Hand Outs and Activity Sheets For Quantitative Research

Iloilo City National High School
SENIOR HIGH SCHOOL DEPARTMENT

M.H. del Pilar St., Molo, Iloilo City
Practical Research 2
Quantitative Research
Lesson 1: Characteristics, Strengths and Weaknesses of Quantitative Research

RESEARCH
 Research is a scientific, experimental, or inductive manner of thinking (Baraceros, 2016)
 Research Activities: Scientific Procedure
Identifying the topic or problem, Gathering data, Making theories, Formulating hypotheses, Analyzing data,
Drawing conclusions
CHARACTERISTICS OF RESEARCH
Empirical – based on experience, observation or data collected

Logical – based on valid procedures so it can be duplicated or understood by others
Cyclical – starts and ends with a problem
Analytical – uses analytical procedures
Critical – exhibits careful and precise judgment
Methodical – without bias using systematic procedure
Replicability – others may test the findings
• Is an objective, systematic, empirical investigation of observable phenomena through the use of computational
techniques
• Highlights numerical analysis of data
• Concerned with numbers and relationships with events
Characteristics
1. Objective – seeks accurate measurement and analysis of target concepts. Not based on mere intuitions or
guesses
2. Clearly Defined Research Questions – researcher know in advanced what they are looking for; aspects of the
data are designed before data are gathered
3. Structured Research Instruments – data are gathered through structured research tools
4. Numerical Data – data are numbers and statistics that are organized and presented in various forms
5. Large Sample Sizes – to be more reliable, normal population curve is preferred
6. Replication – can be repeated to verify or confirm the correctness of the results in another setting
7. Future Outcomes – using math calculations and computers, future results may be predicted
Strengths
1. It is objective.
2. Use of statistical techniques
3. Numerical data can be analyzed quickly and easily
4. Findings can be generalized
5. Replicable
Weaknesses
1. Requires large number of respondents.
2. It is costly.
3. Information contextual factors are usually ignored.
4. Many information are difficult to gather especially on sensitive issues.
5. If not done seriously, data from questionnaires may be incomplete or inaccurate
Lesson 2: Kinds of Quantitative Research and its Importance
Experimental Non-Experimental
True Quasi Ex Post Facto

Descriptive Correlational
Experimental Experimental (Causal Comparative)
References:
Baraceros, E. L. (2016). Practical Research 2. Rex Bookstore.
Faltado III, R.E., Bombita, M.B., Boholano, H.B., Pogoy, A.M. (2016). Practical Research 2: Quantitative Research. Lorimar
Publishing, Inc.
Kind Goal Variables/ Data Sample Titles
Experimental Collection
Manipulation Techniques
Descriptive To observe and Variables are measured Questionnair Assessing Nurses’ Attitudes Toward Death
report on a certain as they occur. e and Caring for Dying Patients in a Cancer
phenomenon Experimental Center (Lange, M., Thom, B., Kline, N.E.,
Observation
manipulation is not used. 2008)
Self-Medication Practices of
Caguyumanons by Villano, N., et al, 2018
Correlational To determine the Variables are measured Questionnair Exposure to Korean Drama and its Effect
nature of as they occur. e to the Social Skills and Attitudes of Senior
relationship between Experimental High School Students by Barrogo, C. , et al
Tests
variables without manipulation is not used. 2018
Observations
looking into the
cause Stress Level, Emotional Intelligence, and
Academic Performance of Graduating
Senior High School Students by Orola, M.,
et al, 2018
Ex post facto To infer the causes Experimental Questionnair Comparison of Personal, Social and
(Comparative of a phenomenon manipulation is not used. e Academic Variables Related to University
which has already Groups exposed to Drop-out Rate and Persistence
)
occurred presumed cause are (Bernales, A., et al, 2016)
compared with those
who are not exposed to Study Habit, Attitude, and Academic
it. Performance of On-Line Gamers and Non-
on-line Gamers by Cordinillo, F. et al,
2017
Quasi- To establish cause- Experimental Test The Impact of Smoking Bans on Smoking
experimental and-effect manipulation is may and Consumer Behavior: Quasi-
relationships have limited used. experimental Evidence from Switzerland
(Boes, S., Marti, J., Maclean, J.C., 2014)
Community-based Support Activities,

Working Memory and Mathematics
Performance of Students by Igdanes, L.,
2018
Experimental To establish cause- Experimental Tests Effects of Mobile Technology Use on
and-effect manipulation is used. Walking
relationships Intact groups are not (Perlmutter, S., et al., 2014)
used; individual subjects
are randomly assigned to Compressive Strength of Concrete Hollow
the treatment and control Blocks Using Rice Hull Ash and Grinded
groups. Plastic Bottles by Bermudo, et al, 2018
The random assignment
Morphological Effects of E-Cigarette on
of individual subjects
the Internal Organs of White Mice by
provides more
Danga, J., et al, 2018
conclusiveness as to the
causal relationships Santan-Pineapple Tart by Detablan, K., et
between the variables. al, 2018
Importance of Quantitative Research in Different Fields
 Social Inquiry: to better understand the behavior and social interactions among individuals
Sample Study: Malouf, J. M., Schutte, N. S., Rooke, S.E., and MacDonell, G. (2012). Effects on Smokers of Exposure
to Graphic Warning Images. The American Journal on Addictions, 21 (6), 555-557.
 Arts: to investigate methods or approaches that enhance one’s creativity
Sample Study: Bringer, J., & Capra, R. (2011). Managing Music Across Multiple Devices and Computers: In
Proceedings of the 2011 iConference (pp. 489-495).
 Information and Communications Technology: to examine the trends and tendencies in the use of information
technology
Sample Study: Tripathi, M., & Kumar, S. (2014). Use of Online Resources at Jawahalal Nehru University: A
Quantitative Study. Program, 48 (3), 272-292
 Science: to understand the effectiveness of a newly developed medicine, treatment, or approach in addressing
problems
Sample Study: Fatmah, H. (2013). Effect of Tempeh Dates Biscuits on Nutritional Status of Preschool Children with
Tuberculosis. Malaysian Journal of Nutrition, 19 (2), 173-184.
 Agriculture and Fisheries: to examine how agriculture in a particular community is influenced by global trends
Sample Study: Namisko, P., & Aballo, M. (2013). Current Status of E-agriculture and Global Trends: A Survey
Conducted in Trans-Nzoia County, Kenya. International Journal of Science and Research, 2 (7), 18-22.
 Sports: to understand the relationship between one’s health and athletic performance
Sample Study: Jones, J. G., & Hardy, L. (1989). Stress and Cognitive Functioning in Sports. Journal of Sports
Sciences, 7(1), 41-63.
 Business: to assess approaches that will help companies in their decision-making practices
Sample Study: Ali, R., & Ahmed, M. S. (2009). The Impact of Reward and Recognition Programs on Employee’s
Motivation and Satisfaction: An Empirical Study. International Review of Business Research Papers, 5(4), 270-279.
 Vocational and Livelihood: to develop new ways and new products
Sample Study: Motong, S.M. (2012). Acceptability of MIlkfish (Chanos chanos Forsskal) Skin as Chicharon.
Lesson 3: Kinds of Variables and their Uses
VARIABLES AND THEIR USES

A variable is any element or entity which can be measured for quantity or quality. It is also the changing
quantity or measure of any factor trait, or condition that can exist in differing amounts or types. It is also a logical set of
attributes, characteristics, numbers, or quantities that can be measured or counted.
When conducting a quantitative study, you are expected to measure or figure out the relationship between your
variables. You may also manipulate or control these variables, depending on the kind of research you are conducting.
GENERAL TYPES OF VARIABLES (based on nature)

1. Quantitative variables can be measured numerically. They are variables used primarily in quantitative
research.
Quantitative variables can be classified under two types:
Discrete variables can be counted. They can only be denoted by positive whole numbers and are not
described in ranges.
Continuous variables are measured in ranges and can be denoted by non-whole numbers. Continuous
variables can have positive or negative values. They can also be expressed as fractions.
2. Qualitative variables are also referred to as categorical variables. Despite lacking numerical value, these
variables can still be used in quantitative research. Thy involve assigning values o specific categories or
groups. They are of two types:
Dichotomous variables are those that have only two distinct categories or variables.
Nominal variables have more than two categories or values.
KINDS OF VARIABLES (based on their purpose or role)

1. Independent variables – those that probably cause, influence, or affect outcomes. They are invariably called
treatment, manipulated, antecedent, or predictor variables. It is the variable that the researcher manipulates to
see whether it causes change on the dependent variable.
2. Dependent variables – those that depend on the independent variables; they are the outcomes or results of
the influence of the independent variable. They are being examined for changes.
Examples:
“The Relationship between Exposure to Mass Media and Smoking Habits among Young Adults”
Exposure to Mass Smoking Habits

Media
Independent Variable Dependent

Variable
3. Intervening or mediating variables – “stand between” the independent and dependent variables, and they
show the effects of the independent variable on the dependent variable. It can weaken or strengthen the effect
of the independent on the dependent variable. It is also sometimes called as “facilitating variable,” “moderating
variable,” or “controlled variables.”
Examples:
“Knowledge of the Dangers of Smoking, Attitudes towards Life, and Smoking Habits of Young Professionals
in Iloilo City”
Knowledge of the Attitudes towards Smoking Habits
Dangers of Smoking Life
Independent Intervening Variable Dependent

Variable Variable
4. Confounding variables – those that are not actually measured or observed in a study. They exist but their
influence cannot be directly detected in a study. This is the variable which the researcher fails to control and
threatens the validity of an experiment’s procedure.
Example:
“The Effects of Using Microsoft Word on the Writing Performance of Students”
Independent Variable: Use of Microsoft Word

Dependent Variable: Writing Performance
Confounding Variable/s: Speed in Typing, Knowledge in the use and features of Microsoft Word
Levels of Measurement
1. Nominal variables represent categories that cannot be ordered in any particular way. Examples are biological
sex, political affiliation, basketball team, religion.
2. Ordinal variables represent categories that can be ordered from greatest to smallest. Income brackets,
educational level (Grade 1, Sophomore), nutritional status, and ranks are examples of ordinal variables.
3. Interval variables have values that lie along an evenly dispersed range of numbers. Examples are
temperature and person’s blood pressure.
4. Ratio variables have values that lie along an evenly dispersed range of numbers when there is an absolute
zero. Examples are height, number of children, number of employees.
Name: ____________________________________________ Grade and Section: __________________
Lesson 1: Characteristics, Strengths and Weaknesses of Quantitative Research
Give it A Try
Direction: Classify the following research characteristics as either that of qualitative or quantitative. Tick (√ )
the appropriate column properly.
No. Criteria Options Qualitative Quantitative

1 Purpose To understand and interpret social interactions
To test hypothesis, look at cause and effect, and make
predictions
2 Group Smaller and not randomly selected
Studied Larger and randomly selected
3 Variables Specific variables are studied
Study of the whole, not variables
4 Data Type Words, images, or objects
collected Numbers and statistics
5 Data form Such as open-ended responses, interviews, participant
collected observations, field notes, and reflections
Such data are based on precise measurements using
structured and validated data-collection instruments
6 Type of Identify patterns, features, themes
data Identify statistical relationships.
analysis
7 Role of Researcher and their biases may be known to
researcher participants in the study and participant characteristics
may be known to the researcher.
Researcher and their biases are not known to
participants in the study, and participant characteristics
are deliberately hidden from the researcher.
8 Results Particular or specialized findings that is less
generalizable
Generalizable findings that can be applied to other
populations
9 Common Describe, explain, and predict
Objectives Dynamic, situational, social and personal
10 Final Report Statistical report with correlations, comparisons of
means, and statistical significance of findings
Narrative report with contextual descriptions and direct
quotations from research participants.
On Your Own
Which between these two sets of statements is easier or quicker to understand? Justify your point.
Set A:
 Ninety percent (90%) of the recorded Covid 19 cases in the Philippines are mild and
asymptomatic.
 Only 2 senators voted against the passing of the anti-terror bill.
Set B:
 A big number of the recorded Covid 19 cases in the Philippines are mild and asymptomatic.
 Few senators voted against the passing of the anti-terror bill.
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Thinking Time
Based on the two previous activities, what do you think are the strengths and weaknesses of
quantitative research.
Strengths of Quantitative Research Weaknesses of Quantitative Research
Apply It
Ponder on the headlines of big newspapers, news outlet or on some TV programs; then, try asking
quantitative questions about them. Write at least 3 questions about the news or headlines.
Headline: ____________________________________________________________________________
1._____________________________________________________________________________
2._____________________________________________________________________________
3._____________________________________________________________________________
Assessment
I. True or False. Write True if the statement is correct and False if otherwise.
___________ 1. Research is advantageous not only to students but to life as a whole.

___________ 2. Research requires no step-by-step procedure for as long as results are obtained.
___________ 3. Research is based on experience, observation or data collected.
___________ 4. A fewer number of respondents is needed in a study to minimize the error.
___________ 5. In a quantitative research, respondents are given very limited opportunity to elaborate
II. Multiple Choice. Write the letter of the correct answer on the space before the number.
______ 6. Which of the following BEST defines quantitative research?
A. It is an activity of producing or proving a theorem.
B. It is an activity concerned with finding new truths in education.
C. It is an exploration associated with libraries, books and journals.
D. It is a systematic process for obtaining numerical information about the world.
Refer to the following characteristics of quantitative research for items 9-12.

A. Objective B. Numerical Data C. Replication D. Large Sample Size
_______ 7. Data are in form of statistics.

_______ 8. It is not based on guess work.
_______ 9. It is needed to arrive at a more reliable data.
_______ 10. It is done to check the correctness and verify the findings of the study.
Lesson 2: Kinds of Quantitative Research and its Importance

Give it A Try
Write the letter of the correct answer before the item number.
a. Descriptive B. Correlation C. Ex Post Facto D. Experimental E. Quasi-Experimental
____1. This aims to find out if there is relationship between two or more variables.
____2. In this research, subjects are randomly assigned to experimental treatment and control groups who
are treated the same except for the treatment.
____3. This kind of research corresponds to identifying the characteristics of an observed phenomenon.
____4. Experimental manipulation has limited use in this research.
____5. This kind of research is used to infer the causes of a phenomenon which has already occurred.
Identify the right kind of quantitative research for each title.
____6. The Socioeconomic Profile of Households in Upland Communities in the Province of Iloilo
____7. The Comparison of Skills of Honor and Non-Honor Students
____8. Effect of Organic Fertilizers on the Growth of Cucumber
____9. Use of Online Platforms in Classroom Instruction: Effect on Students’ Performance
____10. Physics Anxiety, Habits of Mind and Self-Efficacy as Predictors of Students’ Academic
Performance
Apply It
Read and analyze the following studies. Answer the question that follows.
High School Students’ Adversity Quotient and Performance in Mathematics

Mante, M. T. (2015)
This study investigated the relationship of Adversity Quotient and performance in mathematics of
fourth year high school students. One hundred seventy-five high school students were asked to answer
Adversity Quotient Questionnaire (AQQ) and Performance Test in Mathematics (PTM). Findings show
that students have average Adversity Quotient and average performance in Mathematics. Male and
female participants differ significantly in terms of mathematics performance. Sex, curricular program, and
parental support did not differ significantly in their Adversity Quotient. In general, performance in
mathematics and Adversity Quotient were significantly related.
What type of research is used in the study? Give at least two reasons.
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Influence of Robotics-Aided Lessons on Students’ Physics Achievement

Esportuno, F. G. (2015)
This research paper aimed to determine the effects of Robotics-aided lessons on students’ physics
achievement. There are two groups with subjects randomly assigned as to experimental and control groups.
The experimental group was exposed to instruction using the RCX programmable LEGO bricks and pieces,
sensors, and motors while the other group was on traditional teaching. The instruments used were Student’s
Robotics Profile Inventory, Achievement Test, and Observation Checklist. It was found out that the posttest
of students who were exposed to robotics-aided instruction was higher than the non-robotics class.
Robotics, as an intervention, developed the social skills, personal values, and intellectual knowledge of
students in physics.
What quantitative research was employed in the study? Give two reasons for your claim.
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On Your Own
What do you think is the importance of quantitative research in your chosen field or endeavor?
______________________________________________________________________________________
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Lesson 3: Kinds of Variables and their Uses
A. Fill in the blank/ boxes with the correct word/s. Write not applicable if there will be cases when the
required term is impossible to be determined.
1. The Relationship between Educational 2. The Effect of Music on the Social Studies
Attainment and Fathers’ Involvement in the Performance of Students
School Activities of their Children
a. Kind of Quantitative Research: _______________ a. Kind of Quantitative Research: _______________
b. Complete the diagram: b. Complete the diagram:
Ind. Variable Dep. Variable Ind. Variable Dep. Variable

3. The Effect of Different Organic Fertilizers on 4.The Management Style of School
the Growth and Yield of Cucumber Administrators Iloilo City
a. Kind of Quantitative Research: _______________
b. Complete the diagram: a. Kind of Quantitative Research: ______________
b. Independent Variable: _____________________
c. Dependent Variable: ______________________
5. Influence of Social Media on Self-Esteem of 6.Music Therapy and its Effect to the Science
High School Students Performance of Students
b. Complete the diagram: b. Complete the diagram:
Ind. Variable Dep. Variable Ind. Variable Dep. Variable

7. Students’ Early Debt Experiences 8. Emotional Stability and its relation to
Students’ Physical Well Being
b. Complete the diagram:
b. Independent Variable: _____________________
c. Dependent Variable: ______________________
Ind. Variable Dep. Variable
B. Classify the following variable as Quantitative or C. Classify the variable as either nominal (N),
Qualitative. Then determine if it is ordinal (O), interval (I), and ratio (R).
Discrete/Continuous, or Dichotomous/Nominal (One check per number)
(One check per number)
Variable Quantitative Qualitative Variable N O I R
D C D N 1.weight of air-conditioning unit
1.Movie Classification (G,
PG, SPG,…) 2.SSS number
2. Salary
(P5,135.50, P450.75) 3.ranking of tennis player
3.Product Satisfaction
(unsatisfied, satisfied,
4.Cellphone Number
very satisfied)
4.amount of time in playing
ROS (1.5 hr, 1.75 hr) 5. number of typhoons
5.Region
(R. Catholic, INC, GW) 6.exam score (9pt, 10pt, 8pt,…)
6.Color of shirt
7.Temperature 7.body mass index (25.3, 24.7,…)
8.Mobile Ownership
(Yes or No)
9.Number of Gr 7 Students
10.Marital Status (Single,
Married, Widow,..)
8.nutritional status (wasted, normal,
overweight)
9.temperature
PRACTICAL RESEARCH 2
Quantitative Research Module 2
LESSON 1: DESIGNING RESEARCH TOPIC
WHAT I NEED TO KNOW
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 (5) refine the question. Guided with these steps, a student researcher can
certainly jumpstart a quantitative research project.
WHAT IS IT
Steps in Developing Research Topic

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.
Developing a research problem can be done in four (4) steps:
1. Choose a broad topic
2. Do a preliminary research
3. Define the problem
4. Refine the question
As a student researcher, let us go through these steps to guide us in choosing a quantitative

research topic related to our chosen field.
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:
A. Choose an interesting topic.

Research is a very challenging task that demands your time and persistence. Your motivation to find
the answer to the problem should keep you going, thus building a momentum along the way. Therefore,
your research topic must be something that you are passionate about. Review your answers in activity 1,
and it might lead you to the right path. After all, nothing is more satisfying than accomplishing something
that matters to you.
B. Select a significant topic.

A topic that is worth researching must be able to answer or solve problems in the community. No
one will take an interest in your topic if it is obsolete and does not address any real problem. To be proactive
and to take part in solving problems with socio-economic relevance gives a sense of accomplishment. You
do not even have to look far, just take a look at your household, neighborhood, school, group of friends, or
local community for a common problem or difficulty. Activity 2 will help you identify some main points that
can serve as a basis for choosing your research study.
C. Choose a topic relevant to your field.

One of the goals of this course is for you to be able to produce a quantitative research study that is
aligned to your chosen track. A SHS student under ABM must choose a topic related to business and
management while students taking HUMSS may consider choosing a topic about politics, culture, and arts.
Choosing a topic that you can relate will certainly make your research project less challenging.
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.
i. Department of Science and Technology (DOST) Harmonized National R & D Agenda for 2017-2022.
Early in 2017, DOST, together with researchers from the health, agriculture, industry, and academe,
released research priorities for 2017 to 2022 that are relevant for the economic growth of the
country. Visit this link https://bit.ly/3hHTf2Y for a list of suggested studies.
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 instructor 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.
2. DO A PRELIMINARY RESEARCH. The second step is much more time-consuming. Once you have
chosen a broad topic, you need to have a better understanding of it by reading some more articles,
journals, and related research studies. Find out how other researchers gathered their data, what
research instruments were used, how the data were analyzed, and what important findings they shared.
Take note of every relevant research study for future reference. If you started the topic search (first
step) by doing a literature review, the second step is just a continuation of what you started. A much
deeper discussion of the literature review will be done in module 3.
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 HAVE LEARNED

Directions: Answer briefly the questions below.
1. Why is it important to choose a relevant, significant, and interesting research topic?
______________________________________________________________________________________
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WHAT I CAN DO
Directions: Choose one broad topic related to your track that interests you. Do preliminary research on this
topic. Take note of at least 2 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.
Broad Topic: _____________________________________________________________
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: ____________________________________________
Question 1: _______________________________________________________________
Question 2: _______________________________________________________________
Question 3: _______________________________________________________________
LESSON 2: RESEARCH TITLE
WHAT I NEED TO KNOW
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
True or False
Directions: Write TRUE if the statement is correct and FALSE if it is incorrect.
_____________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 letter of nouns and pronouns are capitalized.
_____________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
Basic Guidelines in Make Research Title
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:
1. Use an accurate description of the subject and scope of the study instead of using general terms.
2. Do not use abbreviations except for commonly known ones like DNA and ICT.
3. Do not include words like “The study of,” “analysis of,” “an investigation of” or similar construction
as these would only lengthen the title.
4. Include the main dependent and independent variables.
5. Be mindful of the proper use of grammar and punctuation.
6. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first letter of the first and
last words.
7. State in a declarative form, although you may also see titles in question form from time to time.
8. The year the study has been conducted should not be indicated unless it is a historical study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to15 words are sufficient to describe the research
study.
11. Use the common name instead of chemical formula (e.g., NH4)
12. Write and italicize the full scientific names.
13. Must reflect the tone of the paper. An academic research paper has title which is not casual, or
informal, or does not contain humor.
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.
Example: Phytochemical analysis and antioxidant activity of S. trifasciata leaves

Answer: The scientific name was abbreviated and not italicized.
1. An investigation of the effects of electronics uses on Interpersonal Relationship in adults.

Answer: ________________________________________________________
2. Effects of Coconut Oil and Beeswax Edible coating.

Answer: ________________________________________________________
3. The Effects of Arts-Integrated Instruction on Arithmetic Skills of Students for S.Y. 2018-2019.
Answer: _________________________________________________________
4. Antibacterial effects of C2H5OH extract of Carica papaya leaves.
Answer: _________________________________________________________
5. Managing business during global pandemic.

Answer: _________________________________________________________
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 Lesson
1. Follow the format below:
Research question 1: _______________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
Proposed title A: ___________________________________________________________
_________________________________________________________________________
Proposed title B: ___________________________________________________________
_________________________________________________________________________
Proposed title C: ___________________________________________________________
_________________________________________________________________________
LESSON 3: BACKGROUND OF RESEARCH
WHAT I NEED TO KNOW
Choosing a sound research topic entails a considerable amount of time, focus, and preliminary
research. Before a topic was 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.
Background of the Study
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.
A research gap is an under or unexplored area of a topic that requires further exploration. The gap
can be in a form of other variables, conditions, population, methodology, or test subject. To identify research
gaps, an exhaustive literature review regarding the topic is required. You may have to look for similar or
related studies employing quantitative, qualitative, or mixed-methods from legitimate sources and examine
the gray areas. Reading through the Discussion, Conclusion, or the Recommendations sections of the
articles will help you know potential areas of study that need further attention. Identifying research gaps
sometimes would even make researchers modify their research problem as they get noteworthy ideas from
fellow researchers.
While both the Background of the Study and the Review of Related Literature involves 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
discuss the studies mentioned in the background of research. Moreover, the background of the study will
answer 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?
While answering these questions, keep in mind that the studies you include in this part of the paper are
laid down as part of the introduction and should not be discussed in great detail. The depth and length of the
background information largely depend on how much information you think the reader needs to know to
have a full grasp of the topic being discussed.
WHAT I HAVE LEARNED
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?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. What important components should be included in the Background of the Study?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
WHAT I CAN DO
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.
Name: _________________________ Section: ___________________ Date: ___________

Research topic:___________________________________________________________
Research title:____________________________________________________________
Background of the Study
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__________________________________________________________.
LESSON 4: RESEARCH QUESTIONS
WHAT I NEED TO KNOW
Nature of Quantitative Research Problem

Once a person encountered uncertainty, being inquisitive, you will find ways for answers or solution.
Ignited by interest, curiosity, or need you will find yourself pondering about the current problem you are
facing. When you are thinking and behaving this way, you are then confronted by a problem that can be a
source of a research problem.
A research problem is simple as a problem you would like to research. Quantitative Research
Problem dealt more with the precision and specificity of the problem. Furthermore, the quantitative research
problem describes trends and patterns of a phenomenon.
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. Then you will start
specifying what you want to answer in your study.
Research Problem and Research Questions
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.
WHAT IS IT
Characteristics of Good Research Questions
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 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 who so ever involve in your study. Look
into ways of answering the research questions without inflicting physical and psychological harm to persons
involved.
Formulating Research Questions
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 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 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 descriptive research, correlational
research, Ex Post Facto research, Experimental, and Quasi-experimental research.
Research Questions for Descriptive Research focuses on observing and reporting factors or
aspects of the research problem. Phrases such as how often/frequently, how many/much, what is/are, to
what extent/degree, and the likes are used in these questions. For example, you study the use of social
media among Senior High School Students, you can ask the following questions:
What are the various social media platforms used by Senior High Students?
How many hours students spend on social media per week?

Research Questions for Correlational Research aim to determine the relationships among two or
more variables in your research problem. Correlational research questions usually begin with the phrases
“Is there a significant relationship” or “What is the relationship between/among”. In the study of use of social
media and level of digital literacy of students following questions can be asked:
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 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?
Research Questions for Experimental and Quasi-experimental Research suggests that answers
to these questions are brought about by manipulation or control of a certain variable during the conduct of
the study. These questions provide explanation to the causal relationship of variables. The following
research questions can be asked on studies on elementary student’s remedial sessions and academic
performance of students:
Is there a significant difference in the posttest scores of the control group and experimental group?
WHAT’S MORE
Activity 2: The Very Good Questions
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 your
think it is already good, then write your justification also.
Revised Question/
Your Rating
Quantitative Research Question Justification
Feasible Clear Significant Ethical
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?
Activity 2: Let’s go Online
Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/2zxLYS5
https://bit.ly/2M2lfzC
Activity 3: Write the Questions
Directions: Write one general research question and two specific research questions for the given research
problem below.
Research Problem General Question Specific Questions
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
WHAT I CAN DO
State your Research Questions
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. _______________________________________________________________________________
___________________________________________________________________
REFERENCE:
Practical Research 2- Grade 12 Alternative Delivery Mode
Quarter 1 – Module 2: Identifying the Inquiry and Stating the Problem
First Edition, 2020
Published by the Department of Education – Division of Cagayan de Oro Schools Division
Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
LESSON 5: SCOPE AND DELIMITATION OF THE STUDY
Scope and Delimitation
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.
Components of Scope and Delimitation
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 going to collect the data?
Difference between Delimitation and Limitation of the Study
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.
Activity 1. It’s the Scope and Limitation

Directions: Read the sample scope and limitation and identify the boundaries of the study by writing the
corresponding components on the table below.
Sample Scope and Delimitation of the Study
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 respondent is given questionnaire to answer. The students
selected came from six different sections to prevent subjective perceptions.
Components of the Scope and Delimitation

 Topic of the study
 Objective of the study or problems to
be addressed
 Time frame in which the study will be

conducted
 The locale or area where the study will

be conducted
 Characteristics of the participants of

the study
 Other parameters
PRACTICAL RESEARCH 2
Quantitative Research Module 3
LESSON 1: RESEARCH FRAMEWORK
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 assumed 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.
Theoretical and Conceptual Framework
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.
Similarities of the Theoretical and Conceptual Framework
The following are the similar characteristics of Theoretical and Conceptual Framework:
1. Provide an overall view of the research study;
2. Anchor a theory that supports the study;
3. Guide in developing relevant research questions/objectives;
4. Help justify assumptions/hypothesis;
5. Aid in choosing appropriate methodology;
6. Help in gathering and interpreting data and
7. Guide in identifying possible threats to validity.
Differences between the Theoretical and Conceptual Framework

Theoretical framework Conceptual framework
Scope  Broader  Narrower/focused
 Can be used in different studies  Directly related to a specific
study
Focus of Content  The particular theory used already  Set of related concepts to a
in the field specific study
Number of Theories  Presents one theory at a time  May synthesize one or more
theories
Time of  Already existing before the conduct  Develop while planning and
Development of the study writing a specific research
These are the following guidelines and strategies of choosing and developing a Research Framework
according to Barrot (2017, p.73).
Theoretical framework Conceptual framework

 Understand the variables included in  Identify the key concepts in your study by referring to
your study as well as their relationship your research questions or objectives.
with one another.  Search for existing theories that incorporate the
 Review the existing literature related same concept and look into their relationships with
to your research topic. one another.
 Using the information that you have  Using the existing theories as a guide, plot your
gathered from the literature, look for conceptual framework using a concept map.
possible theories that may potentially  In case that there are concepts not covered by the
account for the expected results of selected theories. Incorporate them into your
your research topic. framework. However, make sure that you are
 From these theories, select the one incorporating this concept into your framework
that is most relevant to your study and because it is necessary for your paper.
can provide a blueprint for your  After completing the initial draft of your conceptual
research. framework, write a narrative explanation of each
concept and how each of them relates to one
another. Again, there should be a basis for the
relationship between the concepts being
incorporated.
 Refer once again to your research questions. Check
if the conceptual framework is aligned with them.
 Note that the process of creating a conceptual
framework is developmental. This means that it may
still be refined or changed as you read more
literature and look into more theories.
 In some cases, the research hypothesis is presented
at the end of the conceptual framework.
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.
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 moderating variable is an independent variable which influences the direction and the strength
of the connection between independent and dependent variables. The independent variable interacts with
the moderator variable, which makes the relationship of the independent and dependent variable stronger
or weaker. It alters the effect that an independent variable has on a dependent variable base on its value.
The moderator thus influences the effective component of the cause-effect relationship between the two
variables. This is also called as the interaction effect.
Mediating variable or Intervening variable is an element that exists between the independent to
the dependent variable. A mediator (or mediating) variable is an integral part of the cause-effect relationship
and helps us to understand the effects of the independent variable on the dependent variable. It is a
variable that describes the effect and influence of the relationship between the variables and what is
controlling that relationship. This is also called as correlated or mediator variables
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.
It has somehow an effect on the dependent variable and an extension of the independent variable.
However, if you omit the control variable from your study, the findings would be less accurate. It is mostly
relevant if your study is about to prove a cause-effect relationship by undertaking statistical analysis.
The Input-Process-Output Model
The Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the inputs, required
process, and the output. This approach is seated on the premise of acquiring essential information by
converting inputs into outputs through the required processing steps in obtaining the result. The IPO Model
is also referred to as a functional model that is usually used in action research where an intervention or
solution is necessary to solve the identified problem.
The Input is usually the independent variable of the study. Meanwhile, the Process is the intervention
or solution consist of the instruments and analyses used to acquire the result. Lastly, the Output is the
findings or outcome of the interventions being made to solve the identified problem.
Common Example of Conceptual Framework
As you read on different research studies, the common conceptual frameworks used of most studies
are the independent and dependent variable model and the input, process, and output model.
A. Independent Variable - Dependent Variable Model (IV-DV)
For example:
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.
B. The Input – Process - Output Model (IPO)

For example:
Figure 2. The schematic diagram of the Input, Process, and Output Approach of the Study.
This conceptual framework shows the input, process, and output approach of the study. The input is
the independent variable, which includes the socio-demographic and food safety profile of the respondents.
The process includes the tools and analyses in gathering the data, while the output is the outcome based
on the results of the study.
WHAT IS IT
Example 1
Research Title: Effect of Mentoring Program on Academic Performance among Senior High School
Students
Conceptual Paradigm:
Effect of Mentoring Academic

Program Performance
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.
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
INPUT PROCESS OUTPUT
Socio-demographic Profile
1. Age 1. Profiling
2. Sex
3. Marital Status 2. Survey Tool Proposed
4. Educational Attainment Intervention
Safety Precaution Awareness 3. Data Gathering
Program
Against COVID 19
4. Data Analysis
1. Causes and Interpretation
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.)
Activity 1: Spot the Variable (Part 1)

Research Title: Medical Intervention and the Number of Patients Recovering from Pneumonia
Choose your answers here: Elements/Factors

1. Health Care Facilities 2. Work Experience of the Medical Team
3. Medical intervention 4. Social Status of the Patient
5. Number of Patients Recovered from Pneumonia
6. Immune System of the Patient 7. Patient’s Employment
In this conceptual framework, there are assumed moderating variables that are taken into
consideration that somehow they would influence the relationship between the independent and the
dependent variable. They can affect the strength of the connection of the variables.
Activity 2: Spot the Variable (Part 2)
Research Title: Effects of the Social Responsibility of a Corporation to its Organizational

Performance
Choose your answers here: Elements/Factors

1. Organizational Performance 2. Total Number of Employees
3. Clients’ Loyalty 4. Corporate Social Responsibility
5. Employee’s Dedication 6. Administrative Commitment
LESSON 2: DEFINITION
7. Corporate Business Location OF TERMS
8. Type of Business
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.
Definition of Terms is also called as Operational Definition of Variables (ODV). The word
operational refers to “how the word/term was used in the study. At the same time, the variables are the
elements essential to the study.
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.
Benefits of Having Definition of Terms

1. It is a useful place to include technical terms in the topic of the research questions.
2. It can clarify the definition of term, especially if it has a different meaning. Define the term according
to how it was used in the study.
3. It makes it easier to revisit or check the meaning of a term instead of trying to locate it through the
paper.
4. Helps to ensure that the reader can understand the technical terminologies and jargons while
reading the paper.
Guidelines on How to Write the Definition of Terms

1. Write a brief introductory statement. It shortly describes the content of the definition of terms.
2. List/write the words/terms (which are technical) that would be included (make sure that the variables
and key terms found in the title are included).
3. The terms should be arranged alphabetically.
4. Indention should be applied to each term.
5. The term should be followed with a period.
6. It can be underlined or not.
7. It can be bold and italic or not.
8. It does not have to be lengthy (direct to the point).
9. Acronym/initials should be defined clearly. Complete name should be written first, followed by the
acronym/initials in open-close parenthesis, then the definition/meaning.
10. Do not overflow with technical terms (only those relevant and significant to the study).
11. Keep the definition brief and basic. You will elaborate on it more in the body of your paper.
Note: Refer also to your institutional format (some institutions have different formats)
Examples of Writing the Definition of Terms
1. Conceptual definition
Face to face. It is when the people involved are being close together and looking directly at each
other.
Module. Is any in a series of standardized units used together, such as an educational unit that
covers a single subject or topic.
Online. Is controlled by or connected to another computer or network.
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 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
Write the meaning of the key terms, both conceptually and operationally.
1. Student. A person who is enrolled or attends classes at school, college, or university. (This is defined
conceptually).
Student. Refers to a person who is enrolled and attends a Bachelor of Science in Pharmacy of this
university. (This is defined operationally).
2. Undergraduate. A student at a college or university who has not yet earned a bachelor's or equivalent degree.
(This is defined conceptually).
Undergraduate. Refers to a student who is enrolled in the course of Bachelor of Science in Pharmacy
in this university who has not yet received the degree. (This is defined operationally).
3. Graduate. A person who has completed a course of study or training, especially a person who has been
awarded an undergraduate academic degree. (This is defined conceptually).
Graduate. Refers to a student who has completed the degree of Bachelor of Science in Pharmacy of
this university. (This is defined operationally).
LESSON 3: RESEARCH HYPOTHESIS
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?
A Hypothesis is a tentative statement about the relationship between two or more variables. It is a specific
and testable prediction on what you expect to happen with the variables in your study. Usually, it proposes a possible
relationship between the independent variable (what the researcher changes) and the dependent variable (what the
research measures). It is also described as an “educated guess” of what possibly the result would be of your research,
which should be supported on existing theories and knowledge. Furthermore, the hypothesis states a tentative answer
to your research question that can be tested by further investigation in which you can support or refute it through
scientific research methods such as data collection and statistical analysis. It is the primary idea of any inquiry that
transforms the research questions into a prediction and integrates components like variables, population, and the
relation between the variables. Hypothesis formulation is employed when conducting correlational, ex-post facto, quasi
experimental, and experimental studies.
As a researcher, you must determine whether your hypothesis is accepted or not base on the findings and
outcome of your research study. Not all studies have a hypothesis while, some studies have several hypotheses.
Types of Research 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.
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.
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.
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 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.
Ex: Tomato plants bear fruit faster in Earth than in Moon. (Until we are can test the soil and plant
growth in Moon's ground, the evidence for this claim will be limited, and the hypothesis will only remain
logical).
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.
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 Ho 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.
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 (H a). 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.
Ex: My health improves during the times when I sleep 8 hours a day than sleeping for 4 hours only.
A Hypothesis can be classified as Directional and Non-directional Hypothesis
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.
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.
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).
Guidelines in Formulating Hypothesis
These guidelines must be observed in formulating your hypothesis.

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.
2. Your independent variable and dependent variable must be included in your hypothesis.
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 IS IT
Example 1
Determine the following hypotheses, whether it is a good or bad hypothesis base on what you have learned.
Put a check (√) mark on the right column to indicate your answer. Briefly support your answer with an explanation or
remark.
Hypotheses Good Bad Reason/Remark
1. If the amount of water given to my √ This hypothesis is not clear and specific. It does
plants will be altered, then they may not answer a specific question or give a possible
grow at different rates. explanation of a potential phenomenon.
2. When there is less oxygen in water, √ This hypothesis is good because it is testable,
the mortality rate of the fish is simple, written as a statement, and establishes
increased. the participants (fish), variables (oxygen in
water, and mortality rate), and predicts effect (as
oxygen levels decrease, the mortality rate is
increased).
3. Pest infected plants that are exposed √ This hypothesis gives a clear indication of what
to insecticidal soap will have fewer is to be tested (the ability of the insecticidal soap
pest after a week than pest infected to minimize pest infestation), it includes the
plants that are not treated. independent variable (insecticidal soap) and the
dependent variable (number pest), and predicts
the effect (exposure to insecticidal soap reduces
the number of pests).
4. In detecting enemy aircraft, a sound √ This hypothesis is not clear in its statement.
warning signal is more effective to a There is no point of comparison with the sound
fighter pilot. warning signal.
5. Studying of students is more efficient √ This hypothesis is clear, concise, and complete.
under bright lights than studying under It can also be tested and can be falsifiable.
dim lights.
LESSON 4: REVIEW OF RELATED LITERATURE
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.
Review of related literature is a compilation of studies related to a specific area of research. It evaluates,
classifies and summarizes all the relevant previous studies conducted on a specified topic. It is also design to justify
your research by exposing the gaps of the previous studies. It is vital that your literature review is centralized. Thus,
you should choose studies that are focused to your topic rather than collecting a broader scope of studies which are
already not relevant to your research.
Moreover, literature review is an essential component of research. It forms a "picture" for the reader, providing
a support and full comprehension of the developments in the field. This picture tells the reader that you have
acknowledged, considered and adapted previous related significant works in the field into your research.
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 researches. 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, stating the related article mentioning the original article
rather than citing 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.
Purpose of a literature review

The review of related literature is anchored to the following purposes.
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 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 researches which might help you in
formulating and justifying your research ideas.
7. To clarify misconceptions on previous researches and help refocus, polish, and contribute to the development
of the body of knowledge.
Structure of Literature Review

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 is 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 emphasized what you have learned from reviewing the literature and
where would your study leads to.
Types of Literature Review

These are the different types of literature review depending 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 by merging it into a wider framework and determine its contribution
and impact to the specific field of study.
2. Historical review
Historical review is a specialized type of literature review in which the researcher organizes the related
researches 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 researches. 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 merge with a
context review.
4. Methodological review
Methodological review is a specialized type of literature review in which the researcher gathers and
compares and contrast 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 compare 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.
Type of Sources for a Literature Review

In doing a literature review, researchers must be acquainted with the three (3) basic types of sources
which are the general references, primary and secondary sources. General references are sources in which a
researcher refers to tract down other sources. Primary sources are publications in which a researcher accounts
the findings of his or her investigations. Most primary sources are found in journal articles. Secondary sources
are publications in which a researcher considers the work of others.
Where can you find review of related literature?

As a researcher, you can find information about the research studies in numerous formats such as books,
scholarly journal articles, dissertations, government documents, policy reports, and periodicals. Most researchers are
also presenting their findings during meetings, congress, and conventions of professional societies and organizations.
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 advance 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 take into account its 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.
5. Policy Reports and Presented Papers
Policy reports are also a source of information in literature review. Policy papers are not like the typical
research papers. Usually they are discussed to non-academic readers. They may initiate by identifying an
issue or phenomenon that usually claim an answer and they are focused on being persuasive. Moreover,
policy papers are written proficiently and most of the readers does not want to read a book due to limited time.
Generally, they are supplemented by policy briefs which summarize the papers.
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 require to critically
evaluate the study. Therefore, it is essential to supplement these information with other sources.
Steps in Writing Literature Review

1. Find/Search for the Relevant Literature
There are many ways on how to find relevant research studies. You may use the following:
a. Search engines to facilitate your information inquiry. Make sure that they are reliable.
b. University online library
c. Snowballing
d. Related dissertations
2. Log, Catalogue and Synthesize
After searching and gathering the different relevant studies, you need to arrange them in order for you to
organize them easily.
a. Log the reference information. You may use reference management software.
b. Catalogue all relevant articles. You may use excel so that it will be organize and systematic. You
can make your own template so that you will be efficient.
c. Digest and synthesize. Organize the different ideas from different sources. Arrange them according
to the criteria that you made in your excel template. This would make the connections of the different
studies easier to identify.
3. Outlining and Writing Up
In-depth planning and enough time should be given importance during this period since you will need to
concentrate and have focus in writing up your paper.
a. Draw up your outline. You need to make an outline first for the structuring of your literature review.
Thorough reading and understanding should be done for you to be able to plan and structure the ideas
from your different sources. You can use the different approaches like chronological, thematic,
theoretical, etc.
b. Write it up. After formulating the outline, you can now begin writing your first draft. It is expected that
your first draft is still rough. Your second draft involves tightening up and improving the flow. There
would be several drafts needed for your paper to be polished.
c. Recap. When you are finish with your paper, have it read by others who are qualified (expert in the
field) for further improvements. Comprehend and incorporate their corrections and suggestions for the
betterment of your study. It is so much better if there will be more qualified people that can proof-read
your paper.
In-text Citation and Referencing Styles

Citation is a reference to a literature being used in your study. It is a way of giving acknowledgement to the
authors whom you have referred their intellectual works and creativity as a support or foundation of your research.
Typically, citations include author’s name, date, publisher information, journal information and/or DOI (Digital Objective
Identifier) if present.
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 references 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 used 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 CAN I DO? GROUP WORK
Task 1: Build a Framework

Create an initial research framework for your research study. Consider the relationship between the
concepts and variables in your research. Then prepare a concept map representing this relationship visually.
After finishing your map, describe it in no more than ten (10) sentences.
Task 2: Define Me Conceptually and Operationally

Based on your research title and research framework, organize your definition of terms. Write the
complete definition of terms of your research study both conceptually and operationally as directed by the
guidelines given to you in this module.
Task 3: My Hypothesis
Based on your research study, refer to your research questions. Formulate the appropriate null
hypotheses and alternative hypotheses.
Task 4: The Review of Related Literature

Look for literatures related to your study. Create your review of related literature. At least 10 pages.
After you submit your research framework, definition of terms, hypothesis and review of related literature,
once it is corrected in accordance with the guidelines given, you may start incorporating your research framework
into your research manuscript.

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Iloilo City National High School

SENIOR HIGH SCHOOL DEPARTMENT

Lesson 1: Characteristics, Strengths and Weaknesses of Quantitative Research

Empirical – based on experience, observation or data collected

Lesson 2: Kinds of Quantitative Research and its Importance

True Quasi Ex Post Facto

Community-based Support Activities,

Importance of Quantitative Research in Different Fields

VARIABLES AND THEIR USES

GENERAL TYPES OF VARIABLES (based on nature)

KINDS OF VARIABLES (based on their purpose or role)

Exposure to Mass Smoking Habits

Independent Variable Dependent

Independent Intervening Variable Dependent

Independent Variable: Use of Microsoft Word

Lesson 1: Characteristics, Strengths and Weaknesses of Quantitative Research

No. Criteria Options Qualitative Quantitative

Strengths of Quantitative Research Weaknesses of Quantitative Research

___________ 1. Research is advantageous not only to students but to life as a whole.

Refer to the following characteristics of quantitative research for items 9-12.

_______ 7. Data are in form of statistics.

Lesson 2: Kinds of Quantitative Research and its Importance

a. Descriptive B. Correlation C. Ex Post Facto D. Experimental E. Quasi-Experimental

High School Students’ Adversity Quotient and Performance in Mathematics

Influence of Robotics-Aided Lessons on Students’ Physics Achievement

Lesson 3: Kinds of Variables and their Uses

Ind. Variable Dep. Variable Ind. Variable Dep. Variable

Ind. Variable Dep. Variable Ind. Variable Dep. Variable

Ind. Variable Dep. Variable

LESSON 1: DESIGNING RESEARCH TOPIC

WHAT I NEED TO KNOW

Steps in Developing Research Topic

As a student researcher, let us go through these steps to guide us in choosing a quantitative

A. Choose an interesting topic.

B. Select a significant topic.

C. Choose a topic relevant to your field.

WHAT I HAVE LEARNED

Broad Topic: _____________________________________________________________

LESSON 2: RESEARCH TITLE

WHAT I NEED TO KNOW

Basic Guidelines in Make Research Title

Example: Phytochemical analysis and antioxidant activity of S. trifasciata leaves

1. An investigation of the effects of electronics uses on Interpersonal Relationship in adults.

2. Effects of Coconut Oil and Beeswax Edible coating.

5. Managing business during global pandemic.

Research question 1: _______________________________________________________

Research question 2: _______________________________________________________

Research question 3: _______________________________________________________

LESSON 3: BACKGROUND OF RESEARCH

WHAT I NEED TO KNOW

Background of the Study

WHAT I HAVE LEARNED

2. What important components should be included in the Background of the Study?

Name: _________________________ Section: ___________________ Date: ___________

Background of the Study

LESSON 4: RESEARCH QUESTIONS

WHAT I NEED TO KNOW

Nature of Quantitative Research Problem

Characteristics of Good Research Questions

Name: _______________ Section: _ Date: ___