Senior High School

NOT

Practical Research 2
Quarter 1 - Module 3
Conceptual Framework and
Review of Related Literature

Department of Education ● Republic of the Philippines

Statistics and Probability- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 3: Conceptual Framework and
Review of Related Literature
First Edition, 2020

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 Senior
Senior High
High School
School

Practical
Research 2
Quarter 1- Module 3
Conceptual Framework and
Review of Related Literature

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 Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. ii
How to Learn from this Module .............................................................................................................. iii
Icons of this Module ................................................................................................................................... iii

What I Know ................................................................................................................................................iv

Lesson 1:
Research Framework .............................................................................................................. 1
What I Need to Know – Theoretical and Conceptual Framework ................... 1
What I Need to Know – Similarities and Differences ........................................... 1

What I Need to Know – Concept Map ...................................................................... 2

What I Need to Know – The IPO Model .................................................................. 4

What’s New – Who is YTC… ...................................................................................... 5

What Is It ........................................................................................................................... 6
What’s More – Spot the Variable ............................................................................... 7
What I Have Learned – Name that Title .................................................................. 8
What I Can Do – Build a Framework ........................................................................ 10

What I Can Do – Say Something ............................................................................... 10

Additional Activity............................................................................................................ 10

Lesson 2:
Definition of Terms .................................................................................................................... 11
What I Need to Know – Benefits of Having Definition of Terms ...................... 11
What I Need to Know – Guidelines on How to Write ........................................... 11

What’s New – Define Me ........................................................................................... ..12

What Is It ........................................................................................................................ ..13
What’s More – My Order Please ............................................................................. ..14

What I Have Learned – Spot Me Wrong .............................................................. ..14

What I Can Do .............................................................................................................. ..15

Additional Activity............................................................................................................ 15

Lesson 3:
Research Hypothesis ............................................................................................................. 16
What I Need to Know –Types of Research Hypothesis ..................................... 16
 What I Need to Know –Guidelines in Formulating Hypothesis......................... 18

What’s New – Own Words ........................................................................................ ..19

What Is It ........................................................................................................................ ..20
What’s More – Type Identity ..................................................................................... ..20
What I Have Learned – With Guidance ................................................................ ..21
What I Can Do .............................................................................................................. ..22

Additional Activity......................................................................................................... ..22

Lesson 4:
Review of Related Literature .......................................................................................... 23
What I Need to Know – Purpose of Literature Review ....................................... 23
What I Need to Know – Structure of Literature Review ...................................... 24

What I Need to Know – Types of Literature Review ............................................ 24

What I Need to Know – Types of Sources for Literature Review .................... 25

What I Need to Know – Steps in Writing Literature Review .............................. 27

What’s New – Own Words ........................................................................................ ..28

What Is It – Take a View ........................................................................................... ..29
What’s More – Com-con............................................................................................. ..30
What’s More – Cite Seeing ........................................................................................ ..31

What I Have Learned – Write Me Up .................................................................... ..32

What I Can Do – Presenting Written Review and Framework ...................... ..33

Additional Activity......................................................................................................... ..33

Summary .................................................................................................................................................... ..34

Assessment: (Post-Test) ....................................................................................................................... ..36

Key to Answers......................................................................................................................................... ..38
References................................................................................................................................................. .39
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What This Module is About
The main emphasis of this module is to illustrate and explain the conceptual
framework, discuss the definition of terms used, formulating the research hypothesis, and
review the related literature. These topics are essential in initiating a research study. Thus,
needed competencies should be acquired.
Furthermore, in this module, you will learn how to differentiate the conceptual and
theoretical framework, how to define terms operationally, how to write hypotheses base on
your problem, and determine the methods in selecting appropriate related literature for your
study.

The following are the lessons contained in this module:

Lesson 1 – Research Framework

Lesson 2 – Definition of Terms
Lesson 3 – Formulation of Hypothesis
Lesson 4 – Presenting the Review of Related Literature

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 What I Need to Know

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

1. illustrates and explains the research framework(CS_RS12-If-j-6);
2. defines terms used in the study (CS_RS12-If-j-7);
3. list research hypothesis (if appropriate)(CS_RS12-If-j-8) and
4. presents a written review of related literature and conceptual framework
(CS_RS12-If-j-9).

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How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

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

1. Which of the following frameworks refers to the actual ideas, beliefs, and tentative
theories that specifically support the study?
A. methodological framework C. conceptual framework
B. chronological framework D. theoretical framework

2. A research variable that is considered as the presumed effect of the study.

A. independent variable C. dependent variable
B. moderating variable D. control variable

3. Mediating variable is also called as:

A. independent variable C. moderating variable
B. intervening variable D. dependent variable

4. The conceptual framework wherein there is an intervention being made by the

researcher is:
A. IV-DV C. ODV
B. IPO D. PPE

5. One of the two types of defining the terms in research wherein you need to define
according to how the term is being used in the study is:
A. methodological C. operational
B. theoretical D. conceptual

6. Which among the following is a guideline/characteristic of a good definition of terms?

A. the term should be in parenthesis C. direct to the point
B. underlined the entire meaning D. not indented

7. The word is defined according to its meaning from the dictionary.

A. operational C. historical
B. conceptual D. technical

8. Which of the following hypotheses shows no relationship between variables?

A. alternative hypothesis C. complex hypothesis
B. logical hypothesis D. null l hypothesis

9. Which of the following hypotheses expresses the connection between two or more
independent variables and two or more dependent variables?
A. alternative hypothesis C. complex hypothesis
B. logical hypothesis D. null hypothesis

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10. “There is no difference in height between boys and girls who are taking vitamins every
day.” This is an example of:
A. non-directional hypothesis C. empirical hypothesis
B. directional hypothesis D. simple hypothesis

11. It refers to the assumption about the relationship between the variables.
A. guide questions C. framework
B. hypothesis D. literature

12. A literature review which introduces several theories or concepts which focus on a
specific topic.
A. methodological review C. theoretical review
B. integrative review D. context review

13. It is a part of the literature review which summarizes and synthesizes the different ideas
from the different sources.
A. recommendation C. conclusion
B. main body D. introduction

14. The chosen edited summaries by journalists for the general readers.
A. scholarly journal C. dissertation
B. periodicals D. books

15. It is a reference done within the text/paragraph in the paper.

A. list of references C. bibliography
B. in-text citation D. source

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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 • Set of related concepts to a
already in the field specific study
Number of Theories • Presents one theory at a time • May synthesize one or more
theories
Time of Development • Already existing before the • Develop while planning and
conduct of the study writing a specific research

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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 your • Identify the key concepts in your study by
study as well as their relationship with one referring to your research questions or
another. objectives.
• Review the existing literature related to your • Search for existing theories that incorporate
research topic. the same concept and look into their
• Using the information that you have relationships with one another.
gathered from the literature, look for • Using the existing theories as a guide, plot
possible theories that may potentially your conceptual framework using a concept
account for the expected results of your map.
research topic. • In case that there are concepts not covered
• From these theories, select the one that is by the selected theories. Incorporate them
most relevant to your study and can provide into your framework. However, make sure
a blueprint for your research. that you are incorporating this concept into
your framework because it is necessary for
your paper.
• After completing the initial draft of your
conceptual 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.

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 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.
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 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.

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 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’s New

Activity 1: Who is YTC?

Identify the following statements, whether it is true to both theoretical and conceptual
framework or not. Write (Y) for “yes” on the space at the left side of the statement if it is true
to both while (T) for “theoretical” and “C” if it is conceptual.

Answer Statement
Directly related to a specific study.
Overall view of the research study.
Considered as the blueprint of the research.
General frame of reference used in conducting the research.
Researcher’s idea of how the study will be explored.
Anchor in a particular theory existing already in the field.
Generalized in scope.
Guide in choosing an appropriate methodology.
Can be presented using both visual and narrative form.
Enable the readers to obtain a general understanding of the research study.
Considers the relevant theory underpinning the knowledge base of the
phenomenon.
It may synthesize one more theory.
Can monitor possible threats to the validity of the study.
It is more focused and narrower in scope.
Develop only during the planning stage of the study.

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 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

Conceptual Paradigm:

INPUT PROCESS OUTPUT

Socio-demographic Profile
1. Age
2. Sex
3. Marital Status 1. Profiling
4. Educational 2. Survey Tool
Attainment 3. Data Gathering Proposed
Safety Precaution Awareness 4. Data Analysis Intervention
Against COVID 19 and Interpretation Program
1. Causes
2. Management
3. Prevention

In this conceptual framework, the input is the baseline information about the
respondents. Necessary steps and procedures are to be implemented to obtain the vital data
as a result and findings of the research. Furthermore, these findings will be the basis for a
proposed intervention program as the output of the study.

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 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

Conceptual Paradigm:

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.

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 Activity 2: Spot the Variable (Part 2)

Research Title: Effects of the Social Responsibility of a Corporation to its

Organizational Performance

Conceptual Paradigm:

Elements/Factors
1. Organizational Performance
2. Total Number of Employees
3. Clients’ Loyalty
4. Corporate Social Responsibility
5. Employee’s Dedication
6. Administrative Commitment
7. Corporate Business Location
8. Type of Business

In this conceptual framework, there are assumed moderating variables that are taken
into consideration that somehow can affect the relationship of the independent variable to the
dependent variable. Hence, they would potentially influence the dependent variable.

What I Have Learned

Activity 1: Name that Title

Direction: Base on the knowledge and understanding that you have gained from the
previous examples and activities, you have now captured the idea on how to make a
conceptual framework from the research title. With this, you are now given the framework, and
you need to formulate the research title according to the elements and factors that are present
in the variables. Give three (3) possible research titles that would reflect on the given variables.
Write your answers in the box provided below.

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Conceptual Paradigm:

Answers:

9
 What I Can Do

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. Use the space below for your answer, or you may use
a separate paper if the space provided is not enough.

Task 2: Say Something

After finishing your map, describe it in no more than ten (10) sentences. Use the space
below for your answer, or you may use a separate paper if the space provided is not enough.

Additional Activity

Direction: After you submit your research framework, 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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 Lesson
Definition of Terms
2
.
What I Need to Know
Usually, in writing a research paper, the definition of terms is included. It helps
in simplifying some of the technical terms which are vital in the understanding of the research
project. Although this part of the paper is optional, it is advantageous for the reader to include
this to prevent the ambiguous meaning of terms that might otherwise be interpreted in different
ways, causing confusion. It can also enhance comprehension of important key terms.

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.

11
 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’s New

Activity 1: Define Me

A. Define at least five (5) key terms in your research study according to a conceptual
definition. Write your answers to the space provided or on a separate paper.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________

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 3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________

B. Using the terms in your conceptual definition, define them according to an operational
definition. Write your answers to the space provided or on a separate paper.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________

What Is It

Example 1

Compose a brief introductory statement written before the list of terms to be defined.

1. For a better understanding of this study, the following terms are defined in the context
of this research.
2. The following terms are defined as used in the study.
3. To comprehend the study better, the following terms are operationally defined.

Example 2

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).
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 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).

What’s More

Activity 1: My Order Please

Arrange the following words/terms according to how it should be ordered. Note the
number of sequence on the space provided at the left side of the terms.

Order Defined Terms

Response rate. In survey research, the actual percentage of questionnaires
completed and returned.
Accuracy. A term used in survey research to refer to the match between the
target population and the sample.
Precision. In survey research, the tightness of the confidence limits.
Control group. A group in an experiment that receives not treatment to
compare the treated group against a norm.
Data. Recorded observations, usually in numeric or textual form
Hypothesis. A tentative explanation based on theory to predict a causal
relationship between variables.
Reliability. The extent to which a measure, procedure or instrument yields the
same result on repeated trials.
Random sampling. The process used in research to draw a sample of a
population strictly by chance, yielding no discernible pattern beyond chance.
Parameter. A coefficient or value for the population that corresponds to a
particular statistic from a sample and is often inferred from the sample.
Synchronic reliability. The similarity of observations within the same time
frame; it is not about the similarity of things observed.

What I Have Learned

Activity 1: Spot Me Wrong

Read the following definition of terms and identify the errors on how it was written.
Rewrite the correct terms and its definition to the space provided.

Definition of Terms Answer

Mean. The average score within a
distribution.
Median=The center score in a
distribution.
mode. The most frequent score in a
distribution.
.
14
 RANGE. The difference between the
highest and lowest scores in a distribution.
ANOVA. A method of statistical
analysis used to determine differences
among the means of two or more groups on
a variable.

What I Can Do

Task 1: Define Me Operationally

Base on your research title and research framework, organize your definition of terms.
Write the complete definition of terms of your research study operationally as directed by the
guidelines given to you in this module. Note that there are other ways or formats of writing
your definition of terms depending on the guidelines of your institution. You may use a
separate paper if the space provided is not enough.

Additional Activity

Direction: After you submit your definition of terms, once it is corrected in

accordance with the guidelines given, you may start incorporating them into your
research manuscript.

15
 Lesson
Research Hypothesis
3
What I Need to Know

When you are finished identifying your statement of the problem or research
questions/objectives, you may now start formulating the hypothesis of your study. What is
hypothesis?

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).
16
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 (Ha). It is an alternate
statement expressed to be tested in order to generate the desired output when the
empirical or working hypothesis is not accepted. In an attempt to disprove a null
hypothesis, you tend to seek an alternative hypothesis.
Ex: My health improves during the times when I sleep 8 hours a day than
sleeping for 4 hours only.

17
 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 affects 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.

18
 6. Your hypothesis should be testable without violating ethical standards. It means that it
could be investigated and measured through a scientific methods such as statistical
analysis and data interpretation.

7. Your hypothesis must be falsifiable. It means that your hypothesis can be proven
wrong through experiments or empirical data. There are no absolute answers to
research questions, but there is a possibility of validating the hypotheses to be true
beyond a reasonable doubt.

What’s New

Activity 1: Own Words

Direction: In your own words, briefly define the following terms according to how you
understood the lesson. Write your answers to the space provided.

1. Alternative hypothesis__________________________________________________
___________________________________________________________________

2. Complex hypothesis ___________________________________________________

___________________________________________________________________

3. Concise.____________________________________________________________
___________________________________________________________________

4. Directional hypothesis. ________________________________________________

___________________________________________________________________

5. Empirical hypothesis.__________________________________________________
___________________________________________________________________

6. Falsifiable.___________________________________________________________
___________________________________________________________________

7. Hypothesis.__________________________________________________________
___________________________________________________________________

8. Non-directional hypothesis.______________________________________________
___________________________________________________________________

9. Null hypothesis. ______________________________________________________

___________________________________________________________________

10. Testable.____________________________________________________________
___________________________________________________________________

19
 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 √ This hypothesis is not clear and
to my plants will be altered, specific. It does not answer a specific
then they may grow at question or give a possible
different rates. explanation of a potential
phenomenon.
2. When there is less oxygen √ This hypothesis is good because it is
in water, the mortality rate testable, simple, written as a
of the fish is increased. statement, and establishes 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 √ This hypothesis gives a clear
exposed to insecticidal indication of what is to be tested (the
soap will have fewer pest ability of the insecticidal soap to
after a week than pest minimize pest infestation), it includes
infected plants that are not the independent variable (insecticidal
treated. 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, √ This hypothesis is not clear in its
a sound warning signal is statement. There is no point of
more effective to a fighter comparison with the sound warning
pilot. signal.
5. Studying of students is √ This hypothesis is clear, concise, and
more efficient under bright complete. It can also be tested and
lights than studying under can be falsifiable.
dim lights.

What’s More

Activity 1: Type Identity

Given the following hypotheses, identify the type and direction which applies to each.
Write your answer in the right column.

Hypotheses Answer
1. The higher the unemployment rate, the higher
will be the poverty and crime rate.
2. Increase the intake of food with high
carbohydrate content daily leads to obesity.

20
 3. There is a significant change in my sleeping
pattern when I drink milk before sleeping or do
not.
4. Planets revolve around the sun at diverse
speeds.
5. There is no relationship between the use of
social media and the attention span of students
in school.
6. Implementing a flexible working arrangement
enhance job contentment of the employees.
7. Sex education for high school students has no
effect on the rates of teen pregnancy.
8. People who value freedom and longevity are
more likely to experience happiness than those
who do not value their freedom and longevity.
9. The number of lectures attended by the senior
high school students does not affect their final
exam scores.
10. If you sleep at least 6 hours a day, you will get
a high score on the test than if you get less
sleep.

What I Have Learned

Activity 1: With Guidance

Refer to the guidelines on how to write a hypothesis. Choose at least 3 guidelines and
explain them further on why or how they are vital in formulating hypothesis. Write your
explanation in the right column of the table.
Guideline Answer

21
 What I Can Do

Task 1: Ho vs Ha

Base on your research study, refer to your research questions. Formulate three (3) null
hypotheses and three (3) alternative hypotheses. Write your research title and research
questions, followed by your hypotheses. Use the space provided for your answer.
Research Title:

Research Questions:

Null Hypotheses (Ho) Alternative Hypothesis (Ha)

Additional Activity

Direction: After you submit your research hypotheses, once it is corrected in

accordance with the guidelines given, you may start incorporating them into your
research manuscript.

22
 Lesson
Review of Related Literature
4
.
What I Need to Know

After you have selected your research topic, you have to spend more time for your
review of related literature. As a researcher, you are promoting knowledge. The knowledge
created by other previous studies is essential because it can be a baseline or reference for
your research study as the related literature.

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.
23
 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

24
 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.

25
 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.

26
 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.

27
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’s New

Activity 1: Own Words

Direction: In your own words, briefly define the following terms according to how you
understood the lesson. Write your answers on the space provided.

1. Peer-review. _________________________________________________________
___________________________________________________________________

2. General references. ___________________________________________________

___________________________________________________________________

3. In-text citation._______________________________________________________
___________________________________________________________________

4. Periodicals. __________________________________________________________
___________________________________________________________________

5. Snowballing._________________________________________________________
___________________________________________________________________

6. Body of knowledge.___________________________________________________
___________________________________________________________________

28
 7. Search engines.______________________________________________________
___________________________________________________________________

8. Reference management software.________________________________________

___________________________________________________________________

9. Main body.__________________________________________________________
___________________________________________________________________

10. Government documents._______________________________________________

___________________________________________________________________

What Is It

Activity 1: Take a View

Refer to the following sites/links for further discussions on review of related literature.
Give your comprehensive summary and personal reflection on what you have learn from the
videos. Write your answer on the space provided.
https://bit.ly/3eyzoRI
https://bit.ly/2VfLd7W

29
 What’s More

Activity 1: Com-Con

Compare and contrast the following terms. Write your answers in the table. You may
use a separate paper.
Terms Compare Contrast
Reference Bibliography

Reference and
Bibliography

Thesis Dissertation

Thesis and
Dissertation

Chronological Methodological
review review

Chronological
review and
Methodological
review

Primary sources Secondary sources

Primary sources and

Secondary sources

Theoretical review Context review

Theoretical review
and Context review

30
Activity 2: Cite Seeing

Direction: Refer to the types of literature review. Choose at least three (3) from the
list and give example of each. Search them using the internet. Cite the source and make sure
that you have taken your information from a reliable one. Write your answer on the space
provided or you may use a separate/additional paper.
Type Example from the internet Source

31
 What I Have Learned

Activity 1: Write Me Up

In five (5) to ten (10) sentences, briefly discuss the following:

1. The importance of the review of related literature in your research study.

2. As a student, which among the different types of literature is/are applicable to your
research study? Support your answer.

32
 What I Can Do

Task 1: Presenting Written Review and Framework

Direction: Get ready for the presentation of your written review of related literature and
conceptual framework. The rubrics below will served as a guide on how you will be
rated by your teacher. The 4C (content, coherence, creativity, communication)
technique will be used so that you can easily remember.

Rubrics for Written Review of Literature and Conceptual Framework

5 4 3 2 1
Content (35%)
▪ Purpose of the literature review was stated.
▪ Studies reviewed are appropriately
arranged according to format chosen.
▪ Literature review presents extensive
discussion of disagreements and
agreements.
▪ Literature review is related to the current
study.
▪ Conceptual Framework is well explained.
▪ Conceptual/Theoretical Framework
matched the research problem.
▪ Overall content is comprehensive.
Coherence (25%)
▪ Cohesive of devices are effectively used.
▪ Organization of ideas is smoothly
presented.
Creativity (25%)
▪ Writer’s voice is showcased.
▪ Paper uses variety of sentence structures.
▪ Uses appropriate language.
Communication (15%)
▪ Sentences are well structured
▪ Grammatical conventions are observed.
▪ Correct spelling and proper research format
is followed.
▪ Standard in-text citation was followed
diligently.
Legend: 5 – to a very great extent, 4 – to a great extent,
3 – to some extent, 2 – to a little extent, 2 – not at all

Additional Activity

Direction: After you submit and present your literature review of your research study, once it
is corrected in accordance with the guidelines given, you may start incorporating it
into your research manuscript.

33
Summary
• Research Framework is the structure or blueprint of the research plan and helps the
researcher formulate relevant research questions.
• Theoretical framework is used for studies which anchor on time-tested theories that
relate the findings of the investigation to the underpinning relevant theory of knowledge.
• Conceptual framework is the actual ideas, beliefs, and tentative theories that
specifically support the study.
• Concept map is a visual representation of information that helps show the relationship
between ideas.
• Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the
inputs, required process, and the output.
• Conceptual definition is the meaning of the term that is based on how it is define in the
dictionary or encyclopedia.
• Operational definition is the meaning of the term based on how it was used in the
study.
• Hypothesis is an assumption about the relationship between two or more variables.
There are seven basic types of hypothesis; these are Simple, Complex, Empirical,
Logical, Statistical, Null, and Alternative.
• Directional hypothesis relates relationship between the variables and can also predict
its nature. It illustrates the direct association of the impact of the independent variable
to 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.
• Non-directional hypothesis is used when there is no principle involved. It is a premise
that 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 direction of the relationship.
• 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.
• 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.
• Historical reviews a specialized type of literature review in which the researcher
organizes the related researches according to the period of time it was conducted. It
focuses on probing research in a specified field throughout a chronological order, which
usually starts from the farthest period of time going to the most recent studies.
• 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.
• 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.

34
• 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.
• 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.
• 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.
• Books convey many forms of information containing a collection of research materials
and articles.Citation information can be found in them such as the title, author, date, and
publisher in the catalog system.
• Scholarly journals are also be referred to as academic journals or peer-reviewed
journals. Articles are written by a scholar in the field and the researcher is always
identified.
• 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.
• Government documents are usually kept at the government and some school libraries.
These documents are rarely found in the catalog system.
• 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.
• 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.
• In-text citation is a reference made within the body of text in the paper. It leads the
reader to a source where particular information has been taken of.
• References typically include only the sources that you have mentioned or cited in-text
in your paper.
• 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.

35
 Assessment: (Post-Test)

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

1. Which among the following is a guideline/characteristic of a good definition of terms?

A. the term should be in parenthesis C. direct to the point
B. underlined the entire meaning D. not indented

2. A hypothesis which shows no relation between variables.

A. alternative hypothesis C. complex hypothesis
B. logical hypothesis D. null hypothesis

3. It refers to the actual ideas, beliefs, and tentative theories that specifically support the
study.
A. methodological framework C. conceptual framework
B. chronological framework D. theoretical framework

4. One of the two types of defining the terms in research wherein you need to define
according to how the term is being used in the study is:
A. methodological C. operational
B. theoretical D. conceptual

5. Mediating variable is also called as:

A. independent variable C. moderating variable
B. intervening variable D. dependent variable

6. The conceptual framework to be used in a research study wherein there is an

intervention being made by the researcher is:
A. IV-DV C. ODV
B. IPO D. PPE

7. The word is define according to its meaning from the dictionary.

A. operational C. historical
B. conceptual D. technical

8. A research variable that is considered as the presumed effect of the study.

A. independent variable C. dependent variable
B. moderating variable D. control variable

36
5
9. This is a part of literature review which summarizes and synthesizes the different ideas
from the different sources.
A. recommendation C. introduction
B. main body D. conclusion

10. It is a reference done within the text/paragraph in the paper.

A. list of references C. bibliography
B. in-text citation D. source

11. “There is no difference in height between boys and girls who are taking vitamins every
day.” This is an example of:
A. non-directional hypothesis C. directional hypothesis
B. empirical hypothesis D. simple hypothesis

12. A literature review which introduces several theories or concepts that focus on specific
topic.
A. methodological review C. theoretical review
B. integrative review D. context review

13. It expresses the connection among two or more independent variables and two or
more dependent variables.
A. alternative hypothesis C. complex hypothesis
B. logical hypothesis D. null hypothesis

14. It refers to the assumption about the relationship of the variables.

A. guide questions C. framework
B. hypothesis D. literature

15. The chosen edited summaries by journalist for the general readers.
A. scholarly journal C. dissertation
B. periodicals D. books

37
5
 5
38
Key to Answers
Pretest
1. C 6. C 11. B
2. C 7. B 12. C
3. B 8. D 13. B
4. B 9. C 14. B
5. C 10. A 15. B
Posttest
1. C 6. B 11. A
2. D 7. B 12. C
3. C 8. C 13. C
4. C 9. B 14. B
5. B 10. B 15. B
References
Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing, Inc., 2017.

Center for Research Quality. 2015. “Literature Reviews: Common Errors Made When
Conducting a Literature Review.” YouTube. Accessed June 6, 2020.https://bit.ly/2VfLd7W

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

Libncsu. 2009. “Literature Reviews: An Overview for Graduate Students.” YouTube. Accessed
June 6, 2020. https://bit.ly/3eyzoRI

Nueman, W. Lawrence.Social Research Methods: Qualitative and Quantitative Approaches,

7th e., Pearson Education. 2011. https://bit.ly/2XBSwat

Padama, Ed. 2019. “How to Write Definition of Terms.” YouTube. Accessed June 6, 2020.
https://bit.ly/3gtw7o2

39
5
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]
 Senior High School

NOT

Practical Research 2
Quarter 1 - Module 2
Identifying the Inquiry and Stating the Problem

Department of Education ● Republic of the Philippines

Practical Research 2- Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2
Identifying the Inquiry and Stating the Problem
First Edition, 2020

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Development Team of the Module

Author/s: Rochelle A. Luzano, Ph.D. Ma. Doris P. Napone
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Reviewers: Joel D. Potane, PhD

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 Senior
Senior High
High School
School

Practical
Research 2
Quarter 1- Module 2
Identifying the Inquiry and
Stating the Problem

This instructional material was collaboratively developed and reviewed

by educators from public institutions. We encourage teachers and other
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This page is intentionally blank
 . Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. ii
How to Learn from this Module .............................................................................................................. iii
Icons of this Module ................................................................................................................................... iii

What I Know ................................................................................................................................................iv

Lesson 1:
Designing Research Topic ............................................................................................... 1
What’s In............................................................................................................................ 1

What I Need to Know..................................................................................................... 1

What’s New – Topics that Interests Me… ............................................................... 2

What’s New – Tell Me About Your Problems… .................................................... 2

What Is It – Steps in Developing Research Topic ................................................ 2

What’s More – Let’s Go Online .................................................................................. 4

What I Have Learned..................................................................................................... 4

What I Can Do ................................................................................................................. 5

Lesson 2:
Research Title ................................................................................................................................ 7
What’s In............................................................................................................................ 7

What I Need to Know..................................................................................................... 7

What’s New – True or False ..................................................................................... ..7

What Is It – Basic Guidelines in Making Research Title .................................. ..8

What’s More ................................................................................................................... ..9

What I Have Learned..................................................................................................... 9

What I Can Do ................................................................................................................. 10

Additional Activity............................................................................................................ 10

Lesson 3:
Background of Research ................................................................................................... 11
What’s In............................................................................................................................ 11
What I Need to Know..................................................................................................... 11
 What’s New – Expand Your Vocabulary ............................................................. ..11
What Is It – Background of the Study.................................................................... ..12
What’s More .................................................................................................................. ..13
What I Have Learned.................................................................................................. ..13
What I Can Do .............................................................................................................. ..14

Additional Activity......................................................................................................... ..14

Lesson 4:
Research Questions ................................................................................................................ 15
What’s In............................................................................................................................ 15

What I Need to Know – Nature of Quantitative Research Problem ................ 15

What’s New – That’s a Good Question................................................................. ..16

What Is It – Characteristics of Good Research Questions ............................. ..16

What Is It – Formulating Research Questions.................................................... ..17

What’s More – The Very Good Questions ............................................................ ..18

What’s More – Write the Questions ........................................................................ ..19

What’s More – Let’s Go Online ................................................................................ ..19

What I Have Learned.................................................................................................. ..20

What I Can Do .............................................................................................................. ..21

Additional Activity......................................................................................................... ..21

Lesson 5:
Scope and Delimitation of the Study .................................................................... 22
What’s In............................................................................................................................ 22

What I Need to Know – Find the Form and Meaning .......................................... 22

What’s New – It’s the Scope and Delimitation .................................................... ..23

What Is It – Scope and Delimitation....................................................................... ..24

What Is It – Components of Scope and Delimitation ......................................... ..24

What’s More – Reshape the Scope and Delimitation........................................ ..25

What’s More – Let’s Go Online ................................................................................ ..25

What I Have Learned.................................................................................................. ..26

What I Can Do .............................................................................................................. ..26

 Additional Activity......................................................................................................... ..27
Lesson 6:
Presenting the Statement of the Problem ....................................................... 28
What Is It ........................................................................................................................ ..28

What’s More – Personal Work Evaluation ............................................................ ..28

What’s More – Reflection ........................................................................................... ..29

What’s More – Let’s Go Online ................................................................................ ..29

What I Have Learned.................................................................................................. ..29

What I Can Do .............................................................................................................. ..30

Summary ................................................................................................................................................... ..31

Assessment: (Post-Test) ...................................................................................................................... ..32

Key to Answers......................................................................................................................................... ..34

References................................................................................................................................................. ..35
This page is intentionally blank
What This Module is About
There are so many things we wanted to know about this world and beyond. Our
continues quest for knowledge, answers, and explanation of people, things, events, and so on
seems incomprehensible until we are engaged into research. In doing research, it is important
to identify the specificity and feasibility of a chosen research problem. Without doing so, the
goal of doing research will be implausible.

This module focuses on identifying problem for research inquiry. At end of this learning
module learners are expected to clearly formulate their research problem in the area of their
interest.

The following are the lessons contained in this module:

Lesson 1 – Designing Research Topic

Lesson 2 – Research Title
Lesson 3 – Background of Research
Lesson 4 – Research Questions
Lesson 5 – Scope and Delimitation of the Study
Lesson 6 – Presenting the Statement of the Problem

i
 What I Need to Know

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

1. design a research useful in daily life (CS_RS12-Id-e-1);
2. write research title (CS_RS12-Id-e-2);
3. describe background of research (CS_RS12-Id-e-3);
4. state research questions (CS_RS12-Id-e-4);
5. indicate scope and delimitation of study (CS_RS12-Id-e-5);
6. present written statement of the problem (CS_RS12-Id-e-7);

ii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
 What I Know

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

1. Which of the following is NOT an essential characteristic of a researchable question?

A. The question is answerable by some sort of data that can be collected.
B. Answering the question provides a positive outcome to society.
C. The question is comprehensive.
D. The question is interesting.

2. Which of the following is the most reliable source of research topic idea?
A. Review of literature C. Folklores
B. Wikipedia D. Blogs

3. Which of the following questions is most suitable for quantitative research?

A. Will the colors of the wall affect children’s preference and engagement during play
time?
B. Is there a relationship between soil components and shape of seeds?
C. Do online materials enhance the performance of students?
D. What are the features of herbal plants in the province?

4. Which of the following best describes the development process for a research question?
A. A broad topic is trimmed down to make it more interesting.
B. Research topic must be refined first before doing preliminary research.
C. As specific question can be broadened to make a study more significant.
D. Preliminary research helps trim down a broad topic to a more manageable
question.

5. Which of the following statements is characteristic of a good research title?

A. A short but accurate description of the content of the study.
B. Use abbreviations to shorten the number of characters.
C. All beginning letters of each word is capitalized.
D. It indicates all variables in the study.

6. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Declarative D. Phrase

7. It refers to an issue that has not been fully addressed by previous studies.
A. Research problem C. Research question
B. Research topic D. Research gap

8. It is a part of the research that expresses the context of the problem that will support the
validity and rationale of the study.
A. Research title C. Background of the study
B. Research topic D. Research problem

iv
9. Which if the following statements is NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.

10. A good research question is:

A. Feasible, clear, significant and includes a hypothesis
B. Feasible, clear, significant, and ethical
C. Clear, significant, and ethical
D. Feasible, clear, and ethical

11. Quantitative research problem dealt more with

A. precision and general explanation of phenomena
B. description and explanation of situations
C. trends and patterns of the chosen group
D. precision and specificity of the problem

12. Which of the following research questions is an example of correlational research?

A. Is there a difference in the height of Mung Bean in setup A from setup B after
various treatments?
B. What are the various learning modalities offered in Gusa Elementary School for SY
2020-21?
C. Is the pre-online tutorial effective in preparing preschool for distance learning?
D. What is the relationship between time spent on texting and spelling ability?

13. Which of the following qualifies as a good quantitative research question?

A. How would the parents respond to the current educational challenge?
B. Is blended learning more effective than face to face learning?
C. Does a social medium lead to more social awareness?
D. Are the teachers well-motivated?

14. A research question becomes significant when

A. no harm is possible to be inflicted to participants
B. it contributes to a bigger body of knowledge
C. when it does not take undue resources
D. it uses simplest words for readers

15. It is part of the research study that states what is included and not in the research study.
A. Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation

v
This page is intentionally blank
 Lesson

1 Designing Research Topic

What’s In

You have learned from Module 1 that quantitative research is very useful in all fields
of study because of its objectivity and fast data collection and analysis. The different kinds of
research designs (descriptive, correlational, ex-post-facto, quasi-experimental, and
experimental) offer a viable and numerous options for any type of inquiry. The field of studies
where you can apply quantitative research is practically countless. In this lesson, you will
expand your understanding of the characteristics and different applications of quantitative
research and be able to design a study useful in daily life.

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.

1
 What’s New

Activity 1: Topics that interest me!

Directions: Take time to identify the things that matters most to you by filling out the following
information:

1. My chosen SHS track is: ____________________________________.

2. The top three things that I excel doing are ________________,

________________ and ______________________

3. The top five (5) things that make me happy are ____________ , ___________,
____________, ________________, and ___________________.

4. The three things that I find interesting are _____________, ______________ and
________________.

Activity 2: Tell me about your problems!

Directions: Make an online or offline survey at your community, family, and friends to
determine common issues or problems. List all the problems raised and identify
the most common ones.

What Is It

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

2
 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.

3
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?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4
 2. How does background/preliminary research help in defining a research topic?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What is your understanding of refining the research question?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 five related studies with its
corresponding author/s, then list three (3) quantitative research questions related
to the topic. Follow the format below. Write your answers in separate sheet of
paper.

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: ____________________________________________

5
 3. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

4. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

5. Title: _______________________________________________________________
Author/s: ____________________________________________________________
Year of Publication:____________________________________________________
Name of Journal/Publication: ____________________________________________
Link: _______________________________________________________________
Notes/ Important information: ____________________________________________

Question 1: _______________________________________________________________

Question 2: _______________________________________________________________

Question 3: _______________________________________________________________

6
 Lesson

2 Research Title

What’s In

At this point, you may already have an interesting and relevant quantitative research
topic that is related to your chosen track. The next step is for you to have a suitable and
captivating title for the research study in mind. How is it done? Is writing a research title similar
to writing a title for movies, songs, or poems, or is there a guideline for it. Read through this
lesson, and you will know how to make a good title for your quantitative research study.

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
_____________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.

8
 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 Have Learned

Directions: Answer briefly what is asked.

1. A researcher is discouraged from putting too many words in the research title. Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. A bad title discredits a good research. Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What are the components of a good research title?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

9
 What I Can Do

Directions: This activity is a continuation of what you have done in Lesson 1 of this module.
You are to construct a good research title for each of the quantitative research
questions made on page 6. Follow the format below:

Research question 1: _______________________________________________________

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

Research question 2: _______________________________________________________

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

Research question 3: _______________________________________________________

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

Additional Activity

Directions: After you submit your Research Title, once it is corrected in accordance with the
guidelines given, you may start incorporating your Research Title to your research
manuscript.

10
 Lesson

3 Background of Research

What’s In

Reading a well-written research title gives the reader an insight of what the research
study is all about. Although it captures the main point of the study, it does not sufficiently
explain all the details of the study. Hence the reader opts to read on for better understanding.

When introducing your study to the readers, you must bridge the gap from what is
known to what is unknown. Establishing the importance of finding the answer to the question
makes the reader feel the need to answer such a question. Thus, it makes the research project
more meaningful and valuable.

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.

What’s New

Expand Your Vocabulary!

Directions: Read through the text of this lesson and look for an underlined word that has the
same meaning as the word in the list below. Write the word on the space provided.

1. Uncharted - _______________
2. Motivation - _______________
3. Background - ______________
4. Extensive - _________________
5. Communicate - ______________
6. Conceive - ________________
7. Remarkable - ________________
8. Inclusive - ______________
9. Understanding - _______________
10. Valid - __________________

11
 What Is It

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.

12
 What’s More

Directions: Organize the reviewed related literature about the research problem previously
selected (see page 6) by completing the table below. Write your answers on a
separate sheet of paper.

Author/s & Topic Sample Data Major Recommendation

Yr Collection Findings
Method

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. Compare and contrast Background of the Study and Literature Review.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

13
 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. Print it on a
short bond paper in the format below:

Font: Arial, size 11

Spacing: double
Margin: Normal: 1” all sides

Name: _________________________ Section: ___________________ Date: ___________

Research topic:___________________________________________________________
Research title:____________________________________________________________

Background of the Study

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________.

Additional Activity

Directions: After you submit your Background of the Study, once it is corrected in accordance
with the guidelines given, you may start incorporating your Background of the Study to your
research manuscript.

14
 Lesson

4 Research Questions

What’s In

In previous lessons of this Module 3, you were taught how to design research that is
interesting and something that you are passionate about. You have learned that research
problems are actually within your environment or area of interest. You are given various
activities to learn how to come up with interesting and useful research problems. Identification
of the research problems and research questions will be furthered explained in this lesson.

You have also learned how to craft qualitative research problems and questions when
you took Practical Research 1 In this lesson, quantitative research problems and types of
quantitative research questions will be elaborated.

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.

15
 What’s New

Activity 1: That’s a Good Question

Directions: Here are some samples of research questions. Rank them on a scale of 1 to 10
(1= lowest, 10 = highest) based on its feasibility and clarity as a quantitative
research question. Then provide a brief explanation of your rating.

Your
Quantitative Research Question Explanation
Rating
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?

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?
16
 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?

17
 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.

Quantitative Research Your Rating Revised Question/

Question Feasible Clear Significant Ethical Justification
1. How many Grade-7
students are enrolled in
blended learning this
School Year?

2. Is modular learning or
online learning more
effective in Language
or Science subjects?

3. Is there a significant
relationship in the
number of households
and COVID-19
confirmed cases in a
Barangay?

18
Activity 2: 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

Activity 3: 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

19
 What I Have Learned

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

1. What I know about research question?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. I have learned that good questions are

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. This time, I have learned that when stating quantitative research questions

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

20
 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. ___________________________________________________________________

___________________________________________________________________

Additional Activity

Direction: After you submit your research questions, once it is corrected in accordance to the
guidelines given, you may start incorporating your research questions to your
research manuscript.

21
 Lesson
Scope and Delimitation
5 of the Study

What’s In

In Module 1, Lesson 3 you were taught how to identify and differentiate various
research variables and its uses. Identifying your research variables is very important since it
will set the parameters of your study. Carefully selecting your research variables also helps
you to determine what will be investigated. As a result, it will be easier for you to set the scope
and delimitation of the study. This lesson focuses on how you are going to indicate the scope
and delimitation of your study.

.
What I Need to Know

Activity 1. Find and Form the Meaning

Directions: Find five synonyms of “scope” and “delimitation”. Then, analyze and connect the
gathered words in order to form the meaning of “Scope and Delimitation of the
Study.

Synonyms Formed Meaning

1.

2.

Scope 3.

4.

5.

1.

2.

Delimitation 3.

4.

5.

22
 What’s New

Activity 2. 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

23
 What Is It

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.

24
 What’s More

Activity 3. Reshape the Scope and Delimitation

Directions: Read the following scope and delimitation about a research on sickness
prevention. Try to improve its structure and coverage. You can add some details
in revising this research section.

Sample

The current focuses on the relationship between socio-demographic background of

the family and their heath practices. Only 60 Grade 11 students were considered in this
study as respondents. The research lasted for two months.

Your revised version

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 4. Let’s go online.

Practice what you have learned from this lesson. Visit the following:

https://bit.ly/2ZF6tXK
https://bit.ly/3el7Ui4

25
 What I Have Learned

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

1. What I know about scope and delimitation of the study?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. I have learned that when indicating the scope and delimitation of the study
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do

Indicate your Scope and Delimitation of the Study

Directions: Perform the following task. Specify the scope and delimitation of your study why
answering the basic contents of this research section.

1. What are the variables to be included and excluded?

___________________________________________________________________

___________________________________________________________________

2. Why are you doing this study?

___________________________________________________________________

___________________________________________________________________
26
 3. When are you going to conduct this study?

___________________________________________________________________

___________________________________________________________________

4. Where are you going to gather your data?

___________________________________________________________________

___________________________________________________________________

5. Who will be your respondents?

___________________________________________________________________

___________________________________________________________________

Additional Activity:

Direction: After you submit you have specified your scope and delimitation, once it is corrected
in accordance to the guidelines given, you may start writing a paragraph format of
this and incorporate it in your research manuscript.

27
 Lesson Presenting Statement
6 of the Problem

What Is It

Getting this far means you have already completed the first part of the research paper.
The next step is to present your Statement of the Problem. The following topics were already
discussed and practiced so it is time to present your output for this Module.

Research Title
Background of the Research
Research Questions
Scope and Delimitation of the Study
Significance of the Study or Beneficiaries (if applicable)

What’s More

Activity 1. Personal Work Evaluation

Direction: Rate your own paper using the rubric below. For the purpose of improvement, rate
your output as honestly as you can. Use the following scale in evaluating your own
paper.

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

Self-
Indicator
Rating
1. Title Formulation
Variables, goal, respondents are clearly stated
2. Background of the Study
Rationale, basic literature background, gravity of the
chosen problem are established
3. Statement of the Problem
General problem, research questions are correctly stated
4. Scope and Delimitation
Indicators to be included and excluded are mentioned
5. Significance of the Study
Benefits and beneficiaries are discussed completely
Total Rating

28
Activity 3. Reflection

1. What is your highest and lowest rating? What are your reasons for giving yourself
such ratings?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Overall, do you think you are ready for presentation of your research paper? Explain
your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 2. Let’s go online

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

https://bit.ly/2TFhfcy

https://bit.ly/2Aat7fW

What I Have Learned

1. What the new learnings you have gained from this module in terms of skills, content,
and attitude in identifying and stating the research problem?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How will you improve your research writing skills in quantitative research?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
29
 What I Can Do

Direction: Get ready for presentation of your written statement of the problem. The rubrics
below will serve as a guide on how you will be rated by your teacher. The 4C
(content, coherence, creativity, communication) technique will be used so that you
can easily remember.

Rubrics for Written Statement of the Problem

5 4 3 2 1
Content (35%)
▪ The title is concise and understandable.
▪ The Problem is relevant and well-
explained.
▪ Research gap was established.
▪ The scope and delimitation of the study is
clearly stated and explained.
▪ Overall content is comprehensive.
Coherence (25%)
▪ Cohesive of devices are effectively used.
▪ Organization of ideas is smoothly
presented.
Creativity (25%)
▪ Writer’s voice is showcased.
▪ Paper uses variety of sentence structures.
▪ Uses appropriate language.
Communication (15%)
▪ Sentences are well structured
▪ Grammatical conventions are observed.
▪ Correct spelling and proper research
format is followed.
Legend: 5 – to a very great extent, 4 – to a great extent,
3 – to some extent, 2 – to a little extent, 2 – not at all

30
Summary
• Steps in developing a research topic;(1) Choose a broad topic, (2) Do a preliminary
research, (3) Define the problem, and (4) Refine the question
• Background of the study states the situation or circumstances within which your
research topic was conceptualized.
• Research Problem is the focus of investigation.
• Characteristics of good research questions are feasible, clear, significant, and ethical.
• The scope specifies the coverage of your study such as variables, population or
participant, and timeline. Delimitation cites factors of your study that are not included or
excluded or those you will not deal in your study.

31
 Assessment: (Post-Test)

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

1. Which of the following is NOT an essential characteristic of a researchable question?

A. The question is answerable by some sort of data that can be collected.
B. Answering the question provides a positive outcome to society.
C. The question is comprehensive.
D. The question is interesting.

2. Which of the following questions is most suitable for quantitative research?

A. Will the colors of the wall affect children’s preference and engagement during play
time?
B. Is there a relationship between soil components and shape of seeds?
C. Do online materials enhance the performance of students?
D. What are the features of herbal plants in the province?

3. If you are going to look for a topic idea for your research study, what is the most reliable
source you are going to consider?
A. Review of literature C. Wikipedia
B. Folklores D. Blogs

4. Which of the following best describes the development process for a research question?
A. To focus your literature review, research topic must be refined first before doing a
preliminary research.
B. Preliminary research helps trim down a broad topic to a more manageable question.

C. As specific question can be broadened to make study more significant.

D. A broad topic is trimmed down to make it more interesting.

5. What refers to an issue that has not been fully addressed by previous studies?
A. Research problem C. Research question
B. Research topic D. Research gap

6. Which of the following statements is a characteristic of a good research title?

A. Short but accurate description of the content of the study.
B. Use abbreviations to shorten the number of characters.
C. All beginning letters of each word is capitalized.
D. Indicates all variables in the study.

7. Which of the following is the most common form of the research title?
A. Interrogative C. Question form
B. Phrase D. Declarative

32
8. What part of research expresses the context of the problem that will support the validity
and rationale of the study?
A. Research title C. Background of the study
B. Research topic D. Research problem

9. Which of the following characteristics describes a good research question?

A. Feasible, clear, significant and includes a hypothesis
B. Feasible, clear, significant, and ethical
C. Clear, significant, and ethical
D. Feasible, clear, and ethical

10. Which if the following statements is NOT true about the background of research?
A. It elaborates on the findings or information from the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.

11. What part of the research study states rationale of the problem and basic literature
background?
A Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation

12. Quantitative research problem dealt more with

A. description and general explanation of phenomena
B. description and explanation of situations
C. precision and specificity of the problem
D. trends and patterns of chosen group

13. “What are the various learning modalities offered in Gusa Elementary School for SY
2020-21?” This is an example of research question of what type of quantitative
research?
A. Quasi-experimental research C. Correlational Research
B. Descriptive Research D. Ex post facto

14. “What is the relationship between time spent in texting and spelling ability? This is an
example of research question of what type of quantitative research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto

15. “Is there a difference in the scores of group A from group B after the special tutorial
program? This is an example of research question of what type of quantitative
research?
A. Correlational Research C. Experimental research
B. Descriptive Research D. Ex post facto

33
Key to Answers

34
References

Baraceros, Esther L. Practical Research 2. Sampaloc, Manila: Rex Bookstore, Inc., 2016.

Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing, Inc., 2017.

Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.

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

Fraenkel, Jack R. and Wallen, Norman E. 2020. "Chapter 2 Multiple Choice Quiz." McGraw-
Hill Global Education Holdings, LLC. Accessed June 1, 2020. https://bit.ly/2zxLYS5

Fraenkel, Jack R. and Wallen, Norman E. 2020. "Chapter 2 True or False Quiz." McGraw-Hill
Global Education Holdings, LLC. Accessed June 1, 2020. https://bit.ly/2M2lfzC

Fraenkel, Jack R. and Wallen, Norman E. 2020. "Chapter 24 Preparing Research Proposal
and Reports." McGraw-Hill Global Education Holdings, LLC. Accessed June 1, 2020.
https://bit.ly/2TFhfcy

I Hope. 2020. "Statement of the Problem." YouTube. Accessed June 2, 2020.

https://bit.ly/3emud6T

I Hope. 2020. "Scope and Delimitation of the Study." YouTube. Accessed June 1, 2020.
https://bit.ly/3el7Ui4

RCampus, Reasonz System, Inc. 2020. “Rubrics for Research Proposal and Presentation.”
Accessed June 1, 2020. https://bit.ly/2Aat7fW

Verbo, Ryan Jay. 2020. “Practical Research 2 – Choosing Research Topic.” LRMDS.
Accessed June 1, 2020. https://bit.ly/2ZF6tXK

35
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 Senior High School

NOT

PRACTICAL
RESEARCH 2
Quarter 1 - Module 1
Nature of Inquiry and Research

Department of Education ● Republic of the Philippines

Practical Research 2- Grade 12
Alternative Delivery Mode
Quarter 1– Module 1: Nature of Inquiry and Research
First Edition, 2020

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 Senior
Senior High
High School
School

Practical
Research 2
Quarter 1 - Module 1
Nature of Inquiry and Research

This instructional material was collaboratively developed and reviewed

by educators from public institutions. We encourage teachers and other
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This page is intentionally blank
 . Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. ii

How to Learn from this Module .............................................................................................................. iii

Icons of this Module ................................................................................................................................... iii

What I Know ................................................................................................................................................iv

Lesson 1:
Introduction to Quantitative Research ............................................................... 1
What’s In............................................................................................................................ 1

What I Need to Know..................................................................................................... 1

What’s New – Finding Clues…................................................................................... 1

What’s New – Let’s Match… ....................................................................................... 2

What Is It – Quantitative Research ........................................................................... 2

What Is It – Characteristics of Quantitative Research ........................................ 3

What Is It – Kinds of Quantitative Research .......................................................... 4

What’s More – True or False ...................................................................................... 5

What’s More – Yes or No ............................................................................................. 5

What I Have Learned..................................................................................................... 6

What I Can Do ................................................................................................................. 7

Lesson 2:
Importance of Quantitative Research Across Fields ........................ 8
What’s In............................................................................................................................ 8

What I Need to Know..................................................................................................... 8

What’s New – Where do I Belong .......................................................................... ..8

What’s New – Exploring Your Vocabulary ........................................................... ..9

What Is It – Importance of Quantitative Research Across Fields ................. ..9

What’s More ................................................................................................................... ..11

What I Have Learned ................................................................................................ ..12

 What I Can Do .............................................................................................................. ..13

Lesson 3:
Variables in Quantitative Research ........................................................................ 14
What’s In............................................................................................................................ 14

What I Need to Know..................................................................................................... 14

What’s New – Let’s Review ...................................................................................... ..14

What Is It - Variable .................................................................................................... ..15

What’s More – Identifying Variables ....................................................................... ..17

What’s More – Classifying Variables ...................................................................... ..18

What’s More – Let’s Go Online ................................................................................ ..19

What I Have Learned.................................................................................................. ..19

What I Can Do .............................................................................................................. ..20

Summary ................................................................................................................................................... ..21

Assessment: (Post-Test) ...................................................................................................................... ..22

Key to Answers......................................................................................................................................... ..24
References................................................................................................................................................. ..25
This page is intentionally blank
What This Module is About
When people experience difficulties or perplexed by the unknown, they resort to
various ways and means for answers and immediate or lasting solutions. Unconsciously, even
at a young age, we use our senses and cognitive skills to gather information, assess and re-
assess facts, find meaning to the numbers and grow in understanding of the world around us.
Long before we read it in books and heard it from teachers, we are already applying
quantitative approach in our daily lives in the most primal way.

Complementary to what you have learned in Practical Research 1 or Qualitative

Research, this module will introduce you to the concepts of Quantitative Research. The
following are the lessons contained in this module:

Lesson 1 – Introduction to Quantitative Research

Lesson 2 – Quantitative Research Across Fields
Lesson 3 – Variables in Quantitative Research

In lesson 1, the different kinds of quantitative research are identified with their
corresponding characteristics, strengths, and weaknesses. With this, learners are expected
to distinguish each classification of quantitative research.

In lesson 2, the applications of quantitative research to various field or discipline is

emphasized with the expectation that learners will appreciate the importance of research
because of its multidisciplinary approach and relevance.

In lesson 3, learning will be focused on the different kinds of variables used in

quantitative research and how they are applied in research studies.

This module is our modest attempt to present and interpret quantitative research in a
way that Senior High School students can comprehend at this time of Covid-19 pandemic.
Congruent to the program of the Department of Education “Sulong Edukalidad”, this module
provides learning materials, activity sheets and online tasks adaptable to the needs of the
students at the comfort of their homes. Learning shall never end regardless of the global crisis.

Upon completing this module, you will have a deeper understanding of the Practical
Research 2 subject that will equip you with the knowledge and skill to decide on a suitable
quantitative research project applicable to your area of interest.

i
 What I Need to Know

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

1. Describe the characteristics, strengths, weaknesses, and kinds of quantitative
research (CS_RS12-Ia-c-1);
2. Illustrate the importance of quantitative research across field (CS_RS12-Ia-c-2);
3. Differentiate the kinds of variables and their uses (CS_RS12-Ia-c-3);

ii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time to read the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
 What I Know

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

1. Which of the following statements is NOT a characteristic of quantitative research?

A. The results taken from a sample can be generalized to the population.
B. It delivers an in-depth understanding of the problem or study.
C. It provides a more credible and reliable result.
D. Statistical analysis of numerical data.

2. In an experiment, which group does not receive intervention?

A. The treatment group C. The control group
B. The participant group D. The experimental group

3. Which of the following research questions could be answered by using quantitative

research methods?
A. What is the most popular social media platform used by Senior High School
students?
B. How has the Covid-19 pandemic affect career choices among college students?
C. What are the factors affecting depressive behavior?
D. None of the above.

4. Which statement below illustrates a weakness of quantitative research?

A. The responses of the participants are limited to what has been asked and the
choices given.
B. The researcher's perspective can influence interpretation of results.
C. Data gathering takes too much time.
D. Low degree of subjectivity

5. Which of the following is NOT a strength of quantitative research?

A. Speedy data analysis
B. Less expensive
C. Replicable
D. Objective

For items 6 and 7, identify whether the given research topic is:
A. Correlational C. Descriptive
B. Quasi- experimental D. Experimental

6. Determination of the degree of satisfaction of parents, teachers, and students on the

online and modular blended learning.

7. The effects of non-renewal of the ABS-CBN franchise to the average television viewing
time of housewives.

iv
8. Which type of quantitative research seeks to determine relationship of one characteristic
to the other characteristic?
A. Correlational C. Ex-post facto
B. Experimental D. Descriptive

9. Which of the following statements is NOT true about the importance of Quantitative
Research?
A. helps educators identify ways to improve learning.
B. helps improve crop production using safe organic fertilizers.
C. helps pharmaceutical companies explore safe and effective medicines.
D. helps understand victims of domestic violence perception of satisfaction.

For items 10 to 12, determine if the statement is:

A. Always true C. Never true
B. Sometimes true D. Cannot be identified

10. A nominal variable is expressed in numbers.

11. The independent and dependent variables are applicable to ALL quantitative studies.

12. Dependent variables can be manipulated.

13. A group of students would like to know if spending time with a cat or dog decreases
the amount of stress and allows students to perform better on tests. Which of the
following is an extraneous variable?
A. Student’s feeling towards the cat or dog
B. Amount of time spent with a cat or dog
C. Test scores of students
D. Amount of stress

14. A famous vlogger wanted to know if changing the content of his vlogs (food review,
travel, study tips, etc.) will affect the number of views per uploaded video. The number
of views per uploaded video is the:
A. Confounding variable
B. Independent variable
C. Dependent variable
D. Continuous variable

15. Which of the following is an example of a continuous variable?

A. Learning modality used
B. Student’s test score
C. Student’s height
D. Student’s IQ

v
This page is intentionally blank
Lesson
Introduction to
1 Quantitative Research

What’s In

Practical Research I introduced you to the two main classifications of research

methods: quantitative and qualitative. You have learned that qualitative research is more of
describing a phenomenon in a narrative; hence, the data collected can be in the form of words,
images, or transcripts taken from a small sample, not generalizable to the population.
Choosing a small sample size makes room for in-depth data collection and interpretation. In
this lesson, you will learn about quantitative analysis, a more formal, objective, and systematic
approach to obtaining answers to a question or problem of the study.

What I Need to Know

Vital to the conduct of a quantitative research project is a deep understanding of its

characteristics. When you know its strengths and different classifications, you will be able to
identify what kind of questions you should ask and what approach is most suited to find
answers to these questions. The identification of its weaknesses on the other hand, aids in
recognizing the questions or topics that are inappropriate to this course. At the end of this
lesson, you will have a good grasp of what is quantitative research that will prepare you in
crafting a good research study and instrumental to building lifelong skills.

What’s New

Activity 1: Finding clues

Directions: Group the following word clues if they are characteristics of Quantitative Research
(Box A) or Qualitative Research (Box B).

1. Measurable 6. Text-based 11. Subjective

2. Behavior 7. Intervention 12. Small sample
3. Statistical 8. Experimental group 13. Tables and charts
4. Narrative 9. Unstructured observation 14. Deductive
5. Objective 10. Inductive 15. Generalizable

1
 A. Quantitative Research B. Qualitative Research

Activity 2: Let’s match

Directions: Match the following quantitative research title under column A to its classification
(research design) in column B. Write the letter of the correct answer on the space
provided.

Column A Column B
______1. Investigating the effects of formalin treated A. Experimental
eggplants on mice.
______2. Factors affecting job satisfaction among Tech-Voc B. Descriptive
graduates.
______3. Prevalence of domestic violence in cities declared C. Ex post facto
under Enhanced Community Quarantine during the
Covid-19 pandemic.
______4. The effects of age on social media platform choice. D. Quasi-
experimental
______5. The relationship between intelligence and sports E. Correlational
choices among high school students.
F. Case Study

What Is It

Quantitative Research
You have learned from Practical Research 1 that research method is classified into
two main types: quantitative and qualitative. While both methods utilize a specific data
gathering procedure, the former is generally concerned with understanding phenomenon
relating to or involving quality or kind. The latter, on the other hand, is based on the
measurement or quantity. In this module, we will focus on quantitative methods of research
and what are its different kinds.

Quantitative research uses scientifically collected and statistically analyzed data to

investigate observable phenomena. A phenomenon is any existing or observable fact or
situation that we want to unearth further or understand. It is scientific for the fact that it uses
a scientific method in designing and collecting numerical data. Once data is collected, it will
undergo statistical analysis like Pearson’s r, t-test and Analysis of Variance (ANOVA) for
analysis. Since data is analyzed statistically, it is imperative that the data obtained must be
numerical and quantifiable, hence its name quantitative research.

Numerical data are generally easier to collect than descriptions or phrases used in
qualitative research. Information like student’s grades in different subjects, number of hours

2
of engagement in social media platforms of teens, percentage of consumers who prefer the
color blue for soap packaging, average daily Covid-19 patient recovery per region are just few
examples of research data expressed in numbers. Some data on the other hand, are not
directly countable and thus require conversion from non-numerical information into numerical
information. For instance, determining which brand of canned sardines is the best choice for
consumers in terms of taste cannot be expressed in numbers unless we do a survey using a
rating scale. Several forms of rating scales are available, e.g., the Likert scale that we can use
to quantify data. Usually, they come in a selection of numbers with a corresponding meaning
for each choice, for example: 1= tastes very good, 2 = satisfactory, or 3 = undesirable.
Numerical choices convert texts into numbers so the researcher can perform mathematical
operations for faster, more accurate, and more objective analysis.

Characteristics of Quantitative Research

Quantitative research is commonly used in natural sciences research problems

because of the following characteristics:

1. LARGE SAMPLE SIZE. To obtain more meaningful statistical result, the data must
come from a large sample size.

2. OBJECTIVE. Data gathering and analysis of results are done accurately, objectively,
and are unaffected by the researcher’s intuition and personal guesses.

3. VISUAL RESULT PRESENTATION. Data is numerical, which makes presentation

through graphs, charts, and tables possible and for better conveyance and
interpretation.

4. FASTER DATA ANALYSIS. The use of a statistical tools give way for a less time-
consuming data analysis.

5. GENERALIZED DATA. Data taken from a sample can be applied to the population if
sampling is done accordingly, i.e., sufficient size and random samples were taken.

6. FAST DATA COLLECTION. Depending on the type of data needed, collection can be
quick and easy. Quantitative research uses standardized research instruments that
allow the researcher to collect data from a large sample size efficiently. For instance,
a single survey form can be administered simultaneously to collect various measurable
characteristics like age, gender, socio-economic status, etc.

7. RELIABLE DATA. Data is taken and analyzed objectively from a sample as a

representative of the population, making it more credible and reliable for policymaking
and decision making.

8. REPLICATION. The Quantitative method can be repeated to verify findings enhancing

its validity, free from false or immature conclusions.

Strengths of Quantitative Research

The following are the strengths of quantitative research.

1. Quantitative research can be replicated or repeated.

2. Findings are generalizable to the population.
3. Conclusive establishment of cause and effect
4. Numerical and quantifiable data can be used to predict outcomes

3
 5. Fast and easy data analysis using statistical software.
6. Fast and easy data gathering
7. Very objective
8. Validity and reliability can be established

Weaknesses of Quantitative Research

The following are the disadvantages of quantitative research:

1. It lacks the necessary data to explore a problem or concept in depth.
2. It does not provide comprehensive explanation of human experiences.
3. Some information cannot be described by numerical data such as feelings, and beliefs.
4. The research design is rigid and not very flexible.
5. The participants are limited to choose only from the given responses.
6. The respondents may tend to provide inaccurate responses.
7. A Large sample size makes data collection more costly.

Kinds of Quantitative Research

Quantitative research is a broad spectrum that it can be classified into smaller and
more specific kinds: descriptive, correlational, ex post facto, quasi-experimental, and
experimental.

Descriptive design is used to describe a particular phenomenon by observing it as it occurs

in nature. There is no experimental manipulation and the researcher does not start with a
hypothesis. The goal of descriptive research is only to describe the person or object of the
study. An example of descriptive research design is “the determination of the different kinds
of physical activities and how often high school students do it during the quarantine period.”

The correlational design identifies the relationship between variables. Data is collected by
observation since it does not consider the cause and effect for example, the relationship
between the amount of physical activity done and student academic achievement.

Ex post facto design is used to investigate a possible relationship between previous events
and present conditions. The term “Ex post facto”, means after the fact, looks at the possible
causes of an already occurring phenomenon. Just like the first two, there is no experimental
manipulation in this design. An example of this is “how does the parent’s academic
achievement affect the children obesity?”

A quasi-experimental design is used to establish the cause and effect relationship of

variables. Although it resembles the experimental design, the quasi-experimental has lesser
validity due to the absence of random selection and assignment of subjects. Here, the
independent variable is identified but not manipulated. The researcher does not modify pre-
existing groups of subjects. The group exposed to treatment (experimental) is compared to
the group unexposed to treatment (control): example, the effects of unemployment on attitude
towards following safety protocol in ECQ declared areas.

Experimental design like quasi- experimental is used to establish the cause and effect
relationship of two or more variables. This design provides a more conclusive result because
it uses random assignment of subjects and experimental manipulations. For example, a
comparison of the effects of various blended learning to the reading comprehension of
elementary pupils.

4
 What’s More

Activity 1: True or False

Directions: On the space provided, write TRUE if the statement describes quantitative
research and FALSE if it is incorrect.

_______1. Quantitative data can be presented using tables and graphs.

_______2. The results of quantitative research can be used to generalize and predict.
_______3. Quantitative research is flexible so at any stage, the study may change.
_______4. Quantitative data are more credible, reliable, and useful than qualitative data.
_______5. The research study cannot be replicated or repeated because it is unique in every
case.
_______6. Data are in the form of numbers and analyzed statistically.
_______7. Data analysis is an on-going process. It can be done at any stage of the process.
_______8. The behavior of the participants is observed and is critical to the analysis of results.
_______9. Analysis of data is less time-consuming.
______10. In quantitative research, the researcher participates and engages the participants
in the study

Activity 2: Yes or No

Direction: Write YES on the blank if the question requires for quantitative approach and NO if
it does not.

__________1. Are high grades in Mathematics a good indicator for employment after
graduation?
__________2. Will taking brain enhancers increase examination scores?
__________3. Are there changes in consumer behavior before and after online selling was
popularized?
__________4. Do online learning materials enhance the computer skills of students?
__________5. Are there changes in the study habits of public school students before and after
the Covid-19 pandemic?
__________6. What kind of pick-up lines are most appealing to both genders at the early adult
stage?
__________7. Is there a difference in the academic performance of students using online,
blended and modular learning modalities?
__________8. Will student’s and parent’s attitudes towards distance learning change over
time?
__________9. Which of the four SHS tracks (Academic, Tech-Voc, Sports, Arts & Design) is
greatly affected by the Covid-19 pandemic?
__________10. What are the factors affecting the delayed completion and submission of
assignments/tasks given to students using modular learning modality?

5
 What I Have Learned

Directions: Write your learning about the following:

1. What is quantitative research?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What are the characteristics of quantitative research?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Discuss the strengths of quantitative research.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Discuss the weaknesses of quantitative research.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. Describe each type of quantitative design and give one (1) example for each kind.
A. Descriptive design. ________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. Correlational design. _______________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

C. Ex post facto design. _______________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

D. Quasi-experimental design. __________________________________________

___________________________________________________________________
___________________________________________________________________

E. Experimental design. _______________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6
 What I Can Do

Directions: Study ten (10) different quantitative research titles and classify them as to which
quantitative design they belong.

RESEARCH TITLE QUANTITATIVE

RESEARCH DESIGN
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

7
 Lesson
Importance of Quantitative
2 Research Across Fields

What’s In

You have learned from Lesson 1 that quantitative research is a formal, deductive, and
systematic process that focuses mainly on obtaining and analyzing numerical data. The
method of data collection is objective and replicable. At the same time, its analysis is statistical
and generalizable to the population making the findings of quantitative research very credible
and useful for administrators, law makers, scientists, decision-makers and business owners.
It is for these reasons that quantitative analysis can be applied and very useful to various fields
of study. In this lesson, you will uncover the role of quantitative research in the advancement
of knowledge across disciplines.

Key Question: How is quantitative research applicable across fields?

What I Need to Know

People indulge in research to know more, to solve problems, or to improve existing
conditions. More and more institutions promote research studies while younger individuals
indulge in research projects not only because they are required to but also because they came
to realize the value and benefits research has to offer. The quantitative research’s systematic
way of finding the answers forges its pertinence regardless of the area or sector. The more
you perceive the value of quantitative research to different groups or field of study, the more
you appreciate it, hence, igniting your interest from knowing that you may make use of it in
your own chosen track.

What’s New

Activity 1: Where do I belong?

Direction. Listed in Column A are the important inventions, innovations or discoveries in

history. Identify which field in Column B do these discoveries have great
importance.
Column A Column B
_______1. Vaccine A. Agriculture and Fisheries
_______2. Refrigeration B. Natural and Physical Science
_______3. Printing press C. Business and Accounting
_______4. Computer D. Information and Communications Technology
_______5. Airplane E. Arts
_______6. Photo finishes F. Education
_______7. Social media G. Sports
_______8. Paint H. Humanities and Social Science
I. Mathematics

8
Activity 2: Expanding your vocabulary!

Directions: Read through the text of this lesson and look for an underlined word that has the
same meaning as the word in the list below. Write the word on the space provided.
1. Intercession - _________________
2. To find out – __________________
3. Salable - _____________________
4. Quicken, expedite - _____________
5. Relationship - _________________
6. Create, produce - _______________
7. Compatibility - __________________
8. Toughest - _________________
9. Changeable - ______________
10. Global, widespread - ________________

What Is It

Importance of Quantitative Research Across Fields

The value of quantitative research to man’s quest to discover the unknown and
improve underlying conditions is undeniable. Throughout history, quantitative research has
paved the way to finding meaningful solutions to difficulties. For instance, the development of
vaccines to strengthen our immunity against viruses causing highly communicable diseases
like polio, influenza, chickenpox, and measles to name a few, underwent thorough
experimental trials. You bet, scientists and medical experts all over the world today are
working their best to fast track the development, testing and release of the vaccine for the
Corona Virus Disease of 2019 (Covid-19) as the pandemic has critically affected the world
economy, education, as well as physical and emotional well-being of people.

The findings of the quantitative study can influence leaders and law-makers’ decisions
for crafting and implementing laws for the safety and welfare of the more significant majority.
For example, a community with high cases of Covid-19 positive patients is mandated by law
to be under Enhanced Community Quarantine where only the most essential businesses can
operate. On the other hand, cities with less or zero case will be under General Community
Quarantine where some businesses, public and private offices are already allowed to operate.

Using quantitative design helps us determine and better understand relationships

between variables or phenomenon crucial to reducing the range of uncertainty because the
mathematics (more of this in the last module) behind quantitative studies helps us make close
estimates of the outcome (dependent variable) from a given condition/s (independent
variable). Relationship between demand and supply, age and health, discipline and academic
achievement, practice and winning at sports, depression and suicidal rates, algae population
and Oxygen demand are just a few examples of real-life applications of correlation studies in
the past that we still apply today.

Most inventions and innovations are products of quantitative studies. Before you can
enjoy the uses and features of a smart phone, it took years of research to establish compliance
to standards for interoperability, to find the most cost-effective raw materials, identify the
sleekest and sturdiest design, the fastest data saving and processing power, and most
marketable add-ons according to consumer needs. Indeed, mankind will dwell in the darkness
of ignorance if not for the people who conducted their research before reading about it from
books or manuals.
9
 The table below shows some of the contributions of quantitative research to other fields
and their example.

Field Contribution/Application Example

Social Science • Effects of intervention to group The effects of pandemic
behavior. on social behavior and
• Understanding cultural or racial economic stability.
conflicts.
• Human satisfaction and
stressors
Natural and Physical • Investigate the effectiveness of Antidiabetic properties of
Sciences a product or treatment to common Philippine herbs.
illnesses.
• Finding or enhancing alternative
energy sources.
• Advancement in material
science.
Agriculture and • Increase the yield of crops The effectiveness of
Fisheries • Prevention and cure for crops organic and inorganic
and livestock diseases fertilizer to vegetable
production.
Sports • Enhance athletic performance Diet and exercise
techniques for different
kinds of sports.
Business • Device marketing strategies Effectiveness of Facebook
• Improve marketability ads on sales.
Arts and Design • Relationship between color and The effects of music on
architectural space learning and behavior.
• Multimedia use and adaptation
for recreation, business
marketing and lifestyle changes.
Environmental Science • Causes and effects of climate The environmental factors
change affecting natural calamities

10
 What’s More

Directions: In a separate sheet, make a concept map (example below) of all other
fields/disciplines where you think quantitative research can be applied. Explain
why quantitative research is important to these fields.

Journalism

Quantitative
Anthropology History
Research

Engineering

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

11
 What I Have Learned

Directions: Answer the following questions clearly but briefly.

A. How is quantitative research relevant to different discipline?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

B. Explain briefly, the importance or contribution of quantitative research to each of the

following fields of study.

Field Importance / contribution

Natural and Physical Science

Education

Sports

Arts and Design

Agriculture and Fisheries

Information and
Communication Technology

Social Science

Business and Accounting

12
 What I Can Do

Directions: Search online, from a book or publication one particular quantitative study for
every field below and indicate its contribution to the development of knowledge
to that field.

Field Title, Author/s, Yr published Contribution

Education The Better You Feel the Better You Finds a way to improve
Learn: Do Warm Colours and Rounded learning through colors
Shapes Enhance Learning Outcome in and shapes.
Multimedia Learning? Munchow, H,
Mengelkamp, C, Bannert, M. (2017)
Medicine

Sports

Food Industry

Agriculture

Arts

Social Science

Environmental
Science

ICT

Energy

13
 Lesson Variables in
3 Quantitative Research

What’s In

You have learned from the previous lessons that quantitative research is concerned
about numerical or measurable values that we can analyze statistically. How do we measure
such values? Is it measurable at all times? Do these values change? Are these values
applicable for descriptive, correlational, ex post facto, quasi-experimental and experimental
research? In this lesson, you will learn about the different classifications of data used in
quantitative research and their examples.

What I Need to Know

Variables play a significant role in quantitative research. When you intend to

accomplish something through research, the boundaries of your goal must be defined first to
direct your focus into a specific characteristic or condition through identifying the variables of
your research study. Doing such eliminates complexities and elaborate work especially for a
senior high school student like you. Knowing the different kinds of research variables also aids
in smooth data collection and analysis.

What’s New

Activity 1: Let’s review!

Directions: Read and analyze the following questions. Choose the letter of the correct answer.

1. Which variable is manipulated by the researcher?

A. Extraneous variable C. Dependent variable
B. Independent variable D. Confounding variable

2. Which of the following is an example of a quantitative variable?

A. Plant variety C. Hair color
B. IQ D. Race

3. Which of the following is an example qualitative variable?

A. Monthly sales C. gender
B. Basketball player number D. IQ

14
4. The variable is the presumed effect of the manipulation on the object/subject of the
experiment.
A. Extraneous variable C. Dependent variable
B. Independent variable D. Confounding variable

5. A type of variable that represent categories and can be ordered.

A. Nominal C. Ordinal
B. Discrete D. Ratio

6. What type of variable is characterized by evenly dispersed range of numbers?

A. Nominal C. Dichotomous
B. Interval D. Ratio

7. The variable that have potential effect on the dependent variable that are not part of the
study.
A. Extraneous variable C. Dependent variable
B. Independent variable D. Confounding variable

8. A variable that is used to name, categorize, or label the attributes being measured.
A. Nominal C. Ordinal
B. Interval D. Ratio

9. What type of variable is gender?

A. Nominal C. Dichotomous
B. Interval D. Continuous

10. The height of students before and after taking growth enhancers for 2 months is what type
of variable?
A. Nominal C. Dichotomous
B. Interval D. Continuous

What Is It

In order to get an answer to an inquiry that they are investigating, researchers will
observe and measure the quality or quantity of the object of the study. It is therefore imperative
for the researcher to identify the variables significant in explaining observed effects or
behavior.

A Variable is anything that has a quantity or quality that varies. For instance, during
the quarantine period, your mother planted tomato seedlings in pots. Now common
understanding from science tells you that several factors are affecting the growth of tomatoes:
sunlight, water, kind of soil, and nutrients in soil. How fast the tomato seedlings will grow and
bear fruits will depend on these factors. The growth of tomatoes and the number of fruits
produced are examples of the Dependent Variables. The amount of sunlight, water, and
nutrients in the soil are the Independent Variables. If there is an existing relationship between
the independent and dependent variables, then the value of the dependent variable varies in
response to the manipulation done on the independent variable. The independent variable is
also identified as the presumed cause while the dependent variable is the presumed effect. In
an experimental quantitative design, the independent variable is pre-defined and manipulated
by the researcher while the dependent variable is observed and measured. For descriptive,
correlational and ex post facto quantitative research designs, independent and dependent
variables simply do not apply.
15
 It is important to note other factors that may influence the outcome (dependent
variable) which are not manipulated or pre-defined by the researcher. These factors are called
Extraneous Variables. In our example above, the presence of pests and environmental
stressors (e.g. pets, extreme weather) are the extraneous variables. Since extraneous
variables may affect the result of the experiment, it is crucial for the researcher to identify them
prior to conducting the experiment and control them in such a way that they do not threaten
the internal validity (i.e. accurate conclusion) of the result. Controlling the extraneous
variable can be done by holding it constant or distribute its effect across the treatment. When
the researcher fails to control the extraneous variable that it caused considerable effect to the
outcome, the extraneous variable becomes a Confounding Variable. For example, if the
tomato had been infested by pests (confounding variable) then you cannot conclude that
manipulations in sunlight, water and soil nutrients (independent variable) are the only
contributing factors for the stunted growth and poor yield (dependent variable) of the plant or
is it the result of both the independent variables and the confounding variable.

The variables can also be classified according to their nature. The diagram below
shows the different classifications:

VARIABLE

QUANTITATIVE QUALITATIVE
(NUMERICAL) (CATEGORICAL)

DISCREET CONTINUOUS NOMINAL ORDINAL DICHOTOMOUS

Quantitative Variables, also called numerical variables are the type of variables used in
quantitative research because they are numeric and can be measured. Under this category
are discrete and continuous variables.

A. Discrete variables are countable whole numbers. It does not take negative values or
values between fixed points. For example: number of students in a class, group size
and frequency.
B. Continuous variables take fractional (non-whole number) values that can either be a
positive or a negative. Example: height, temperature.

Numerical data have two levels of measurement, namely:

A. Interval are quantitative variables where the interval or differences between

consecutive values are equal and meaningful but the numbers are arbitrary. For
example, the difference between 36 degrees and 37 degrees is the same as between
100 degrees and 101 degrees. The zero point does not suggest the absence of a
property being measured. Temperature at 0 degree Celsius is assigned as the melting
point of ice. Other examples of interval data would be year and IQ score.

16
 B. Ratio type of data is similar to interval, the only difference is the presence of a true
zero value. The zero point in this scale indicates the absence of the quantity being
measured. Examples are age, height, weight and distance.

II. Qualitative Variables are also referred to as Categorical Variables are not expressed in
numbers but are descriptions or categories. It can be further divided into nominal, ordinal
or dichotomous.

C. Dichotomous are consisting of only two distinct categories or values. For example, a
response to a question either be a yes or no.

D. Nominal variable simply defines groups of subjects. Here you may have more than 2
categories of equivalent magnitude. For example, a basketball player’s number is used
to distinguish him from other players. It certainly does not follow that player 10 is better
than player 8. Other examples are blood type, hair color and mode of transportation.

E. Ordinal variable, from the name itself denotes that a variable is ranked in a certain
order. This variable can have a qualitative or quantitative attribute. For example, a
survey questionnaire may have a numerical rating as choices like 1, 2, 3, 4, 5ranked
accordingly (5=highest, 1=lowest) or categorical rating like strongly agree, agree,
neutral, disagree and strongly disagree. Other examples or ordinal variable: cancer
stage (Stage I, Stage II, Stage III), Spotify Top 20 hits, academic honors (with highest,
with high, with honors).

What’s More

Activity 2: Identifying variables

Directions: Identify the Independent, Dependent and Extraneous variable/s in each of the
following situations.

1. Three groups of students were placed in a classroom with controlled room temperatures
of 18°C, 20°C, 25°C. The math exam scores of the students were then taken and compared
to the other groups.
Independent variable: ____________________________________________________
Dependent variable:______________________________________________________
Extraneous variable: _____________________________________________________

2. An online seller would like to know whether the indication of price on Facebook posts will
attract consumers more. He posted 50 products for sale on Facebook market, 25 of which
he indicated the price while the remaining 25 products, did not have prices. Buyers were
just instructed to send him a personal message (pm) if they want to know the price. He
then identified which products have greater sales.
Independent variable: ____________________________________________________
Dependent variable:______________________________________________________
Extraneous variable: _____________________________________________________

17
3. A housewife wanted to know which soil is best for her pechay plants: the soil purchased
from an online seller, soil from her backyard compost or the soil underneath the nearby
bamboo tree. She planted 30 pechay seeds into each soil source and then compared the
growth of pechay after a month.
Independent variable: ____________________________________________________
Dependent variable:______________________________________________________
Extraneous variable: _____________________________________________________

4. Jenny is only borrowing the cellphone chargers of her brother, sister and mother because
she lost her phone charger. All chargers are of the same specifications as hers even
though they have different phone brands. However, she would like to know which charger
and charging cable combination would fill her phone battery the fastest. She used the
following codes as her reference and charged her phone uninterrupted using the following
combination. The charging time of the phone was then compared.

Brother’s Charger: BB Sister’s Charger: SS Mother’s Charger: MM

Brother’s Cable: bb Sister’s Cable: ss Mother’s Cable: mm

Combination Charging Combination Charging Combination Charging

time time time
BBbb SSss MMmm
BBss SSbb MMbb
BBmm SSmm MMss

Independent variable: ____________________________________________________

Dependent variable:______________________________________________________
Extraneous variable: _____________________________________________________

5. A teacher wanted to know which learning delivery modes (pure online, pure modular,
combination of online and modular) is most effective and has the fastest turnaround time
in the submission of accomplished activities among her Grade 12 students. She divided
the students into 3 groups, gave them the same activity sheets and asked them to submit
as soon as it is completed. She then compared the scores and completion time of the 3
groups.
Independent variable: ____________________________________________________
Dependent variable:______________________________________________________
Extraneous variable: _____________________________________________________

Activity 2: Classifying variables

Directions: Identify the following variable as either qualitative or quantitative. Then classify
which specific category they belong.

Data Type of variable Classification

(Qualitative/Quantitative) (Discrete, continuous,
interval, ratio, nominal,
dichotomous, ordinal)
Ex. Number of eggs laid by chickens Quantitative Discrete, interval
1. Amount of fertilizer given to plants
2. Weight of Pechay harvested (in
grams)
3. Speed of car
4. Tomato plant variety

18
 5. Color of alcohol packaging (blue,
orange, white, pink)
6. Educational level of parents (high
school grad, college grad, MS,
PhD)
7. Online seller satisfaction rating (1-
5 stars)
8. Cellphone brand
9. Number of Covid-19 positive cases
10. Type of music
11. Number of passengers in a PUJ
12. Socio-economic status
13. Gender
14. Temperature in Fahrenheit
15. Civil Status

Activity 3: Let’s Go Online

Go to the link below and practice what you’ve learned from this lesson:
https://bit.ly/2TEw2o4
https://bit.ly/2X3TdtL

What I Have Learned

Directions: Explain briefly what is being asked for.

1. Compare and contrast qualitative variables and quantitative variables.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Why are dependent and independent variables not applicable in a descriptive type of
research?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

19
3. How important is it for the researcher to identify the type of variables used in the study?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. How does confounding variable affect the validity of the study?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. When do we use discrete, continuous, nominal, ordinal

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What I Can Do

Make a quick survey to your friends, family members and professors who have
previously conducted a quantitative research study. Evaluate the title of their papers and
identify the independent, dependent, and other variables.

20
Summary
• Quantitative research uses scientifically collected and statistically analyzed data to
investigate observable phenomena.
• Characteristics of quantitative research are (1) Large sample size, (2) Objective, (3)
Visual result presentation, (4) Faster data analysis, (5) Generalized data, (6) Fast data
collection, (7) Reliable data, and (8) Replication.
• Kinds of quantitative research are (1) Descriptive, (2) Correlational, (3) Ex post facto
design, (4) quasi-experimental, and (5) experimental.
• Types of Variables: (1) Independent, (2) Dependent, (3) Extraneous, (4) Continuous,
(5) Discrete, (6) Dichotomous, (7) Nominal variable and (8) Ordinal variable.

21
 Assessment: (Post-Test)

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

1. Which of the following statements is NOT true about the importance of Quantitative
Research?
A. helps educators identify ways to improve learning.
B. helps improve crop production using safe organic fertilizers.
C. helps pharmaceutical companies explore safe and effective medicines.
D. helps understand victims of domestic violence perception of satisfaction.

2. Which of the following statements is NOT a characteristic of quantitative research?

A. The results taken from a sample can be generalized to the population.
B. It provides an in-depth understanding of the problem or study.
C. Provides a more credible and reliable result.
D. Statistical analysis of numerical data.

3. In an experiment, which group does not receive intervention?

A. The treatment group C. The control group
B. The participant group D. The experimental group

4. Which of the following research questions could be answered by using quantitative

research methods?
A. What is the most popular social media platform used by Senior High School
students?
B. How has the Covid-19 pandemic affects career choices among college
students?
C. What are the factors affecting depressive behavior?
D. None of the above.

5. Which of the following is NOT a strength of quantitative research?

A. Speedy data analysis
B. Less expensive
C. Replicable
D. Objective

6. Which statement below illustrates a weakness of quantitative research?

A. The responses of the participants are limited to what has been asked and the
choices given.
B. The researcher's perspective can influence interpretation of results.
C. Data gathering takes too much time.
D. Low degree of subjectivity

For items 7 and 8, identify whether the given research topic is:
A. Correlational C. Descriptive
B. Quasi- experimental D. Experimental

22
7. Determination of the degree of satisfaction of parents, teachers, and students on the
online and modular blended learning.

8. The effects of non-renewal of the ABS-CBN franchise to the average daily time
watching television of housewives.

9. Which type of quantitative research seeks to determine relationship of one

characteristic to the other characteristic?
A. Correlational C. Ex-post facto
B. Experimental D. Descriptive

For items 10 to 12, determine if the statement is:

A. Always true C. Never true
B. Sometimes true D. Cannot be identified

10 Dependent variables can be manipulated.

11. The independent and dependent variables are applicable to ALL quantitative studies.

12. A nominal variable is expressed in numbers.

13. A group of students would like to know if spending time with a cat or dog decreases
the amount of stress and allows students to perform better on tests. Which of the
following is an extraneous variable?
A. Student’s feeling towards the cat or dog
B. Amount of time spent with a cat or dog
C. Test scores of students
D. Amount of stress

14. Which of the following is an example of a continuous variable?

A. Learning modality used
B. Student’s test score
C. Student’s height
D. Student’s IQ

15. A famous vlogger wanted to know if changing the content of his vlogs (food review,
travel, study tips, etc.) will affect the number of views per uploaded video. The number
of views per uploaded video is the:
A. Confounding variable
B. Independent variable
C. Dependent variable
D. Continuous variable

23
Key to Answers

24
References

Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C &
E Publishing, Inc., 2017.

Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018.

CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of Quantitative
Research." Grand Canyon University. Accessed June 1, 2020. https://bit.ly/2LUP3ye

I Hope. 2019. " Quantitative Research: It’s Characteristics and Strenghts." YouTube.
Accessed June 3, 2020. https://bit.ly/2LWH6bR

"Introduction to Quantitative Research." SAGE Publication. Accessed June 1, 2020.

https://bit.ly/2B2867y

25
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]