bit.ly/3eln72E
Write the meaning of the key terms, both conceptually and operationally.
What’s More
Arrange the following words/terms according to how it should be ordered. Note the
number of sequences on the space provided at the left side of the terms.
Additional Activity
Direction: After you submit your definition of terms and once it is corrected in
accordance with the guidelines given, you may start incorporating them into your
research manuscript.
Lesson
RESEARCH HYPOTHESIS
3
What I Need to Know
When you are finished identifying your statement of the problem or research
questions/objectives, you may now start formulating the hypothesis of your study. What is
hypothesis?
1. Simple Hypothesis
A simple hypothesis is a prediction of the relationship between two variables,
the independent variable and the dependent variable. It shows a connection between
one independent variable and a single dependent variable (https://bit.ly/37UCE9q).
Ex: The higher the poverty rate in society (one independent variable), the
higher the number would be the out of school youth (one dependent variable).
2. Complex hypothesis
The complex hypothesis reflects the relationship between the independent
variable and the dependent variable. It expresses a connection between two or more
independent variables and two or more dependent variables (https://bit.ly/37UCE9q).
Ex: Eating more vegetables and fresh fruits (independent variables) leads to
boost immune system and enhance blood circulation and digestion (dependent
variables).
3. Empirical Hypothesis
An empirical hypothesis is also called as the “working hypothesis.” It is
presumed to explain certain facts and relationships of phenomena. It comes to life
when a theory is being put to the test, using observation and experiment. From the
name itself “working,” it would mean that it can be changed or replace anytime as soon
as it is no longer supported or accepted base on the observation and experimentation
being done. It is going through some trial and error and perhaps changing around those
independent variables (https://bit.ly/37UCE9q).
Ex: Plants watered everyday grow faster than plants watered once a week.
(Here, trial and error are leading to a series of findings).
4. Logical hypothesis
Logical hypothesis expresses explanation with limited evidence that can be
verified logically. It reflects a relationship of the variables which are anchored based
on logical phenomena. Sometimes, a logical hypothesis can be turned into an empirical
hypothesis in which you have to test your theories and postulates
(https://bit.ly/37UCE9q).
5. Statistical hypothesis
A statistical hypothesis is an analysis of a portion of a population. It can be
verified statistically. The variables in a statistical hypothesis can be transformed into
quantifiable sub-variable to assess it statistically (https://bit.ly/37UCE9q).
Ex: If your research is about the psychosocial development of K-3 pupils of the
private and public schools in the city, you would want to examine every single
K-3 pupil in the city. It is not practical. Therefore, you would conduct your
research using a statistical hypothesis or a sample of the K-3 pupil population.
6. Null hypothesis
The null hypothesis is denoted with the symbol H o It exists when you consider
that there is no relationship between the independent and dependent variables or that
there is an insufficient amount of information to claim a scientific hypothesis (McLeod,
2020).
Ex: There is no significant change in my health, whether I exercise every day or not.
7. Alternative hypothesis
An alternative hypothesis is denoted with the symbol (Ha). It is an alternate
statement expressed to be tested in order to generate the desired output when the
empirical or working hypothesis is not accepted. In an attempt to disprove a null
hypothesis, you tend to seek an alternative hypothesis (McLeod, 2020).
Ex: My health improves during the times when I sleep 8 hours a day than
sleeping for 4 hours only.
Directional Hypothesis
The directional hypothesis relates the relationship between the variables and
can also predict its nature. It illustrates the direct association of the impact of the
independent variable with the dependent variable, whether it is positively or negatively
affected. The direction of the statement should be clear and justified according to the
findings of the study. Since the hypothesis is gearing to one specific direction it is
investigated through a one-tailed test (McLeod, 2020).
Ex: Students who are eating nutritious food have higher grades than students
not having a proper meal. (This shows that there is an effect between the
grades and nutritious food and the direction of effect is clear that the students
got a higher grade).
Non-directional Hypothesis
A non-directional hypothesis is used when there is no principle involved. It is a
premise that a relationship exists between two variables. However, the direction of the
effect is not specifically determined. It is a statement that reflects the association of the
independent variable to the dependent variable without predicting the exact nature of
the direction of the relationship. This relationship is not specified as negative or
positive. The hypothesis, in this case, is investigated through a two-tailed test (McLeod,
2020).
18 CO_Q1_Practical Research 2_Module 3
Ex: There is a significant difference in the average grades between those
students that have proper nutritious meal and those that do not have proper
meals. (This depicts that there is an effect between the average grades and
nutritious food, but it does not reflect the direction of the effect whether it is
positively or negatively affected).
1. Before writing your specific hypothesis, spend more time researching about the topic
you are interested in. Focus on information and previous studies related to your topic.
3. The relationship of your variables must be reflected in your hypothesis. Will your
independent variable affect your dependent variable?
4. Your hypothesis should be simple and specific as possible. If your hypothesis is vague
and complicated, it would be difficult to find the answer to your question.
5. Your hypothesis should be concise and comprises clear and simple language. Make it
short and simple for it to be easily understood and avoid any misconceptions or
misunderstandings.
6. Your hypothesis should be testable without violating ethical standards. It means that it
could be investigated and measured through a scientific method such as statistical
analysis and data interpretation.
7. Your hypothesis must be falsifiable. It means that your hypothesis can be proven
wrong through experiments or empirical data. There are no absolute answers to
research questions, but there is a possibility of validating the hypotheses to be true
beyond a reasonable doubt.
What’s New
Direction: In your own words, briefly define the following terms according to how you
understood the lesson. Write your answers to the space provided.
1. Alternative hypothesis__________________________________________________
___________________________________________________________________
5. Empirical hypothesis.__________________________________________________
___________________________________________________________________
6. Falsifiable.___________________________________________________________
___________________________________________________________________
7. Hypothesis.__________________________________________________________
___________________________________________________________________
8. Non-directional hypothesis.______________________________________________
___________________________________________________________________
10. Testable.____________________________________________________________
___________________________________________________________________
What Is It
Refer on the guidelines given to you on how to formulate hypothesis. Below is a table
that gives you a guide on how to determine a good and bad research hypothesis. Reasons
are given in order for you to understand deeper the concepts.
What’s More
Given the following hypotheses, identify the type and direction which applies to each.
Write your answer in the right column.
Hypotheses Answer
1. The higher the unemployment rate, the higher will be the
poverty and crime rate.
2. Increase of food intake with high carbohydrate content daily
leads to obesity.
3. There is a significant change in my sleeping pattern when I drink
milk before sleeping or do not.
4. Planets revolve around the sun at diverse speeds.
5. There is no relationship between the use of social media and
the attention span of students in school.
6. Implementing a flexible working arrangement enhance job
contentment of the employees.
7. Sex education for high school students has no effect on the
rates of teen pregnancy.
8. People who value freedom and longevity are more likely to
experience happiness than those who do not value their
freedom and longevity.
9. The number of lectures attended by the senior high school
students does not affect their final exam scores.
10. If you sleep at least 6 hours a day, you will get a high score on
the test than if you get less sleep.
Refer to the guidelines on how to write a hypothesis. Choose at least 3 guidelines and
explain them further on why or how they are vital in formulating hypothesis. Write your
explanation in the right column of the table.
What I Can Do
Task 1: Ho vs Ha
Based on your research study, refer to your research questions. Formulate three (3)
null hypotheses and three (3) alternative hypotheses. Write your research title and research
questions, followed by your hypotheses. Use the space provided for your answer.
Research Title:
Research Questions:
Direction: After you submit your research hypotheses and once it is corrected in accordance
with the guidelines given, you may start incorporating them into your research
manuscript.
Lesson
REVIEW OF RELATED
4 LITERATURE
.
What I Need to Know
After you have selected your research topic, you have to spend more time for your
review of related literature. As a researcher, you are promoting knowledge. The knowledge
created by other previous studies is essential because it can be a baseline or reference for
your research study as the related literature.
Literature review plays a significant impact in the discussion of the results and findings.
The discussion of results and findings should focus on your research rather than those of the
other previous research. Hence, the literature review should be used only in the discussion as
support, evidence, and further explanation for your study. These are the three (3) ways of
using literature review in the discussion of your study: a) providing context as a foundation to
develop your ideas, b) comparing your findings from other previous related studies, and c)
stating what contribution your study has made in the field.
However, there are also three (3) common errors that are usually made when including
literature reviews in the discussion of the study. First, there are wide range of studies being
included in which most of them are not anymore relevant to your specific topic under
investigation. Second, Related article mentioning the original article is cited rather than citing
23 CO_Q1_Practical Research 2_Module 3
the original article itself. Lastly, previous work has been cited by the researcher based only on
the abstracts and without even reading the entire research.
1. To discover the connection of your research to the existing body of knowledge and to
the real-life situations.
2. To identify more theories or concepts as the foundation of your research study and to
learn from them.
3. To determine the relationship of your research with previous research studies to
prevent duplication and to acknowledge other researchers.
4. To acquire knowledge on the accuracy and significance of your research questions.
5. To acquaint yourself with the technical terminologies relevant to your study.
6. To determine possible gaps, conflicts, and open questions left from other research
which might help you in formulating and justifying your research ideas.
7. To clarify misconceptions on previous research and help refocus, polish, and
contribute to the development of the body of knowledge.
This is how you are going to structure your review of related literature. The main goal
for doing this is to make the reader understand easily the different studies and how they are
relevant to your study.
1. Introduction
The introduction somehow presents the fundamental idea of the particular
study of the literature review.
2. Main Body
The main body consists of the organized discussion of sources. This is where
you summarize and synthesize your literature review and reflect how they related to
your study.
3. Conclusions/Recommendations
Conclusion and recommendation emphasize what you have learned from
reviewing the literature and where your study leads to.
These are the different types of literature review according to Nueman (2011).
Following the type of literature review depends on how you organize and present your review
of related studies.
1. Context review
From the name itself, context review is primarily focused on the content or
contextual aspect of research. Usually, it is a type of review in which the researcher
relates his or her study to a larger body of knowledge. It presents the current research
2. Historical review
Historical review is a specialized type of literature review in which the
researcher organizes the related research according to the period of time it was
conducted. Historical literature review focuses on probing research in a specified field
throughout a chronological order, which usually starts from the oldest period of time
going to the most recent studies. The goal of this type of research is to gain knowledge
on the advancement of technology and to identify developments on certain areas,
which progress through time. It can be integrated with a theoretical or methodological
review to illustrate how a concept, theory, or research method developed through time.
3. Integrative review
Integrative review is a common type of literature review in which the researcher
introduces and summarizes the recent knowledge of the study. It emphasizes the
agreements and disagreements of knowledge among various previous research. It
also considers reviews, critiques, and synthesizes representative literature in an
integrated way in order to generate new structure and viewpoint on the topic. This is
the most common form of literature review in the social sciences. This review is usually
merged with a context review.
4. Methodological review
Methodological review is a specialized type of literature review in which the
researcher gathers, compares and contrasts other studies to the current research. It
basically summarizes and evaluates the strengths and gaps in methodological aspects
of various studies and illustrates the effects of different methodologies (research
designs, samples, process) to different outcomes. This approach also emphasizes
ethical issues when necessary, which you should consider and be conscious of as you
go through your current research.
5. Self-study review
Self-study review is a literature review in which the researcher demonstrates
his or her understanding of a specific body of knowledge. It contains existing proof
associated to a clearly stated research questions and uses standardized methods to
determine and evaluate relevant research. However, it can also produce problems of
prejudice especially when it is used to summarize claims or statements linking his or
her findings to a system of knowledge. Typically, it is a practice in the educational
program or course requirement.
6. Theoretical review
Theoretical review is a literature review in which the researcher introduces
several theories or concepts that are focused on a specific topic. It is particular on the
theories and concepts being highlighted on other researches and compares them to
the current study basing on its framework, hypothesis, consistency, and justification.
The theoretical literature review aids in establishing the theories already existed, the
relationships of theories among various studies, the degree of its investigation, and the
development of new hypotheses.
1. Books
Books convey many forms of information. The needed information here is from
the books containing a collection of research materials and articles. You can find
citation information on them such as the title, author, date, and publisher in the catalog
system.
2. Scholarly Journals
Scholarly journals may also be referred to as academic journals or peer-
reviewed journals. They are filled with peer-reviewed information of research. Articles
are written by a scholar in the field and the researcher is always identified. List of the
sources of the information like footnotes, endnotes, and bibliography is always
included. Typically, they contain an advanced terminologies since the researcher uses
technical language in their field of study. The researcher assumes that the reader has
a background and basic understanding in the field of research.
3. Dissertations
Dissertation is a final requirement for the degree of Doctor of Philosophy
(Ph.D.) in which the student or researcher has to complete a work of original research.
Some dissertations are eventually published as books or articles which consider their
findings and contribution to the academic discipline. Since dissertations are original
research, they can be a source of valuable information.
4. Government Documents
Most of the government agencies around the world support research
undertakings and publish the findings of the study. Government documents are usually
kept at the government and some school libraries. These documents are rarely found
in the catalog system. Assistance from the librarian is needed for you to be able to
locate these documents since it is considered as specialized publications.
6. Periodicals
Periodicals are findings of the study which can be seen in newspapers, in
popular magazines, on television or radio broadcasts, and in Internet news summaries.
They are the chosen edited summaries done by journalists for the general readers.
They are deficient in numerous vital details that are required to critically evaluate the
study. Therefore, it is essential to supplement these informations with other sources.
From the name itself, an in-text citation is a reference made within the body of text in
the paper. It leads the reader to a source where a particular information has been taken of.
An in-text citation should be reflected when you refer, paraphrase, summarize, or quote from
another author. A corresponding reference list must be provided at the end of the study as
references or bibliography.
A reference typically includes only the sources that you have mentioned or cited in-
text in your paper, while a bibliography is generally a list of all the sources you use to
generate your ideas about your research even if you have not mentioned or cited them in your
paper.
There are different citing and referencing styles that are being used depending on the
specific requirements of different filed of disciplines. Please refer to your Practical Research
1 (PR1).
What’s New
Direction: In your own words, briefly define the following terms according to how you
understood the lesson. Write your answers on the space provided.
1. Peer-review. _________________________________________________________
___________________________________________________________________
3. In-text citation._______________________________________________________
___________________________________________________________________
4. Periodicals. __________________________________________________________
___________________________________________________________________
5. Snowballing._________________________________________________________
___________________________________________________________________
6. Body of knowledge.___________________________________________________
___________________________________________________________________
9. Main body.__________________________________________________________
___________________________________________________________________
What Is It
Refer to the following sites/links for further discussions on review of related literature.
Give your comprehensive summary and personal reflection on what you have learn from the
videos. Write your answer on the space provided.
https://bit.ly/3eyzoRI
https://bit.ly/2VfLd7W
Activity 3: Com-Con
Compare and contrast the following terms. Write your answers in the table. You may
use a separate paper.
Terms Compare Contrast
Reference Bibliography
Reference and
Bibliography
Thesis Dissertation
Thesis and
Dissertation
Chronological Methodological
review review
Chronological
review and
Methodological
review
Theoretical review
and Context review
Direction: Refer to the types of literature review. Choose at least three (3) from the
list and give example of each. Search them using the internet. Cite the source and make sure
that you have taken your information from a reliable one. Write your answer on the space
provided or you may use a separate/additional paper.
Activity 5: Write Me Up
2. As a student, which among the different types of literature is/are applicable to your
research study? Support your answer.
Direction: Get ready for the presentation of your written review of related literature and
conceptual framework. 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.
Additional Activity
Direction: After you submit and present your literature review of your research study and once
it is corrected in accordance with the guidelines given, you may start incorporating
it into your research manuscript.
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
3. It refers to the actual ideas, beliefs, and tentative theories that specifically support the
study.
A. methodological framework C. conceptual framework
B. chronological framework D. theoretical framework
4. One of the two types of defining the terms in research wherein you need to define
according to how the term is being used in the study is:
A. methodological C. operational
B. theoretical D. conceptual
11. “There is no difference in height between boys and girls who are taking vitamins every
day.” is an example of:
A. non-directional hypothesis C. directional hypothesis
B. empirical hypothesis D. simple hypothesis
12. A literature review which introduces several theories or concepts that focus on specific
topic.
A. methodological review C. theoretical review
B. integrative review D. context review
13. It expresses the connection among two or more independent variables and two or
more dependent variables.
A. alternative hypothesis C. complex hypothesis
B. logical hypothesis D. null hypothesis
15. The chosen edited summaries by journalist for the general readers are called:
A. scholarly journal C. dissertation
B. periodicals D. books
Fraenkel, Jack R. and Wallen, Norman E. 2020. How to Design and Evaluate Research in
Education. 6thed., McGraw-Hill Global Education Holdings, LLC. Accessed June 3,
2020. https://bit.ly/3eBIVrs
Grad Coach. 2019. “How to Write a Literature Review in 3 Simple Steps.” YouTube. Accessed
June 6, 2020. https://bit.ly/3b12Q4b
Libncsu, 2009. “Literature Reviews: An Overview for Graduate Students.” YouTube. Accessed
June 6, 2020. https://bit.ly/3eyzoRI
Padama, Ed. 2019. “How to Write Definition of Terms.” YouTube. Accessed June 6, 2020.
https://bit.ly/3gtw7o2
Upstate, University of South Carolina. 2020. Literature Review: Citation and Styles. Accessed
June 6, 2020. https://bit.ly/3pyM8gb
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. 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.
𝑁
Slovin’s Formula. 𝑛 = 1+𝑁𝑒 2 where: n is the sample size
N is the population size
e is the desired margin of error
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.
Validity
A research instrument is considered valid if it measures what it supposed to measure. When measuring oral
communication proficiency level of students, speech performance using rubric or rating scale is more valid than students are
given multiple choice tests. Validity also has several types: face, content, construct, concurrent, and predictive validity.
Face Validity. It is also known as “logical validity.” It calls for an initiative judgment of the instruments as it “appear.” Just
by looking at the instrument, the researcher decides if it is valid.
Content Validity. An instrument that is judged 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.
Construct Validity. It refers to the validity of instruments as it corresponds to the theoretical construct of the study. It is
concerning if a specific measure relates to other measures.
Concurrent Validity. When the instrument can predict results similar to those similar tests already validated, it has
concurrent validity.
Predictive Validity. When the instrument is able to 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
Reliability refers to the consistency of the measures or results of the instrument.
Test-retest Reliability. It is achieved by giving the same test to the same group of respondents twice. The consistency of
the two scores will be checked.
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.
1. Mr. Dela Cruz would like to know further the type of social media used between the male and female SHS students of
Calamba City Senior High School. What is the appropriate research design to be used in his study?
A. Correlational B. Quasi-Experimental C. Experimental D. Descriptive
2. 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 B. Stratified Sampling C. Systematic Sampling D. Cluster Sampling
3. 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 B. Criterion Validity C. Content Validity D. Face Validity
4. 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
5. What common scaling technique consists of several declarative statements that express viewpoint on a topic?
A. Semantic Differential Scale B. Completion Type C. Observation Checklist D. Likert Scale
VII. REFERENCES Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E
Publishing, Inc., 2017.
Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.
CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of
Quantitative Research." Grand Canyon University. Accessed June 1, 2020.
https://bit.ly/2LUP3ye
"Introduction to Quantitative Research." SAGE Publication. Accessed June 1, 2020.
https://bit.ly/2B2867y
Prepared by: Rico A. Herrero/Vina H. Retusto Checked by: Dr. Isabelita R. Hizon
Raul B. Chua Jr.
Learning Area Practical Research 2 Grade Level
W1
12
Quarter 3/4 Date Week 2
I. LESSON TITLE Finding Answers Through Data Collection
II. MOST ESSENTIAL LEARNING • Describes intervention (if applicable)
COMPETENCIES (MELCs) • Plans data collection procedure
• Plans data analysis using statistics and hypothesis testing (if appropriate)
III. CONTENT/CORE CONTENT • Research Intervention
• Data Collection Procedure
• Data Analysis
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 60 minutes)
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.
Furthermore, 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 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.
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.
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 by the use of gadgets or apparatus. An observation
checklist aid 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.
Three Phases in Data Collection
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.
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.
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.
Frequency distribution, measure of central tendencies (mean, median, mode), and standard deviation are the sets of data from
descriptive statistics. 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.
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:
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)
D. Development (Time Frame: 30 minutes)
VII. REFERENCES Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E
Publishing, Inc., 2017.
Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.
CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of Quantitative
Research." Grand Canyon University. Accessed June 1, 2020. https://bit.ly/2LUP3ye
Prepared by: Rico A. Herrero/Vina H. Retusto Checked by: Dr. Isabelita R. Hizon
Raul B. Chua Jr.
Learning Area Practical Research 2 Grade Level
W3-4
12
Quarter 3/4 Date Weeks 3-4
I. LESSON TITLE The Research Methodology
II. MOST ESSENTIAL LEARNING
• Presents written research methodology
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT • Research Methodology
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 60 minutes)
Recall that in the previous lessons, you were engaged with the essentials of research methodology such as research
design, research instruments and appropriate statistical techniques.
In the next two weeks of learning Practical Research 2, you will be asked to write and present the written research
methodology of your chosen topic. Just be guided of the principles and guidelines in working with your methodology.
The following contain the research methodology:
1. Research Design
Research design is the framework of research methods and techniques chosen by a researcher. The design
allows researchers to hone in on research methods that are suitable for the subject matter and set up their studies up
for success.
The design of a research topic explains the type of research (experimental, survey, correlational, semi-
experimental, review) and also its sub-type (experimental design, research problem, descriptive case-study).
3. Research Instruments
In a research study, the instrument used to collect data may be created by the researcher or based on an
existing instrument. If the instrument is the researcher created, the process used to select the questions should be
described and justified. If an existing instrument is used, the background of the instrument is described including who
originated it, and what measures were used to validate it.
If a Likert scale is used, the scale should be described. If the study involves interviews, an interview protocol
should be developed that will result in a consistent process of data collection across all interviews. Two types of
questions are found in an interview protocol: the primary research questions, which are not asked of the participants,
and the interview questions that are based on the primary research questions and are asked of the participants.
5. Research Procedure
Research procedure discloses the plans of the researcher by which the data will be collected and who will
collect it. Also, in this part, the researcher has to discuss all the procedure that he has to undergone while conducting
the research as to the gathering and collection of necessary data.
6. Statistical Treatment/Analysis
In this part of the research, the researcher has to discuss the statistical techniques that he has to use in
answering the research problem. The researcher has to go back to the statements of the problem and identify the
most appropriate statistical tool to be used to answer each problem.
Research Design:
___________________________________________________________________________________________________________________
Justification:
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
E. Engagement (Time Frame: 60 minutes)
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?
6. Instrument/s to be used
Finalize your Research Methodology with the following parts. Submit it to your research teacher using in A4-sized bond paper,
1-inch margin in all sides, Arial – 12 font. You may submit a printed copy or a digital copy to be sent via email.
1. Research Design
2. Population and Sampling
3. Research Instruments
4. Validation of the Instruments
5. Research Procedure
6. Statistical Treatment/Analysis
VII. REFERENCES Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E Publishing,
Inc., 2017.
Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.
CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of Quantitative
Research." Grand Canyon University. Accessed June 1, 2020. https://bit.ly/2LUP3ye
Prepared by: Rico A. Herrero/Vina H. Retusto Checked by: Dr. Isabelita R. Hizon
Raul B. Chua Jr.
Learning Area Grade Level
W5
Practical Research 2 12
Quarter Date
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 60 minutes In previous lessons of this learning packet, you were taught how to design
Panimula research that is interesting and something that you are passionate about. You have
learned that research problems are actually within your environment or area of
interest. You are given various activities to learn how to come up with interesting
and useful research problems. Identification of the research problems and research
questions will be further explained in this lesson.
Once you encounter uncertainty, being inquisitive, you will find ways for
answers or solution. When you are thinking and behaving this way, you are then
confronted by a problem that can be a source of a research problem.
The research questions help to clarify and specify the research problem.
Research questions are also considered as sub-problems of your research problem.
These questions are informative in nature. It specifies the method of collecting and
analyzing data and the type of data to be collected since you are exploring a
quantitative research problem.
Once you have already enumerated your research questions for your study,
it is important that you consider its quality to answer and explain your research
problem. The following are good characteristics of research questions, as described
by Fraenkel and Wallen (2020).
•You do not just consider the time and money that you will spend,
but more importantly, the value of what you are trying to
investigate.
Significant •Ask if your research questions are relevant or important to ask.
Will answering these questions provide an additional contribution
to address the given research problem?
For example:
This study aims to determine the relationship between the types learning
delivery mode and students’ learning styles. Furthermore, it seeks to answer the
following research questions: (1) What are the different learning delivery modes of
the school? (2) What are the various learning styles of the students? (3) Is there a
significant relationship between the different learning delivery modes of the school
and the learning styles of its students?
Notice that a general problem was presented first. Then it was followed by
the specific questions considered as research questions of the study.
For more discussion about this, you may refer to Practical Research 2 Book
by Baraceros (2016) on pp. 37 – 43 at www.tinyurl.com/PR2Reference
The Relationship
between Media
Exposure and Health
Anxiety
Organization’s
Leadership Practices
and Employee’s Job
Satisfaction
Effects of Parenting
Style and Children
Study Habits
You may go to the following links to practice what you have learned from
the discussion. https://bit.ly/2zxLYS5 | https://bit.ly/2M2lfzC
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
C. Engagement 60 minutes Learning Task 2: State your Questions
Pakikipagpalihan Directions: Perform the following task. Referring to your background of the study and
research problem, list your research questions. When formulating these questions,
consider the design of your quantitative research.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
D. Assimilation 60 minutes Learning Task 3: Share Yours!
Paglalapat 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.
V. ASSESSMENT 20 minutes Directions: Read and analyze the statements below. Encircle the letter of the
correct answer.
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
1. What refers to an issue that has not been fully addressed by previous studies?
A. Research problem C. Research question
B. Research topic D. Research gap
3. “What are the various learning modalities offered in Gusa Elementary School
for SY 2020-21?” This is an example of research question of what type of
quantitative research?
A. Quasi-experimental research C. Correlational Research
B. Descriptive Research D. Quasi-Experimental research
4. “What is the relationship between time spent in texting and spelling ability?
This is an example of research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Quasi-Experimental research
5. “Is there a difference in the scores of group A from group B after the special
tutorial program? This is an example of research question of what type of
quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Quasi-Experimental research
VI. REFLECTION 10 minutes In your journal, write your personal insights about the lesson using the
prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Rico A. Herrero/Vina H. Retusto Checked by: Dr. Isabelita R. Hizon
References
Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E Publishing,
Inc., 2017.
Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.
CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of Quantitative
Research." Grand Canyon University. Accessed June 1, 2020. https://bit.ly/2LUP3ye
5. D
4. A
3. B
2. B
1. D
Assessment
Answer Key
Learning Area Practical Research 2 Grade Level 12
W6 Quarter Date
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 60 minutes In the previous lessons, you were taught how to identify and differentiate
Panimula various research variables and its uses. Identifying your research variables is very
important since it will set the parameters of your study. Carefully selecting your
research variables also helps you to determine what will be investigated. As a result,
it will be easier for you to set the scope and delimitation of the study. This lesson
focuses on how you are going to indicate the scope and delimitation of your study.
When you encounter the words “scope” and “delimitation”, what comes
into your mind? What do you think are the synonyms of these words to further
understand it?
In doing research study, we make sure that we have certainty and reasons
for drawing the inclusion and exclusion of research variables. We do not write for
the sake of writing the parts of the research paper; such as setting the scope and
delimitation of your study. It is important because it draws the boundary of your
study. Without doing so, research procedures and results will not be coherent to the
goal of your study.
In this section of your research paper, you may also state the reasons why
you did not include the variables. A clearly written scope and delimitation of the
study will make it definitely easier to answer questions which are related or not
related to your study.
In writing the scope and delimitation of your study, you are also asking the
basic profile questions of your research. The following are the components of the
scope and delimitation of the study but not limited to:
Topic of the Study. What are the variables to be included and excluded?
Objectives or Problems to be Addressed. Why are you doing this study?
Time Frame. When are you going to conduct this study?
Locale of the Study. Where are you going to gather your data?
Characteristics of the Respondents. Who will be your respondents?
Method and Research Instruments. How are you going to collect the
data?
The delimitation of the study describes the various limitations that arose
during the design and conduct of the study. Along the way of conducting your
study, you will encounter limitations which you have not drawn before you start –
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
these are the delimitations of study. Most of the delimitations arose from the
applicability or usefulness of the findings of the study to the current problem.
For more discussion about this, you may watch a video tutorial at
https://bit.ly/3el7Ui4
✓ Other parameters
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
C. Engagement 60 minutes Learning Task 2: Indicate your Scope and Delimitation of the Study
Pakikipagpalihan Directions: Perform the following task. Specify the scope and delimitation of your
study why answering the basic contents of this research section.
Sample
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
V. ASSESSMENT 20 minutes Directions: Read and analyze the statements below. Match the statements on
Column A with that of in the Column B. Write the letter of your
answer on your answer sheet.
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A B
1. What are the variables to be included and A. Time Frame
excluded?
2. Why are you doing this study? B. Topic of the Study
3. When are you going to conduct this study? C. Locale of the Study
4. Where are you going to gather your data? D. Characteristics of the
Respondents
5. Who will be your respondents? E. Objectives or Problems
to be Addressed
VI. REFLECTION 10 minutes In your journal, write your personal insights about the lesson using the
prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Rico A. Herrero/Vina H. Retusto Checked by: Dr. Isabelita R. Hizon
References
Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E Publishing,
Inc., 2017.
Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.
CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of Quantitative
Research." Grand Canyon University. Accessed June 1, 2020. https://bit.ly/2LUP3ye
5. D
4. C
3. A
2. E
1. B
Assessment
Answer Key
Learning Area Practical Research 2 Grade Level 12
W7
Quarter Date
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 30 minutes You are in the 7th week of learning Practical Research 2. You already
Panimula learned about the statement of the problem and scope and delimitation of
the study.
This lesson focuses on how will you illustrate and explain the conceptual
framework.
Conceptual Framework
Conceptual Framework
IV DV
The level of SHS students’ social media usage will be described in the
research in terms of three sub-variables: (a) forms of social media; (b)
frequency of social media use; and (c) mode of social media use. In the
research, this variable is seen to possess a hypothesized relationship with SHS
students’ attention span in class. This hypothesized relationship is represented
by the two-headed arrow connecting both variables.
B. Development 20 minutes Learning Task 1: Identify the steps in creating a conceptual framework. Write
Pagpapaunlad 1, 2, 3, 4 on the top of the box for each corresponding procedure.
Generate the
Choose your
conceptual
topic
framework
Isolate the
Do a literature
important
review
variables
C. Engagement 30 minutes Learning Task 2: Make a Conceptual Framework based on this situation:
Pakikipagpalihan
Background: I am a co-owner of a branch of Burger King.
D. Assimilation 80 minutes Leaning Task 3: Think of a research title that is applicable to your strand and
Paglalapat create a conceptual framework.
V. ASSESSMENT 20 minutes Identify the Independent and Dependent Variable for each research topic.
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
(Learning Activity Sheets for
Enrichment, Remediation or 1. Effects of Absenteeism to the Academic Performance of the Students
Assessment to be given on 2. Study Habits and Academic Performance of Senior High School
Weeks 3 and 6) Students: Basis for Mathematics Intervention
3. Teaching Styles and Students’ Learning Satisfaction in Calamba
Senior High School
4. Correlation between the Tardiness and Demographic Profile of the
Students
5. Problems Encountered in the New Normal Classroom Set-up
VI. REFLECTION
• The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that ____________________________________________.
I realize that _________________________________________________.
I need to learn more about __________________________________.
Prepared by: Rico Herrero/ Vina H. Retusto Checked by: Isabelita R. Hizon
Assessment:
1. IV- Absenteeism
DV- Academic Performance
2. IV- Study Habits
DV- Academic Performance
3. IV- Teaching Styles
DV-Learning Satisfaction
4. IV- Demographic Profile
DV- Tardiness
5. IV- New Normal Classroom Set-up
DV- Problems
Answer Key
Learning Task 1: 4,1,3,2
Learning Task 2:
https://topnotcher.ph/how-to-make-a-conceptual-framework/
https://creately.com/usage/conceptual-framework-examples-templates/
References: