SENIOR HIGH SCHOOL

Practical
Research 2
Quarter 2 – Module 7:
Presenting Research
Methodology
Practical Research 2 – Grade 12
Alternative Delivery Mode
Quarter 2 – Module 7: Presenting Research Methodology
First Edition, 2020

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Published by the Department of Education Region

Secretary: Leoner Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Gladys Glo M. Bondoc

Editor: Rodrigo F. Roxas
Reviewers: Ma. Victoria C. Vivo, EdD
Cherry Len C. Briones
Frederick John A. Macale
Joyce T. Villavicencio
Lay-out Artist: Marinnes V. Pangilinan
Management Team: Norma P. Esteban, EdD CESO V
Leonardo C. Canlas, EdD CESE
Fatima M. Punongbayan
Teresa R. Manlapaz, PhD
Arnelia R. Trajano, PhD
Salvador B. Lozano
Nora C. Lising, PhD

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 SENIOR HIGH SCHOOL

Practical
Research 2
Quarter 2 – Module 7:
Presenting Research
Methodology
Introductory Message

For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Alternative Delivery Mode (ADM)
Module on Presenting Research Methodology!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

Welcome to the Practical Research 2 for Grade 12 Alternative Delivery Mode (ADM)
Module on Presenting Research Methodology!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

ii
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

What I Know what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways such as a story, a song,
a poem, a problem opener, an activity or a
situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

What’s More practice to solidify your understanding and skills
of the topic. You may check the answers to the
exercises using the Answer Key at the end of
the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

This section provides an activity which will help

What I Can Do you transfer your new knowledge or skill into
real life situations or concerns.

This is a task which aims to evaluate your level

Assessment of mastery in achieving the learning
competency.
In this portion, another activity will be given to
Additional Activities you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

This contains answers to all activities in the

Answer Key module.

iii
At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use
a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
Practical Research 2. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

This module focuses on summarizing the different contents of Research Methodology

which were discussed in the previous modules. These are the quantitative research design,
sampling procedure and sample, research instruments, validity and reliability, research
intervention, data collection procedure and data analysis. Examples will be given for students
to have a grasp on how these parts of a research will be presented.

The module is composed of a lesson, namely:

 Lesson 1 – Presenting Research Methodology

After going through this module, you are expected to present research methodology
(CS_RS12-IIa-c-7).

1
 What I Know
Directions: Read and analyze the statements below. Write the letter of the correct answer on
separate sheet of paper.

1. What is the aim correlational research design?

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

2. “Inhibiting Corrosion of Galvanized Sheet Suing CButt Solution”, what is the appropriate
research design for the given title?
A. Correlational C. Survey Research
B. Descriptive D. Experimental

3. Which of the following BEST describes a descriptive comparative research design?

A. It is used to compare outcomes of several different studies.
B. It is used to decide who among the participants get the highest scores.
C. It is used to contrast the findings of two different studies.
D. It is used to compare the findings between two groups involved in the study.

4. A sample of 2000 was sought to estimate the average achievement in science of fifth
graders in the City of Malolos. The average fifth grade enrolment in the city’s elementary
schools is 100 pupils. Thus, 20 schools were randomly selected and within each of those
schools all fifth grades were tested. What sampling technique was used by the
researcher?
A. Stratified Random Sampling C. Multi-Stage Sampling
B. Cluster Sampling D. Area Sampling

5. What is the purpose of obtaining consent from the respondents?

A. To make sure that participants know exactly what to expect from the researcher and
to communicate their right to withdraw at any stage.
B. To ensure that participants did not lie about the time commitment involved in their
participation.
C. In order that the participant can make an informed choice about their participation and
not undertake to do something which they may otherwise have declined to do.
D. All options provided are correct.

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

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7. The purpose of the study is to examine if there is a significant relationship between the
academic achievement of students on their specialized subjects and their performance in
immersion subject. What is the most appropriate research design to be used?
A. Descriptive Normative Survey C. Descriptive Correlational
B. Descriptive Evaluative D. Descriptive Comparative

8. Why would a researcher choose to use Simple Random Sampling as a sampling

technique?
A. To make sure that all subcategories of the population are represented in the selection
of sample.
B. To consider giving equal chance to the member of accessible population being
selected as part of the study.
C. To group the entire population into clusters since the location of the samples are widely
spread.
D. To systematically choose samples from a given list of individuals.

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

10. Which of the following statements is CORRECT?

A. When the researcher used any of the nonprobability sampling design, the results of
the study can be generalized.
B. In describing the “respondents of the study” part of the paper, inclusion and exclusion
criteria must be included.
C. Sampling is the process of collecting data from the representatives of the study.
D. In the “respondents of the study” part of the paper, it is not necessary to include the
number of target population.

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 Lesson
Presenting Research
1 Methodology

What’s In

Having taken the first six (6) modules in the second quarter, it is assumed that you are
now prepared to present the research methodology part of your paper. In a separate sheet
of paper, describe what is contained in the following parts of a research paper:

a. Research Design
b. Research Population and Sample
c. Research Instrument
d. Research Intervention
e. Data Collection Procedure
f. Data Analysis

How is reliability different from validity?

Are all valid instruments reliable? Explain your answers.

4
 What’s New

Being familiar with the contents and how the parts of research methodology is expected
from at this point, having taken these in the previous modules.

Read the following parts of a manuscript and name what part of the manuscript are the
given examples. Write your answers on a separate sheet of paper.

In order to present and to analyze the data that were collected in this study, the
1.
following statistical tools were utilized:

a. Tables and Figures. To present the weight and density of the galvanized
sheet in accordance to time, and its corrosion rate. The corrosion rate was
determined using the formula:
𝑊
𝑅𝑎𝑡𝑒 𝑜𝑓 𝐶𝑜𝑟𝑟𝑜𝑠𝑖𝑜𝑛 = (87.6)
𝐷𝐴𝑇

where, W was the weight loss of the metal in, D was the density of the metal
in g/cm3, A was the area exposed to corrosion in cm2, and T was the time
period of corrosion.

b. Mean. To describe how corrosion be related to weight, density and time.

c. t-Test. To determine if there is a significant difference to the rate of corrosion

with and without applying the CBUTT Solution.

Source: Hay, M, Sisson, A., and Vergara, E. (2019). Inhibiting Corrosion of Galvanized Sheet
Suing CButt Solution. Unpublished Research Paper.

The study incorporated the use of the Likert scale in determining the feasibility
2.
and validity of the produced bio-plastic. Two questionnaires were handed out, one for
the product validators which contained two sections, one for durability and reusability
(7 questions) and the other for toxicity (5 questions). The second questionnaire was
handed out for household respondents which contained two sections as well, one for
durability and reusability (7 questions) and the other for efficiency (5 questions). The
questionnaires were validated and approved by five (5) content validators. The
questionnaire for the experts received a mean ICVI of 1 while the mean ICVI for the
household questionnaire received 0.93 totaling to an overall ICVI mean of 0.97.

Source: Acostoa, D., Dimafelix, R., Macale, D.and Batino, J. (2019), Pectics: A Starch-Based
Cassava Biodegradable Plastic Bag Incorporated with Tamarind (Tamarindus indica) Pectin.
Unpublished Research Paper.

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 The researchers utilized true experimental research design particularly
3. pre-test/post-test control group design in the conduct of the study. According to All
Psych (2018), true experimental research was defined as the research method used
on measuring the causes and effect relationship. In true experimental design, there
was a need of at least one independent variable with at least one dependent variable
or outcome variable to experimentally manipulate the variables of the study (Salkind,
N., 2010). Another author in the name of Shuttleworth (2009) defined the
pre-test/post-test control group design as the preferred method to measure the
degree of change occurring as a result of treatments or interventions. Since the
researchers measured the mass and time of corrosion of the galvanized sheet with
and without the application of CBUTT Solution, it determined the effectiveness of
CBUTT Solution on the inhibition of galvanized sheet. Thus, this study was true
experimental in nature.
Source: Hay, M, Sisson, A., and Vergara, E. (2019). Inhibiting Corrosion of Galvanized Sheet
Suing CButt Solution. Unpublished Research.

The study considered two types of participants; one for validity and the other
4.
one for acceptability. The study considered knowledgeable people on the field
(Department of Environment and Natural Resources validators) and household
respondents. The study considered at least five (5) product validators and 25
households as its respondents determined through the random sampling technique.
As the researchers intended to validate the feasibility of the bio-plastic by testing it to
households, multistage sampling was employed since a combination of cluster
sampling technique where households were chosen as respondents and simple
random sampling was used in order to further filter the number of the household
population. Finally, households were chosen as they are the most likely
easily-available, abundant group that uses plastics on a daily basis.

Source: Acosta, D., Dimafelix, R., Macale, D.and Batino, J. (2019), Pectics: A Starch-Based
Cassava Biodegradable Plastic Bag Incorporated with Tamarind (Tamarindus indica) Pectin.
Unpublished Research.

6
 The researchers first developed the product, validated the said product from
5. professionals, revised and re-constructed it based from their responses, and finally
tested its acceptability by gathering the suggestions or comments of the households
through the questionnaires. The researchers asked for the approval of the barangay
captain of Ligas to ask permission to gather data from its inhabitants. The
respondents were then asked to rate the bioplastic based on the different properties
synthesized by the researchers to know the acceptability of the said plastic. Waivers
were also given by the researchers, assuring that the information of the respondents
including the name and address remained confidential. Having been approved, with
waivers of the participants finally signed, the researchers administered the
questionnaires to the respondents. Each item was explained to ensure the validity
of the data collected.

Source: Acosta, D., Dimafelix, R., Macale, D.and Batino, J. (2019), Pectics: A Starch-Based
Cassava Biodegradable Plastic Bag Incorporated with Tamarind (Tamarindus indica) Pectin.
Unpublished Research.

These parts compose the Research Methodology of your research paper. If you got a
perfect score in the given items, it indicates that you are familiar with the contents of research
design, research population and sample, research instrument, data collection procedure and
data analysis.

You are now ready to write and present the research methodology part of your paper.

7
 What is it

In the past modules six (6) you were able to discuss the following parts of a research
paper:

a. Research Design;
b. Research Population and Sample;
c. Sampling Procedure;
d. Research Instrument, Validity and Reliability;
e. Research Intervention (if applicable);
f. Data Collection Procedure; and
g. Data Analysis.

These parts compose the Research Methodology part of the research paper. Remember
that these parts are written in paragraph form.

Let us now recall the different parts of research paper discussed in the previous modules
and give examples for each. At the end of the lesson, you will be asked to submit the
Research Methodology part of your paper. Once done, presentation of the research proposal
follows.

Research methodology is the process on how the research would be conducted. This
describes how the researcher systematically designs a study to arrive at a valid and reliable
result or solutions to the problems posted (Jansen &Warren,2020; Goundar, 2012). Research
Methodology part of the study includes the following:

 Research Design which contains the detailed explanation of the procedures to be

conducted in the study;
 Research Population and Sample which contains the description from whom data
will be collected, the target population, the location or setting of the study and the
procedure for selecting the samples or respondents;
 Research Instrument which contains the tool to be used by the researcher to gather
data, and its validity and reliability;
 Research Intervention which contains the variable that is being tested in the study
being conducted; (if applicable)
 Data Collection Procedure which contains procedures and techniques to be used in
gathering information; and
 Data Analysis which contains processes on how gathered information will be
analyzed.

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 The example below shows how the Research Methodology part of the paper should be
presented.

Research Methods

Research Design

In the conduct of the study, descriptive-comparative design was utilized. According

to Richardson (2018), comparative research studies can be used when comparing two
groups, analyzing the similarities and difference between them to have a better
understanding of the respondents. Furthermore, Azarian (2011) said that comparative
analysis emphasized on the “explanation of differences, and the explanation of similarities.”
Moreover, Pickvance (2005) stated that comparative analysis is conducted mainly to
explain and gain a better understanding of the causal processes involved in the creation of
an relationship usually by bringing together variations in the explanatory variables. In
relation to the study, the researchers described and compared the perception of SHS
students from public and private on factors that influence the purchase intention on buying
mobile phones.

Research Population and Sample

The participants for the public senior high school students were selected from the
total population of City of Malolos Integrated School- Sto. Rosario and the private senior
high school students were from the population of AMA Computer College Malolos. The
researchers utilized the Calmorin’s formula in order to describe based on the actual sample
size of student respondents from the given population of 293 and 350 students, setting 1%
margin of error. In order to select the participants for this study, the researchers used simple
random sampling. As defined by Adi Bhat (2019), simple random sampling is a sampling
technique where every item in the population has an even chance and likelihood of being
selected in the sample. Using this technique, the researchers can remove bias from the
selection procedure and should result in representative samples of 77 students from public
and 87 students from private in which students had an equal in being chosen as part of the
sample.

Research Instrument

The researchers prepared a questionnaire consisting of 4-point Likert Scale in order

to measure the factors influencing purchased intention on buying mobile phones among
senior high school students of public and private schools in the City of Malolos, Bulacan.
The questionnaire is composed of 20 items on the following criteria: brand name, product
price, social influence, and product feature. The instrument was validated by 5 experts in
the different fields. Upon the validators’ checking, the resulting content validity index is 1
which means that the instrument is valid for usage. Among the dozens of variations possible
on themes of Likert Scale, the researchers utilized the agreement stated highly influential
to not influential at all.

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 Data Collection Procedure

The researchers requested for the approval of the school principal of chosen public
and private school to be able to gather data from Grade 12 students of CMIS Sto. Rosario
and AMA Computer College Malolos. They were respectively selected because participants
from these schools can establish a significant factor to the result of the study. To assure
the confidentiality and understanding of the respondents, the researchers asked them to
sign a letter of consent prior to the administration of the questionnaires. For the respondents
who are below 18 years old were also asked to have their consent forms signed by their
parents. After the approval and signing of consent forms, the researchers collected the data
through distributing survey questionnaires to the selected respondents. Short information
regarding the topic was included in the questionnaires and as well as the purpose was
explained to ensure the validity of the data collected. Lastly, data collected was tallied as
for the prescribed procedure and the result obtained was basis for data analysis and
interpretation.

Data Analysis

In order to present and analyse the data collected in this study, below was the
statistical tool utilized:

a. Table. This is to present the informative summary on the weighted mean of the
perceived factors influencing consumer purchasing intention of mobile phones
based on the perception of the SHS students from public and private schools in
Malolos.

b. Weighted Mean. This is to describe the perceived factors influencing purchasing

intention of mobile phones based on the perception of SHS students from public
and private schools in the City of Malolos. Furthermore, weighted mean was
interpreted using the interval below:

Table 1. Interval for Data Interpretation

Interval Description
1.00-1.49 Not Influential At All
1.50- 2.49 Somewhat Influential
2.50- 3.49 Influential
3.50- 4.00 Highly Influential

c. Analysis of Variance (ANOVA). This is to compare the perception of SHS

students of public and private schools on the factors influencing purchase
intention of mobile phones.

Source: Manuel, E., Bautista, A., Cortes, J. and Quirona, R. (2020). Perceived Factors Influencing
Purchase Intention on Buying Mobile Phones among SHS Students of Public and Private Schools in
the City of Malolos, Bulacan: A Comparative Analysis. Unpublished Research Paper.

Note that the example does not have the Research Intervention since it is indicated
in the research design that the study is descriptive comparative.

10
 What’s More

With your respective group, review the Research Method part of your paper and conduct
self-rating using the rubric and scale provided. Do this on a separate sheet of paper.

4 - Very Good
3 - Good
2 - Fair
1 - Poor

Write the rating for each indicator.

CRITERIA SELF-RATING
A. Research Design
1. Definition is presented
2. Presence of Citation
3. Justify the use of the research
design
B. Research Population and Sample
1. Setting of the research is described
2. Appropriateness of the respondents
3. Description of Sampling Techniques
Used
4. Relevance of Sampling Technique
used
5. Appropriateness of Sample Size
C. Research Instrument
1. Description of the Instrument
2. Validity and/ or reliability Index is
indicated
D. Data Collection Procedure
1. Process of data collection is
comprehensively presented
2. Protocols to be followed are
indicated
E. Data Analysis
1. Appropriateness of statistical
treatment to be used
2. Description on what specific data will
be analyzed using the indicated
statistical treatment

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Reflection

Based on the self-rating conducted, answer the following questions honestly. The
answers to these questions will help your group further improve your paper. Write your
answers on a separate sheet of paper.

1. In which indicators do you have a rating of 2 (Fair) and 1 (Poor)?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Why did you give yourselves a rating of 2 (Fair) and 1 (Poor) for these indicators?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. How do you think your scores in these indicators will improve?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Do you think you are now ready to present your research proposal? Why or why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 What I Have Learned

Direction: Write your answers to the following questions on a separate answer sheet.

1. What are your insights in preparing the Research Methodology part of a research paper?
______________________________________________________________________
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______________________________________________________________________
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______________________________________________________________________
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 What I Can Do

Now that you have improved the Research Methodology part of your paper, your Research
Proposal is now ready for presentation. The rubrics below will serve as guide on how your
teachers will be rating your performance. Note that you will be rated based on the content of
your proposal and your presentation skills.

RUBRIC FOR RATING RESEARCH PROPOSALS

CRITERIA/
4 3 2 1 WEIGHT SCORE
INDICATORS
1. Title, Introduction
and RRLS All 1-2 3-4 5-6 5
a. Feasible indicators indicators indicators indicators
b. Concepts in the are are are are
introduction are present missing missing missing
presented from
general to
specific.
c. Introduction is
comprehensive.
d. Justifies the need
to conduct the
study
e. Presence of
correctly
formatted
citations.
f. Purpose of the
study is
indicated.

2. Statement of the
Problem and All 1 indicator 2-3 All 6
Conceptual indicators is missing indicators indicators
Framework are are are
a. General and present missing missing
specific problems
are present.
b. Involves the
variables of the
study
c. Aligned with the
title
d. Aligned with the
purpose of the
study

14
3. Significance of
the Study, All 1-2 3 All 4
Definition of indicators indicators indicators indicators
Terms, Scope are are are are
and Limitation present missing missing missing
a. Target
beneficiaries of
the study are
presented in
bullets.
b. Specific benefits
are indicated.
c. Key variables are
defined
operationally.
d. Scope presents
the content, time,
place and subject
of the study.

4. Research
Method and All 1 indicator 2-3 All 6
Respondents indicators is missing indicators indicators
a. Concise are are are
description of present missing missing
research design
and justification
for choice
b. Sampling
procedure is
indicated and
defined.
c. Justification for
the use of
specified
sampling
procedure.
d. Respondents are
appropriate.

5. Instrument, Data
Collection and All 1 indicator 2 All 4
Analysis indicators is missing indicators indicators
a. Research are are are
instrument is present missing missing
described.
b. Data collection
procedure is
described
comprehensively.

15
c. Appropriate data
analysis
procedure

TOTAL /100

Comments: _______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Evaluated by: ______________________________

Date: _____________________________

RUBRIC FOR RATING ORAL PRESENTATION

CRITERIA/
4 3 2 1 WEIGHT SCORE
INDICATORS
1. Presentation
a. Used the All 1-2 3 All 4
appropriate indicators indicators indicators indicators
language are are are are
b. Stand straight present missing missing missing
c. No
mannerisms
d. Speaks clearly
and audibly

2. Visual
Materials All 1-2 3-4 All 2
a. Contents are in indicators indicator/s indicators indicators
bullet form are is/are are are
b. Readable present missing missing missing
c. No misspelled
words
d. No
grammatical
flaws
e. Uses correct
punctuation

3. Knowledge
(Content) All 1-2 3 All 4
a. Explain things indicators indicator/s indicators indicators
written in visual are is/are are are
aids/ present missing missing missing
b. Able to answer
questions

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 c. Concise and
accurate
explanation
d. Does not read
from cue cards

TOTAL /40

Evaluated by: ______________________________

Date: _____________________________

Assessment

Directions: MULTIPLE CHOICE. Write the CAPITAL LETTER that corresponds to the best
answer on your answer sheets. If the answer cannot be found among the given choices, write
E.

1. A quantitative research design concerned in determining the cause-and-effect-

relationship between and among variables.
A. Non-Experimental C. Correlational
B. Experimental D. Normative Survey

2. In a non-probability sampling technique, the researcher uses this type of sampling when
they include people who are available on the time of data gathering.
A. Quota B. Purposive C. Convenience D. Cluster

3. The following are techniques under non-probability sampling EXCEPT _____________.

A. Quota B. Purposive C. Convenience D. Cluster

4. It is a probability sampling technique in which the population is grouped into small units
such as blocks or districts.
A. Cluster B. Stratified C. Cluster D. Systematic

5. Given the research title, “Effectiveness of Peer Mentoring Program among Senior High
School Students of Marcelo H. Del Pilar Nation High School: An Assessment”. What
research design is the most appropriate to be used?
A. Descriptive Normative Survey C. Experimental
B. Descriptive Evaluative/Methodological D. Descriptive Longitudinal

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6. The purpose of the study is to examine if there is a significant relationship between the
academic achievement of students on their specialized subjects and their performance
in immersion subject. What is the most appropriate research design to be used?
A. Descriptive Normative Survey C. Descriptive Evaluative
B. Descriptive Comparative D. Descriptive Correlational

7. “Individuals who are sleep deprived will differ significantly in their reaction time, to those
individuals who are not sleep deprived”. If this is the alternate hypothesis, which of the
below statements would be the correct null hypothesis?
A. Individuals who are sleep deprived will not differ in reaction time from those individuals
who are not sleep deprived.
B. Individuals who have more sleep will differ in their reaction time from those individuals
who are sleep deprived.
C. Greater sleep deprivation leads to decrease in reaction time.
D. Individuals who are not sleep deprived will differ in their reaction time from those
individuals who are sleep deprived.

8. Which of the following BEST describes a descriptive comparative research design?

A. It is used to compare outcomes of several different studies.
B. It is used to decide who among the participants get the highest scores.
C. It is used to contrast the findings of two different studies.
D. It is used to compare the findings between two groups involved in the study.

For Number 9-10 A research has a population of 100 third grade children from a local
school district. Due to time constraint to conduct the study, he planned
to select sample from the population using Slovin’s Formula setting 5%
margin of error. Each child’s name is put on a list, and each child is
assigned a number from 1 to 100. Then the numbers 1 to 100 are
written in separate pieces of paper and shuffled. Finally, the researcher
picks the number of samples which determines the number of
participants.

9. How many participants were taken from 100 children?

A. 28 B. 29 C. 79 D. 80

10. What sampling technique was used by the researcher?

A. Simple Random Sampling C. Convenience Sampling
B. Stratified Random Sampling D. Area Sampling

11. A sample of 2000 was sought to estimate the average achievement in science of fifth
graders in the City of Malolos. The average fifth grade enrolment in the city’s elementary
schools is 100 pupils. Thus, 20 schools were randomly selected and within each of those
schools all fifth grades were tested. What sampling technique was used by the
researcher?
A. Multi-stage Sampling C. Stratified Random Sampling
B. Cluster Sampling D. Area Sampling

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12. A researcher wants to survey professors of Bulacan State University about the publication
records. He/ she wants to be sure that the respondents include professors from each
department, even the small ones. Which of the following sampling techniques will NOT
likely to be used by the researcher?
A. Stratified B. Convenience C. Quota D. Systematic

13. What is the purpose of obtaining consent from the respondents?

A. To make sure that participants know exactly what to expect from the researcher and
to communicate their right to withdraw at any stage.
B. To ensure that participants did not lie about the time commitment involved in their
participation.
C. In order that the participant can make an informed choice about their participation and
not undertake to do something which they may otherwise have declined to do.
D. All of the above.

14. In a basic true experiment with only two conditions, the researcher is interested in the
effects of noise on completing a comprehension task. The researcher must play a tape
recording of very loud music to which group of participants?
A. Participants in another random group
B. Participants in experimental condition
C. Participants in control condition
D. None of these

15. Dr. Cruz does a study in which she observes one hundred children over a period of six
years, noting changes over time. Which type of research design is Dr. Cruz using?
A. Quasi-experiment C. Cross-Sectional
B. Field Study D. Longitudinal

16. Which of the following statements is CORRECT?

A. When the researcher used any of the probability sampling design, the results of the
study can be generalized.
B. In describing the “respondents of the study” part of the paper, inclusion and exclusion
criteria must be included.
C. Sampling is the process of collecting data from the population of the study.
D. In the “respondents of the study” part of the paper, it is not necessary to include the
number of target population.

17. Which of the following is an example of data collection procedure used in quantitative
research?
A. Observing C. using existing or available data
B. Interview D. taking pictures

18. When can we consider a research instrument valid?

A. When an instrument measures what it intends to measure
B. When the instrument accurately and consistently measures the variables of the study
C. When the instrument is capable of measuring the variables under study within the
given time
D. When the data gathered can be analyzed quickly

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19. It is the ability of the research instrument to get factual and impartial data.
A. Efficiency B. Objectivity C. Reliability D. Validity

20. The following are reasons for conducting field test or dry-run to be utilized in the study
EXCEPT:
A. To determine the feasibility of the study
B. To ensure the usage of correct language
C. To serve as additional data to include in the study
D. To revise the content and structure of the structure if instrument before the actual
investigation

Additional Activities

Based on the Presentation of your research proposal, reflect and answer the following the
questions.

1. What indicators criteria on the Rubric for Research Proposal and Rubric for Presentation
your group scored low?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Why did you score low on these indicators?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. How do you think you can further improve your research paper and presentation skills?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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Assessment What’s More What I Know
1. B 1. Data Analysis 1. B
2. C 2. Research Instrument 2. D
3. D 3. Research Design 3. D
4. A 4. Research Population and 4. A
5. B Sample 5. D
6. B 5. Data Collection Procedure 6. B
7. D 7. C
8. A 8. B
9. D 9. B
10. A 10. C
11. C
12. B
13. D
14. B
15. D
16. A
17. C
18. A
19. B
20. C
Key to Corrections
References

Book

Acosta, D., Dimafelix, R., Macale, D.and Batino, J. Pectics: A Starch-Based Cassava
Biodegradable Plastic Bag Incorporated with Tamarind (Tamarindus indica) Pectin.
Unpublished Research Paper. 2019

Hay, M, Sisson, A., and Vergara, E. Inhibiting Corrosion of Galvanized Sheet Suing CButt
Solution. Unpublished Research Paper. 2019.

Manuel, E., Bautista, A., Cortes, J. and Quirona, R. Perceived Factors Influencing Purchase
Intention on Buying Mobile Phones among SHS Students of Public and Private
Schools in the City of Malolos, Bulacan: A Comparative Analysis. Unpublished
Research Paper. 2019.

Internet

Goundar, S. (2012, March). Research Methodology and Research Method. Retrieved October
24, 2020. https://www.researchgate.net/publication/333015026_Chapter_3_-
_Research_Methodology_and_Research_Method/link/5cd643ef458515712ea30ead/d
ownload.

Jansen, D. and Warren, K. (2020, June). What (Exactly) Is Research Methodology? A Plain-
Language Explanation & Definition (With Examples). Retrieved October 24, 2020.
https://gradcoach.com/what-is-research-methodology/.

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 For inquiries or feedback, please write or call:

Department of Education – Region III

Schools Division of City of Malolos

Mac Arthur Highway, Bulihan, City of Malolos, Bulacan

Telephone Number: (044)-812-2006 and (044)-812-2007

Email Address: cid-lrmd.malolos@deped.gov.ph