Department of Education
Region IV-A - CALABARZON
Schools Division of Calamba City
SELF-LEARNING MODULE
GRADE 12
GR 12
Practical Research 2
Module 1 – Quarter 1
Module Development Team
Writers:
Reviewers:
Layout:
Management:
Cincy Merly B. Gecolea
Peejay G. Gecolea
Isabelita R. Hizon
Rico Herrera
Cristeta M. Arcos
Ren Mac Mac G. Motas
SDS Susan DL Oribiana
ASDS Rogelio F. Opulencia
CID Chief Dolorosa S. De Castro
EPS-LRMDS Cristeta M. Arcos
Department of Education│R4A│Division of Calamba City
Office Address: DepEd Bldg., City Hall Compound, Brgy. Real, Calamba City
For DepEd Division of Calamba City USE only. Please send your feedback and suggestions to
lrmds.depedcalamba@deped.gov.ph or call 049–554 9830 loc. 14
SCIENCE
For DepEd Calamba City USE only. We Value your feedback and recommendations.
WEEKS
1-3
I
Nature of Inquiry and Research
Lesson
It is in nature that humans are always asking questions and testing theories about
themselves, about other people and even about what is going on around them. Indeed,
humans are good researchers. In this lesson, you will learn about the nature of inquiry
and research.
At the end of this lesson, you are expected to describe the characteristics,
strengths, weaknesses and kinds of quantitative research, illustrate the importance of
quantitative research across fields and differentiate the nature of variables. Moreover, it
is expected that you shall decide on suitable quantitative research in different areas of
your interest.
To begin with, do the following activity.
Learning Task 1: Let’s Recall
Directions: Using the presented mnemonic, list down the basic steps in Scientific
Method.
P
O
H
I
C
Guide Question:
1. How is scientific method related to research?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Let us continue your learning journey. I am confident enough that you can answer
the next task.
Learning Task 2: The Picture Says…
Directions: Analyze the picture. Afterwards, answer the given guide questions.
Guide Questions:
1. Based on the picture, what is research?
2. Why is research important?
D
Now, that you are done with the above tasks, you may do the next one. All you
have to do is to read the given text below and accomplish the following task.
According to Creswell (2013), research is a systematic and objective creation
of knowledge. It is an investigation or experimentation aimed at the discovery and
interpretation of facts, revision of accepted theories or laws in the light of new facts,
or practical application of such new or revised theories or laws.
Learning Task 3: D e s c r i b e Me !
Directions: If you are to describe research by a
single word, what words would best describe it?
Provide at least six (6) answers and write those in
the given graphic organizer.
Guide Questions:
1. Based on your answer, which word may
describe a good research? Why?
2. What are the characteristics of a research?
RESEARCH
Great! Let us now have some detailed information and descriptions about
quantitative research.
QUANTITATIVE RESEARCH
Quantitative research is an objective, systematic empirical investigation of
observable phenomena using computational techniques. It highlights numerical analysis
of data hoping that the numbers yield unbiased results that can be generalized to some
larger population and explain a particular observation. Simply, quantitative research is
concerned with numbers and its relationship with events.
The quantitative research suggests that the data can be analyzed in terms of
numbers. An example is a study comparing the performance of Grade 12 students from
two different schools in English when ICT is integrated in teaching. This can be
approached by getting the average performance of both schools before and after
integrating ICT. Then the average can be compared and analyzed to see the differences
or effectiveness. In this case, numbers are used as data for analysis.
Another is surveying what do viewers in Calamba City preferred to watch: Is it GMA
drama or ABS-CBN Golden Kapamilya noontime show. In here, it may be approached by
making a survey questionnaire asking for the preference of viewers in Calamba City.
Aided with your understanding on the above text, you may confidently do the
following learning task.
Learning Task 4: It’s your time!
DIRECTIONS: Give your own example of a research topic/title that can be considered as
quantitative research. Provide an explanation as to why and how you can use quantitative
approach. Write your explanation on your notebook.
This rubric serves as your guide in doing the activity and at the same time, basis of your score.
Performance
Areas
4
3
Content
The complete idea
is clearly stated
The ideas are
vague, lack of
focus.
Relevance/
Appropriateness
The answers are
aligned to what is
needed.
The answers are
somewhat
misleading.
Written answers
have no errors in
word selection and
use, sentence
structure, spelling
and capitalization.
Written answers
are relatively free of
errors in word
selection and use,
sentence structure,
spelling and
capitalization.
(1-2 errors)
Mechanics and
Grammar
2
1
The idea lacks
supporting points.
No supporting
points.
The answers
have a little
relevance to what
is asked for.
Written answers
have several
errors in word
selection and
use, sentence
structure, spelling
and
capitalization.
(3-4 errors)
Score
No relevance
at all.
Written
answers have
serious errors
in word
selection and
use, sentence
structure,
spelling and
capitalization.
Let us continue learning.
Characteristics of Quantitative Research
1. Objective. Quantitative research seeks accurate measurement and analysis of
target concepts. It is not based on mere intuition and guesses. Data are gathered
before proposing a conclusion or solution to a problem.
2. Clearly Defined Research Questions. The researchers know in advance what
they are looking for. The research questions are well-defined for which objective
answers are sought. All aspects of the study are carefully designed before data
are gathered.
3. Structured Research Instruments. Standardized instruments guide data
collection, thus, ensuring the accuracy, reliability and validity of data. Data are
normally gathered using structured research tools such as questionnaires to collect
measurable characteristics of the population like age, socio-economic status,
number of children, among others.
4. Numerical Data. Figures, tables or graphs showcase summarized data collection
in order to show trends, relationships or differences among variables. In sum, the
charts and tables allow you to see the evidence collected.
5. Large Sample Sizes. To arrive at a more reliable data analysis, a normal
population distribution curve is preferred. This requires a large sample size,
depending on how the characteristics of the population vary. Random sampling is
recommended in determining the sample size to avoid researcher’s bias in
interpreting the results.
6. Replication. Quantitative methods can be repeated to verify findings in another
setting, thus strengthen and reinforcing validity of findings eliminating the
possibility of spurious conclusions.
7. Future Outcomes. By using complex mathematical calculations and with the aid
of computers, if-then scenarios may be formulated thus predicting future results.
Quantitative research puts emphasis on proof, rather than discovery.
Let’s have a self-check first. Please do the following task.
Learning Task 5: I Need Explanation!
Directions: Listed in the table are some of the characteristics of a quantitative research.
Explain or justify why a quantitative research has such characteristic.
Characteristics
Why?
Objective
Ex. It is objective because it requires
accurate analysis.
Clearly defined research question
Structured Research Instrument
Numerical Data
Large Sample Sizes
Replication
Future Outcomes
Strengths of Quantitative Research
The advantages of quantitative research include the following:
1. It is objective. The most reliable and valid way of concluding results, giving way to
a new hypothesis or to disproving it. Because of bigger number of the sample of a
2.
3.
4.
5.
6.
population, the results or generalizations are more reliable and valid. Since it
provides numerical data, it cannot be easily misinterpreted.
The use of statistical techniques facilitates sophisticated analyses and allows you
to comprehend a huge number of vital characteristics of data.
It is real and unbiased. If the research is properly designed it filters out external
factors, and so can be seen as real and unbiased.
The numerical data can be analyzed in a quick and easy way. By employing
statistically valid random models, findings can be generalized to the population
about which information is necessary.
Quantitative studies are replicable. Standardized approaches allow the study to be
replicated in different areas or over time with formulation of comparable findings.
Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of possible
directions to follow.
Weaknesses of Quantitative Research
The disadvantages of quantitative research are as follows:
1. Quantitative research requires many respondents. It is assumed that the larger the
sample is, the more statistically accurate the findings are.
2. It is costly. Since there are more respondents compared to qualitative research,
the expenses will be greater in reaching out to these people and in reproducing
questionnaires.
3. The information is contextual factors to help interpret the results or to explain
variations are usually ignored. It does not consider the distinct capacity of the
respondents to share and elaborate further information unlike the qualitative
research.
4. Much information are difficult to gather using structured research instruments,
specifically on sensitive issues like pre-marital sex, domestic violence, among
others.
5. If not done seriously and correctly, data from questionnaires may be incomplete
and inaccurate. Researchers must be on the look-out on respondents who are just
guessing in answering the instrument.
After having those facts about quantitative research, you are now able to criticize
research texts as to their characteristics, strengths, and weaknesses. As an additional
activity, please do this.
Learning Task 6: Read and Analyze!
Read and analyze the sample research abstract. Based on your observation and analysis,
write the Characteristics, Strengths, and Weaknesses on your notebook.
Life Values of Orphaned Teens: Basis for Life Coaching Program
Author: Elena G. Manalo
ABSTRACT
The primary goal of this study was to assess the life values of orphaned teens from the
two responding foster homes. It sought to describe the life values of the orphaned teens. It
also identified the order of importance of life 14 variables measured by Life Values
Inventory such as Achievement, Belonging, Concern for the environment, Concern for
others, Creativity, Financial, Prosperity, Health and Activity, Humility, Independence,
Interdependence, Privacy, Responsibility, and Spirituality. More so, it tested the significant
relationship of the profiling variables on the life values of the respondents. All the results
generated were used as the basis for the development of a Life Coaching Program which
will help improve and strengthen the life values of the orphaned teens.
This quantitative, not-experimental study was used as the research design to gather
the data to identify and assess the present level of life values of the orphaned teens and
its relationship to the profile. The researcher used 50 participants from BahayParola Home
for Boys in Bacoor Cavite and Boys Town in Marikina. The Life Values Inventory which is
a standardized instrument authored by Dr. R. Crace Kelly and Dr. Duanne Brown was used
as the main tool in data gathering.
The data gathered were statistically treated using frequency, percentage, weighted
mean, average mean, and the Pearson’s r. The study tested the null hypothesis that there
is no significant relationship between profile of the respondents and their life values.
Results divulged that most of the respondents were males, under 13 – 15 years old,
and staying in the homecare institutions for 4- 6 years. In addition, the findings revealed
that that among the 14 variables, the respondents have high regard for health and activity,
achievement, spiritual, concern for environment, and responsibility. On the other hand, their
bottoms 5 in the order were value for financial prosperity, creativity, belongingness,
independence, and concern for others. Lastly, the test for relationships confirmed that the
age, sex, and length stay profile of the orphaned teen– respondents have no significant
correlations to their life values.
With the results indicated, the researcher proposed a coaching program which will support
and enhance the noble purpose of the social workers and foster homes in helping the
orphaned teens in their journey/ walk in life. The proposed five programs which are deemed
significant in the improvement of the life values of the orphaned teens includes Project
UsapTayo, Mission Makipamuhay, Creative Education Week, Project MHMR (My House
My Rules), and Financial Literacy Education.
Characteristics
Strengths
Weaknesses
Let us continue reading and learning.
Four Main Types of Quantitative Research
1. Descriptive research seeks to describe the current status of an identified variable.
These research projects are designed to provide systematic information about a
phenomenon.
Example: A description of how Grade 12 students spend their time during
summer vacation
2. Correlational research attempts to determine the extent of a relationship between
two or more variables using statistical data. In this type of design, relationships
between and among several facts are sought and interpreted.
Example: The relationship between an NCAE test and success in a chosen
strand in Senior High school
3. Causal-comparative/quasi-experimental research attempts to establish causeeffect relationships among the variables. These types of design are very similar to
true experiments, but with some key differences.
Example: The effect of part-time employment on the achievement of high
school students
4. Experimental research, often called true experimentation, uses the scientific
method to establish the cause-effect relationship among a group of variables that
make up a study. The true experiment is often thought of as a laboratory study, but
this is not always the case; a laboratory setting has nothing to do with it.
Example: The effect of teaching with a cooperative group strategy or a
traditional lecture approach on students’ achievement
Let’s pause for a while and accomplish the following tasks.
Learning Task 7: Read and Check!
Directions: Listed in the table are other examples of a research topic. Determine what
type of quantitative research to be used by checking it. Answer the guide questions that
follow.
Topic
Customer Service
Satisfaction in Jollibee
Calamba Branch
Effectiveness of
Lagundi in Treating
COVID-19
The relationships
between the materials
used in making plastic
and its durability
A comparison of the
effect of personalized
instruction vs. traditional
Area of Interest
Business
Science/Medicine
Manufacturing
Education
Descriptive
Correlational
Quasiexperimental
Experimental
instruction on
computational skill
Guide Questions:
1. What is your basis in determining the type of quantitative research in each
example?
2. Based on the table, research can be used across other fields. Why does research
being utilized in other areas?
Learning Task 8: Ask and Reflect!
Directions: Conduct a survey/interview to 10 people (survey/interview can be done
through social media platform due to COVID-19 Pandemic). Ask them the importance of
research in their daily life. This can be done through a collaborative work (you can ask for
the help of your classmates through social media or you can ask your relatives older than
you). Afterwards, make a reflection paper about the importance of research. Write your
answer in short bond paper.
The Variables in Research
The term ‘variable’ has been mentioned several times so that it is necessary to
define it here. In research, a variable refers to a “characteristics that has two or more
mutually exclusive values or properties.
A variable specifically refers to characteristics, or attribute of an individual or an
organization that can be measured or observed and that varies among the people or
organization being studied.
Types of Variables
1. Numerical Variables are variables where the measurement or number has a
numerical meaning. There are two classifications of numerical variables – discrete and
continuous variables.
Examples: total rainfall measured in inches is a numerical value, heart rate is a numerical
value, number of cheeseburgers consumed in an hour is a numerical value.
a. Interval Variables – It is the level of measurement of numerical variables that
has values lie along an evenly dispersed range of numbers.
It is a measurement where the difference between two values
does have meaning.
Examples: temperature, a person’s net worth (how much money you have
when you subtract your debt from your assets)
b. Ratio Variables – It is the level of measurement of numerical variables which has
values that lie along an evenly dispersed range of numbers
when there is absolute zero. It possesses the properties of
interval variable and has a clear definition of zero, indication
that there is none of that variable.
Examples: height, weight, and distance.
2. Categorical Variables. This is any variable that is category or type.
Examples: sex, blood group, and number of children in family.
Categorical variables may be categorized into:
a. Nominal Variable – It represents categories that cannot be ordered in any way.
It is a variable with no quantitative value. It has two or more
categories but does not imply ordering of cases.
Examples: eye color, business type, religion, biological sex, political
affiliation, basketball fan affiliation, etc.
b. Ordinal Variable – It represents categories that can be ordered from greatest to
smallest. This variable has two or more categories which can
be ranked.
Example: income brackets
Kinds of Variables
1. Independent Variables
These are the variables that probably cause, influence, or affect outcomes. They
are invariably called treatment, manipulated, antecedent or predictor variables. This is the
cause variable or the one responsible for the conditions that act on something else to
bring about changes.
Example:
A study is on the relationship of tardiness and academic performance of
senior high school HUMMS students. TARDINESS is the independent variable
because it influenced the outcome or the performance of the students.
2. Dependent Variables
These variables depend on the independent variables; they are the outcomes or
results of the influence of the independent variable. That is why it is also called outcome
variable.
Example:
A study is on the relationship of tardiness and academic performance of
senior high school HUMMS students. ACADEMIC PERFORMANCE is the
dependent variable because it is depending on the extent of being tardy of the
students; if the extent of tardiness change the academic performance also change.
Great! You are now ready to do the following task.
Learning Task 9: Put them in Places!
Directions: Classify the variables listed inside the box as to the correct type of variables
column.
Daily Allowance
Position in Class Organization
Availability of Internet Connection
Cellphone Brand
Time
Height
Temperature
Cellphone number
Test Score
Class rank in the honor roll
NUMERIC
CATEGORICAL
Wait, there’s more.
Learning Task 10: Variable Identification
DIRECTIONS: Identify the independent and dependent variables in each research
problem. Write your answer under the right column.
Research Queue
1. How does logical thinking develop critical
thinking?
2. What are the effects of Koreanovelas on
the Filipino value system?
3. In what way does collaborative learning
increase communicative competence
4. To what extent does texting decrease
students’ grammatical competence?
5. What corrupt practices trigger off one’s
resignation?
Independent
Variable
Dependent
Variable
E
To deepen your understanding about this lesson, please enjoy doing the following
learning tasks.
Learning Task 11: Time to Reflect!
Directions: Read the sample quantitative study. Write a reflection paper about the
importance of research in our daily life.
Abstract
The study mainly focused on determining the effect of Whole-Brain Teaching in the
performance of the students in Science 8. Quasi - experimental, particularly the
non - equivalent dependent variable was utilized as the research design. The scores during
pre - and post - tests served as the primary source of data from the 40 Grade 8 students.
Purposive sampling was utilized.
The scope and focus of the study were limited to the 40 Grade 8 students of Calamba
Bayside Integrated School who are enrolled in school year 2018 - 2019. The use of WholeBrain Teaching was intended to determine its effects in teaching and learning Science 8.
The study revealed that there is a significant difference on the results of the pre - test
and post - test of the Grade 8 students in Science since the Mean Percentage Score
increased from 42.3% to 54.22%.
It is recommended that Whole-Brain Teaching be used by teachers of other subject
since it can improve students’ academic performance.
Guide Questions:
1.
2.
3.
4.
What appears to be the main objective of the research?
Does the research have conclusion and recommendation?
Why is the research conducted?
How does the research study help you in your daily life?
Learning Task 12: I know your weakness…so what’s the next?
Directions: If you are a researcher how are you going to address the following
weaknesses of quantitative research?
Weaknesses
Much information is difficult to gather using
structured
research
instruments,
Solution
specifically on sensitive issues like premarital sex, domestic violence, among
others.
Data from questionnaires
incomplete and inaccurate.
may
be
It is costly.
It does not consider the distinct capacity of
the respondents to share and elaborate
further information.
Learning Task 13: Cite my Importance!
Directions: Write how important quantitative research across fields? Explain how
quantitative research is interconnected with it.
COMMUNICATION
ENGINEERING
EDUCATION
SPORTS
A
Learning Task 14: Be a CDR (Create, Decide, Design) King!
Directions: Think and write 3 researchable topics of your interest. Determine what are
the variables that will be involved and decide on type of quantitative research design you
wish to use.
Topic 1:
_______________________________________________________________________________________
_______________________________________________________________________________________
Variables:
Independent Variable: ________________
Dependent Variable: _________________
Research Design: ____________________
Topic 2:
_______________________________________________________________________________________
_______________________________________________________________________________________
Variables:
Independent Variable: ________________
Dependent Variable: _________________
Research Design: ____________________
Topic 3:
_______________________________________________________________________________________
_______________________________________________________________________________________
Variables:
Independent Variable: ________________
Dependent Variable: _________________
Research Design: ____________________
Learning Task 15: Formative Assessment
Directions: Read and choose the letter of the correct answer.
1. Which of the following statements does not describe a Quantitative Research?
a. Quantitative research makes you focus your mind on specific things by means
of statistics.
b. You tend to inflate something in a quantitative research because of your
perceptions.
c. Quantitative research uses numbers and figures to denote a particular thing.
d. Doing a quantitative research tend to exclude your own thoughts and feelings
about the subject or object of the study.
2. People inclined to doing a quantitative research wants to discover truth in _______.
a. An exact manner
b. A careful way
c. an indirect way
d. a personal way
3. Which of the following statement does NOT describe the Importance of
Quantitative Research?
a. A quantitative study enables people to study their surroundings as objective as
they can (Muilis, 2011).
b. A quantitative research lies generally in the production of results that should
reflect precise measurement and an in-depth analysis of data (Gray, 2012).
c. A quantitative research is useful in obtaining a subjective understanding of
people, things, places and events in this world.
d. A quantitative research gives accurate and exact meanings to objects or
subjects.
4. Statistical analysis is heavily focused in making a final report of a ____________.
a.
b.
c.
d.
Qualitative research
Quantitative research
Ethnographic study
Phenomenological study
5. The MPNAG SHS introduce a new enrollment system and wishes to study the
efficiency of its implementation as compared to the previous enrollment system
which is being practiced in other schools. In this study, it is not feasible to conduct
randomization. What type of research design is used?
a.
b.
c.
d.
Experimental
Causal-comparative
Quasi-experimental
Correlational
6. Mr. Floro conducts a study that will further get to know the level of bullying cases
between the male and female SHS students in MPNAG. What’s the type of
research design to be used in his study?
a.
b.
c.
d.
Descriptive
Correlational
Causal-Comparative
Experimental
7. Mr. Belaro wanted to conduct a research that will delve into knowing the effects of
post-traumatic stress disorder towards the academic performance of teenagers
during the first grading academic year 2018-2019. The type of research design
most suited towards his study would be;
a. Experimental
b. Causal-comparative
c. Quasi-experimental
d. Correlational
8. Mrs. Gecolea randomly grouped the SHS STEM students into two groups and
tested the effects of the Science Intervention Materials (SIM) towards their
academic performances. Her study uses this type of research design
a. Descriptive
b. Correlational
c. Causal-Comparative
d. Experimental
9. What do we call the variables that represent categories that cannot be ordered in
any way?
a. Nominal
b. Ordinal
c. Ratio
d. Interval
10. What do we call the variables that represent categories that can be ordered from
greatest to smallest?
a. Interval
b. Nominal
c. Ordinal
d. Ratio
WEEK
4
I
Identifying the Inquiry and Stating the Problem (Part 1)
Lesson
This lesson focuses on the range of research topics in the area of inquiry, the value
of research in the area of interest; and the specificity and feasibility of the problem posed.
At the end of the lesson, you are expected to write a research title and describe
the background of research. You are also expected to design a research project used in
daily life.
Let’s get started. Do the following task as your preliminary activity.
Learning Task 1: Let’s Recall!
Directions: Based on the previous lesson, answer the following questions.
How would you
define practical
research?
Why is it important for
a SHS student to know
the process of
conducting research?
Give 2 examples of research
opportunities or topics relevant to
both your interests and your SHS.
strand.
Seems like you really love exploring practical research. Continue your journey by doing
the following task.
Learning Task 2: What do you know?
Directions: Differentiate the following terms: topic, research problem, purpose
statement, and research question.
RESEARCH
PROBLEM
PURPOSE
STATEMENT
TOPIC
RESEARCH
QUESTION
D
Research is not just a valuable tool in building a crucial knowledge, but it is also
the most reliable way to understand the complexities of various issues in our everyday
living. Designing a research project is just like making a blueprint of our dream houses. It
always starts with the essential questions that will be resulted to a better plan.
Choosing and Developing a Research Topic
The ability to develop a good research topic is an important skill. An instructor may
assign you a specific topic, but most often instructors require you to select your own topic
of interest. When deciding on a topic, there are a few things that you will need to do:








brainstorm for ideas
choose a topic that will enable you to read and understand the literature
ensure that the topic is manageable, and that material is available
make a list of key words
be flexible
define your topic as a focused research question
research and read more about your topic
formulate a thesis statement
Be aware that selecting a good topic may not be easy. It must be narrow and
focused enough to be interesting, yet broad enough to find adequate information. Before
selecting your topic, make sure you know what your final project should look like. Each
class or instructor will likely require a different format or style of research project.
Learning Task 3: Think and Check!
Directions: Check the column that speaks of the quality of the given quantitative
research problem. Accomplish the last column, too.
Quantitative
Research Problem
Researchable
Nonresearchable
Comments,
reasons,
reactions
1. What are the viewers thoughts and
feelings about the ending of the
movie?
2. What percentage of the movie
viewers find the ending tragic?
3. How many find the movie unrealistic?
4. Does the movie reflect Philippine
culture?
5. What fractional number represents
the extent of the movie’s projection of
Filipino culture?
6. In the director’s attempt to explain the
cultural impact of the movie, what
reasons did he give?
7. What kind of reasons or causes did he
give to clarify the viewers’ questions
on Philippine culture in relation to the
movie?
8. In terms of frequency of different
causes given by the director, in what
rank order is the reason on lack of
intercultural competence?
9. How many causes are attributed to
globalization?
10. What value system of the director did
the movie reflect?
Effective Research Title
Writing a research paper title may seem a simple task, but it requires some serious
thought. It might come as a surprise to most people that an author, having successfully
written a detailed account of his/her research study, experiences a block while attempting
to title the research paper. However, most authors, by virtue of possessing
comprehensive details of the research paper, are perplexed with regard to how to
make their research paper title concise without sacrificing any relevant elements.
Creswell (2014, p.26) compared the research title to “a major road sign in
research.” He mentioned that the title is “an orienting device” which aids the researcher
in focusing one’s investigation.
In addition, it helps convey to others the central idea behind your own research.
Tips on Drafting a Research Title
Drafting a research title is a key task in research as this will capture the essence of
what you wish to do in your inquiry. A research title must:
1. list key variables
2. be written in scientific or technical style
3. be concise (no more than 12 words) and non-repetitive
4. reflect on context (circumstances or situations)
5. not explicitly provide reference to the research design
Learning Task 4: TOT - PAD! (Think of a Title by Planning a Design)
Directions: From your answers in Learning Task 3, choose one topic/issue you want to
study. Identify the following concepts being asked on the graphic organizer below to
come up with a Research Title.
Current Issue/Event in your field of interest or
field of expertise.
_________________________________________
Dependent Variable
Independent Variable:
Research Tool:
Research Design Type:
Working Research Title:
Writing Background of the Study
Background of the Study is a description that leads the reader to understanding
the research questions and appreciate why they are asked.
Learning Task 5: Examine Time!
Directions: Read and examine the sample background of the study. Then, answer the
given guide questions.
Title: SHS Students’ Social Media Usage and Their Attention Span in Class
Background of the Study
Over the past decade, social media has drastically increased its breadth in terms
of the number of people who use it significantly. In fact, Facebook alone, as of January
2017 has reached a record high of approximately 1,850,000,000 active users as compared
to 400 million in 2012 (Smith, 2017). This exponential increase in social media activity has
fueled the interest of various researchers on the effect of social media usage. Social media
are forms of electronic communication devices through which users create online
communities to share information, ideas, personal messages, and other content (MerriamWebster, 2017).
Microsoft found that since the year 2000 the average attention span dropped from
12 seconds to eight seconds. That is less than the nine-second attention span of the
average goldfish.
In the Philippines, there is still a limited number of literatures that directly links the
use of social media to attention span, especially those that investigate the Senior High
School (SHS) students and their ability to maintain concentration. Furthermore, the
international researches conducted on this topic does not provide evidence that the results
transcend through different cultural backgrounds and age groups. It is in this light that the
purpose of this study to determine whether social media usage possess any significant
relationship with the attention span of Grade 12 students of De La Salle Araneta University.
Source: VON CHRISTOPHER G. CHUA training lecture notes (allowed to use for reference)
Guide Questions:
1. What do you notice about the opening paragraph of the Background of the
Study?
2. What should be considered in writing the Background of the Study.
Tips in Writing Background of the Study:
In writing this section,





Introduce and briefly define the variables under study
cite the most important study or related literature
be consistent with terms used
ensure that paragraphs summarize unresolved issues, conflicting findings, social
concerns, or educational, national, or international issues.
write the last paragraph to highlight the research gap
E
Learning Task 6: It’s Your Time to Write!
Directions: Answer the following questions:
1. What are the possible sources of research topic?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How will you determine whether a research topic you have chosen is possible to be
conducted as research?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What is the purpose of background of the study in research?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
A
Learning Task 7: Make a Plan
Directions: Suppose you are tasked to plan for a quantitative research study about
COVID-19, write a research plan for the said task. The plan should include the following:
1. Research Title
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Background of the Study
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
WEEKS
I
Identifying the Inquiry and Stating the Problem (Part 2)
Lesson
5-6
This lesson focuses too on the range of research topics in the area of inquiry, the
value of research in the area of interest; and the specificity and feasibility of the problem
posed.
At the end of the lesson, you are expected to formulate clearly statement of
research problem, state research question and determine and indicate scope and
delimitation of study.
Learning Task 1: Let’s Recall!
Directions: Based on the previous lesson, answer the following question. (Note: Do not
try to read the previous lesson and copy what was written there. Answer the question
based on what you have learned.
What are some of the
important guidelines in
framing the research
title?
What purpose does the
background of the study
serve?
Learning Task 2: Are we Relative?
Directions: On the provided space, write your definition of the given two words.
Afterwards, answer the guide question.
PROBLEM
QUESTION
Guide Questions:
1. How are these two terms related?
2. What is the purpose of problem and question in research?
D
Writing Statement of the Problem and Research Questions
Statement of the problem is a statement which “establishes the intent of the entire
research study” (Creswell, 2014, p.123). Creswell emphasized that this statement has to
be “clear, specific and informative.” It somehow captures a summary of what your
research intends to do.
On the other hand, research questions are the fundamental core of a research
project, study, or review of literature. It focuses the study, determines the methodology
and guides all stages of inquiry, analysis, and reporting. The life of any research endeavor
is always the research question. It is said to be the life of the entire research projects.
Research questions are the inquiries that focus a research project.
In quantitative research, research question must be very specific. There are two
levels of questions in quantitative research: (1) descriptive question and (2) inferential
question.
Descriptive question
Sample Statement of the Problem and Research Questions
Statement of the Problem
This study generally aims to determine if SHS students’ use of social media possess
significant relationship with their attention span in class.
Specifically, this study shall seek answers to the following questions:
1. What is the level of social media usage of Grade 12 students of De La Salle Araneta
University (DLSAU) in terms of:
a. forms of social media?
b. frequency of social media use?
c. mode of social media use?
2. What is the attention span in class of Grade 12 students of DLSAU?
3. Is there a significant relationship between the frequency of social media use and the
attention span of Grade 12 students of DLSAU?
Inferential question
Learning Task 3: Quick Check
Directions: Read and examine the above sample of statement of the problem and
research questions. Answer the guide questions.
Guide Questions:
1. What is the difference between descriptive and inferential questions?
2. How are these questions help the researcher in attaining it goal in the conduct of
research?
Learning Task 4: Your Problem is the Problem!
Directions: Formulate a descriptive and inferential questions that would be the rationale
for a quantitative research of your chosen topic.
TITLE:
Research Questions:
Determining the Scope and Delimitation of the Study
Research is usually limited in scope by sample size, time and geographic area.
While the delimitation of study is the description of the scope of study. It will explain why
definite aspects of a subject were chosen and why others were excluded. There is a
need to clarify the parameters of your research in order to make your research more
feasible.
Scope and delimitation present the coverage of the research in terms of location,
time, respondents, etc., and the potential weaknesses or problems with the study
identified by the researcher.
A. Scope- the coverage, range and period of the study
B. Delimitations- weaknesses of the study beyond the control of the researcher
Aspects for Scope and Delimitations
In writing this section, you may describe the parameters of your research. These
pertain to the following:
1. Topical focus of the study
2. Research Participants
3. Research Site
- identify school involved, number of classes, their grade/year level, number
of participants (or respondents, subjects), and topics of lessons covered (if
applicable).
4. Time Frame of the Research
5. Methodological Limitations
- state inadequate measures of variables, loss or lack of participants, small
sample sizes, errors in measurement, and other factors typically related to
data collection and analysis
Helpful Key Phrases in Writing Scope and Delimitation
Aside from the mentioned aspects, you may use key phrases in writing the scope
and delimitation of your study such as:
a) “The coverage of this study…”
b) “The researcher limited this study to…”
c) “The study covers the…”
d) “The study does not cover the…”
e) “This study is focus on…”
f) “This study is limited to…”
E
Learning Task 5: Don’t be SAD, Just Give Me the SAD (Scope and Delimitation)
Directions: Examine the sample Scope and Delimitation of the Study. Determine the
parameters of the presented sample research.
SCOPE AND DELIMITATION
The study is a correlational research focusing on the association between the use of
social media and attention span of 50 senior high school students of De La Salle Araneta
University under the Humanities and Social Sciences strand in the first term of the academic
year, 2017-2018.
Furthermore, the study delimits itself to attention span in class and will not attempt to
measure this variable in other environment. Social media use will be limited to the use of
social networking sites and exclude the use of the internet by the respondents for educational
purposes.
Learning Task 6: Take some Q and A (Question and Answer)
Directions: Answer the following questions:
1. Why should a background of study include a literature review?
2. What is the purpose of scope and delimitation?
3. Why should research questions in quantitative research be very specific?
A
Learning Task 7: My Research Plan
Directions: Construct a research plan using the given format. (Use arial, font size 11,
double space).
Parameters
Evidence
Topical focus of the study
Research Participants
Research Site
Time Frame of the Research
Methodological Limitations
Problem/Issue:
Title of the Study:
Rationale: (write a short overview of what is your research study all about)
Research Problem: (written in question form)
Importance of the Research Study: (state the most significant effect of the study)
Limitation of the Study: (state the parameters of your study)
Procedure: (state how will you do it and what are the materials needed)
Learning Task 8: Formative Test
Directions: Use the provided sample to answer the questions.
1. The text above explains what part of the research study?
a. Background of the study
c. Significance of the study
b. Rationale
d. Scope and delimitation
2. Which of the following Research title below best describe the text above?
a. Technological Institute of the Philippines
b. The lifestyle of Metrosexual
c. The lifestyle of a student
d. Perception towards Metrosexual
3. Which of the following statement of the problem appropriate to the above text?
a. What is the lifestyle of the students in Technological Institute of the Philippines?
b. How being a metrosexual affects the lifestyle of the student?
c. What is the relation of metro-sexuality to the personal information of the
University?
d. What is the importance of metrosexual in the second semester school year
2015-2016?
4. What type of Quantitative research does the author used?
a. Descriptive Research
b. Experimental Research
c. Correlational Research
d. Quasi-Experimental Research
5. This part of research includes the area of concern, context of the problem and
information would focus attention on the importance and validity of the problem
(Rationale).
a. Background of the study
b. Scope and delimitation
c. Significance of the study
d. Statement of the Problem
WEEKS
I
Learning from Others and Reviewing the Literature
Lesson
7-8
This lesson focuses on the purpose and need of literature review, its process,
and the criteria in selecting and synthesizing literature sources. Also, this will illustrate
and explain the conceptual framework
At the end of this lesson, the learners are expected to select, synthesize and write
properly related literature.
Learning Task 1: Let’s Go Back!
Directions: Based on the previous lesson, answer the following questions below:
1. Describe the section on the statement of the problem
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How important is the statement of the problem in a research
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Learning Task 2: Just an IW! (Imagine and Write)
Directions: Imagine you are a content writer of GMA 7. You are task by your superior to
gather information about the COVID-19. How will you able to gather information or data
about it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Learning Task 3: Give me a CENT! (Choose, Explain and Navigate the Topic)
Directions: Write an interesting topic you would like to explore. Enumerate three ways
on how you will look for the information and data needed about your chosen topic of
interest.
Topic of Interest:
How?
How?
How?
D
Conceptual Framework
A conceptual framework is a system of concepts, assumptions, expectations,
beliefs, and theories that supports and informs research. The conceptual framework of
this study is rooted in the following representation of knowledge:
It is a diagram that connects variables of the study with lines (correlations)
or arrows (cause-effect relationships)
How to make a Conceptual Framework
1. start with text and clearly cite the diagram.
2. ensure congruence with research questions. Rule of thumb: number of research
questions is at least equal to the number of lines /arrows in conceptual framework.
3. Include in the diagram the variables which may have values or sub-variables.
4. use the diagram to explain research framework. Justify each variable (and subvariable) and each line or arrow using logic and synthesized studies.
Example of Conceptual Framework
SHS Students’ Social Media Usage and Their Attention Span in Class
Conceptual Framework
Figure 1 below illustrates the conceptual framework of the research. The
paradigm presents the variables that will be considered in the research.
IV
SHS students’ Social
Media Usage
1.
2.
Forms of Social
Media
Frequency of Social
Media Use
DV
SHS students’
Attention Span
in the Class
Fig. 1 The Conceptual Framework of the Study
The level of SHS students’ social media usage will be described in the research
in terms of three sub-variables: (a) forms of social media; (b) frequency of social media
use; and (c) mode of social media use. In the research, this variable is seen to possess
a hypothesized relationship with SHS students’ attention span in class. This
hypothesized relationship is represented by the two-headed arrow connecting both
variables.
Learning Task 4: Read the sample abstract of a completed quantitative research. Identify
the variables of the study and construct a conceptual framework.
Research Hypothesis
A hypothesis is a prediction of the possible outcomes of a study (Fraenkel &
Wallen, 2009). Hypotheses are statements in quantitative research in which the
investigator makes a prediction or a conjecture about the outcome of a relationship
among attributes or characteristics (Creswell, 2012)
Example of a Research Hypothesis
Question: Is there a significant relationship between the Grade 11 studentrespondents’ availability of internet connection at home and their average sleeping
time?
Null Hypothesis: There is no significant relationship between the Grade 11 studentrespondents’ availability of internet connection at home and their average sleeping
time?
Learning Task 5: Hypothesis! Hypothesis!
Directions: Write the possible hypothesis for the following Research Questions:
1. Is there a significant relationship between the CBIS Grade 11 students’ final grade in
General Mathematics and their level of stress tolerance?
______________________________________________________________________
______________________________________________________________________
2. Is there a significant difference between the male students’ preferred teachers’ traits
and that of female students?
______________________________________________________________________
______________________________________________________________________
3. Is there a significant difference between the level of selling power of Cream Silk prior
to change in packaging and with the new packaging?
______________________________________________________________________
______________________________________________________________________
Definition of Terms
Another topic related to reviewing the literature is the identification and definition
of terms that readers will need in order to understand a proposed research project. A
definition of terms section may be found separate from the literature review, included as
part of the literature review, or placed in different sections of a proposal.
In quantitative studies—operating more within the deductive model of fixed and set
research objectives—include extensive definitions early in the research proposal.
Investigators place them in separate sections and precisely define them. The researchers
try to comprehensively define all relevant terms at the beginning of studies and to use
accepted definitions found in the literature.
Learning Task 6: Quick Check!
Directions: Answer the following questions:
1. How do the researcher define the terms used in their research?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How are we going to choose the terms to be defined in our study?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Why do we need to define terms used in a research study?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Writing Definition of Terms
In research terms used in the study are defined conceptually and operationally.
Conceptual operation refers to the original author’s qualitative definition. Terms defined
operationally are variables measured using instruments. Operational definition refers to
the description of a term based on its use in the study being conducted.
Variables and sub-variables or values in conceptual framework are defined, except
very common variables like grade level, gender, school type where the values are
indicated in the framework itself.
As a researcher, the terms to be defined are terms that are introduced in all
sections of the research plan:







The title of the study
The problem statements
The purpose statements
The research questions, hypotheses, or objectives
The literature reviews
The theory base of the study
The methods section
Selecting Relevant Review of Related Literature
A literature review surveys books, scholarly articles and any other sources relevant
to a particular issue, area of research, or theory and by so doing, provides a description,
summary and critical evaluation of these works in relation to the research problem being
investigated. Literature reviews are designed to provide an overview of sources you have
explored while researching a particular topic and to demonstrate to your readers how your
research fits within a larger field of study.
A literature review may consist simply of a summary of key sources. It usually has
an organizational pattern and combines both summary and synthesis, often within
conceptual categories.
Features of good literature review




Gives a new interpretation of old material or combine new with old
interpretations;
Traces the intellectual progression of the study;
Depending on the situation, evaluate the sources and advise the reader of the
research on the most pertinent or relevant research; or
Usually in the conclusion of a literature review, identifies where gaps exist in how
a problem has been researched to date.
A Review of the Related Literature provides a concise summary of information and
data findings that describe current knowledge and facts. It offers a rationale for conducting
future researches. An important area of a literature review is an understanding of a gap.
It is an important research question relevant to a given domain that has not been
answered adequately or at all in existing peer-reviewed scholarship. A gap will hopefully
ensure that the research will likely have valuable practical and/or theoretical implications.
Synthesis and generalization as the last important area of literature lead to the
identification and purpose of the proposed study. In all reviews, some recommendations
or implications for practice, education and research should be included.
Sources of Related Literature
1. Journals are published in issues at regular intervals usually weekly, monthly or
quarterly. Because of the regularity of publication, they are also known as
periodicals or serials. This regularity means that each new issue contains articles
that describe the latest research findings; this is a distinct advantage over other
publication media such as books that take longer to produce and update. There
are basically two main types of journal: 1) Research journals are published peerreviewed articles; 2) Professional journals are published articles on professional
issues, service developments, the use of research findings in practice and some
short research articles.
2. Theses and dissertations are very detailed and comprehensive accounts of
research work. They are usually submitted for a higher degree at a university. Like
reports their publicity and distribution may be very limited.
3. Conference proceedings comprise brief summaries of research work presented at
conferences. A more detailed and complete account of the work may appear later
in a journal article, report or thesis. Researchers often use conferences to present
preliminary findings of their work.
4. Books and textbooks generally provide comprehensive overviews of a subject. In
doing so they may refer to, sometimes extensively, the research literature found in
journal articles, reports, conference proceedings or theses. They are not usually
used to present new research findings. There are, however, a few exceptions to
this and some very important and influential research findings have been published
in book format.
Learning Task 7: ELASTIC (Exploring Literature and Studies through Identifying
the Concepts)
Directions: Since you already have your title, research problem, scope and delimitation
in the previous activities, you can now provide supporting documents by finding related
literature and studies. Complete the table below by supplying the necessary information
needed. Answer the guide questions.
Title:
Related Literature
Sources
(Is it from books,
journals, etc…)
Relevance
(How it is related to your
research?)
Guide Questions:
1. What materials do you used to gather concepts about your title?
2. What are the criteria you used in identifying your related literature and studies?
E
Learning Task 5: I can Do that!
Directions: Go to an online library or go online to search for at least five related literature
related to your chosen topic. It may be from journals; articles; books, magazines; thesis
or conference proceedings. Use the format below.
My Research Title:______________________________________________________
Source of Related Literature
___ article
____ magazine
___ book
___ journal
____ thesis
____ conference proceedings
Author/s:______________________________________________________________
Title: ___________________________________________________
Publication Company___________________________________________________
Date Published: _________________ Volume & Series: ________ Page No: ______
Website Link / URL: ____________________________________________________
What does this article/book examine? (Brief Summary)
____________________________________________________________________________
How does the author study the issue/ topic concerned?
____________________________________________________________________________
What are the findings or results?
____________________________________________________________________________
How are the findings or results relevant to your present study?
______________________________________________________________________
Guide Questions:
1. What kind of literature references were they able to collect?
2. Do you think the literature references gathered are relevant to his/her chosen
research topic?
3. What do you think is the relevance of the different literature references in doing a
research?
Learning Task 6: Complete Me!
Directions: Prepare a table of descriptions based on the literature you have collected
for your research. Use the format below.
Fill the date
or the author
Example
Morse
(2016)
Main Purpose
of the Paper
To explore
the
OutcomeBased
Education
views of
general
education
teacher.
Kind of Study
or Information
Conclusions
Strength and
Limitation
Questionnaire
study
All the general
education
preferred
campus-based
schools
Purposive
Sampling of
Students
A
Learning Task 7: Stand for your thought!
Directions: Answer the question and justify your answer.
What is review of related literature? Why is it needed? What are the purposes for
conducting related literature?
Learning Task 8: Doing Conceptual Framework
Directions: From your approved research topic and title, construct a conceptual
framework. Determine the variables.
IV
DV
Describe your conceptual framework.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
A
References
Books
Buensuceso, Dacanay, Manalo & San Gabriel (2016). Practical Research 1 Teacher’s
Guide: First Edition. Department of Education
Creswell, J. (2014). Research design: Qualitative, Quantitative, and Mixed Methods
Approaches. Los Angeles: Sage.
Fraenkel, Jack R., and Norman E. Wallen (2003). How to Design and Evaluate Research
in Education. 5th ed. Boston: McGraw-Hill Education
Johnson, R. B. & Christensen, L. (2014). Educational Research: Quantitative, Qualitative
and Mixed Approaches (5th Edition). United States of America: Sage
Online Resources/Websites:
Chua, Von Christopher G. Practical Research 2 Training Materials. Retrieved from
https://mathbychua.weebly.com/ (08-11-2020)
Mariano, Jay-Ar Mario V. Quantitative Research: Compilation in Practical Research 2.
Upper Turmoc National High School. Retrieved from
https://www.coursehero.com/file/43122125/Practical-Research-2-Modulepdf/
(08-11-2020)