NAME: ____________________________ GRADE LEVEL: ___________

SECTION: _________________________ DATE:

__________________________

LEARNING ACTIVITY SHEET: PRACTICAL RESEARCH 2

NATURE OF QUANTITATIVE RESEARCH
WEEK 3 - 8

I. Learning Competency With Code:

 Designs a research used in daily life (CS_RS12-Id-e-1)
 Writes a research title (CS_RS12-Id-e-2)
 Describes background of research (CS_RS12-Id-e-3)
 States research questions (CS_RS12-Id-e-4)
 Indicates scope and delimitation of study (CS_RS12-Id-e-5)
 Presents written statement of the problem (CS_RS12-Id-e-7)
 Illustrates and explain the conceptual framework (CS_RS12-If-j-6)
 Defines terms used in study (CS_RS12-If-j-7)
 Lists research hypothesis (if appropriate) (CS_RS12-If-j-8)
 Presents written review of related literature and conceptual framework
(CS_RS12-If-j-9)

II. Background Information:

LESSON 1: DESIGNING RESEARCH IN DAILY LIFE

 Research can be conducted for our own benefits, through asking questions,
observing, simply watching, counting or reading
 Formally, it can be done for medical or academic purposes, as a marketing
strategy for business purposes, to inform and influence politics, policy and
regulations.
 Research may be carried out into our lives through media, into our place to
work, with our friends and with our family or even through reading previous
researches.
 Our views may depend on our personal, social, and psychological
interactions, even in our own identities that are socially constructed through
our own theorizing.
 Research gives us information about:
1. Attitudes 4. Medical information
2. Cultures and Norms 5. Scientific facts
3. Habits 6. Thoughts and opinions
 The nature of writing research is associated with curiosity and intellectual
discovery to understand the society and social processes, as well as to test
and to create theories.
 Through research, we are informed and be able to address social problems
and potentially 'improve' social conditions and concerns.
 It is also to give possible community intervention that might address the
needs of particular community issues.
Sources for Research Problem
 Other studies, particularly their research recommendations
 National/international trends or situations to be described or improved

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  Real-life problems, issues, experiences, or situations of Grade 12 students
Possible Grade 12 Research Problems
1. Study Habits of Grade 12 Senior High Students
2. The Preferred Learning Modalities of Senior High Students
3. The Effects of Small Group Tutorial on the High Grades of Senior High Students
4. Blended Learning in Paracelis Technical and Vocational High School
5. Effects of Blended Learning to the TVL Skills of Senior High Students in Paracelis
Technical and Vocational High School
Guidelines in Writing Research Titles
1. Condenses the paper’s content in a few words
• Research title is typically around 10 to 12 words long.
• Lengthy research title may seem unfocused and take the readers’ attention away
from an important point.
2. Captures the readers’ attention
• Simple, brief and attractive title will capture reader’s attention
3. Should contain key words used in the manuscript and define the nature of the study.
4. Must include terms people would use to search for your study and include them in
your title.
Features of Research Titles
 Lists key variables, scientific/technical style, 12 words maximum (concise: omit
unnecessary words like ‘the’), non-repetitive words.
 Reflect the track being studied in Grade 12 context.
LESSON 2: DESCRIBING THE BACKGROUND OF RESEARCH

 The background of the study is part of a research provided in the introduction section
of the paper.
 In writing, a good background of the study might determine your research questions
or topics in a problem, and the method being used to solve the issue or problem.
Guidelines in Writing Introduction of the Study
1. Introduce your topic
2. Create some context and background
3. Plan to carry out your research
4. State your rationale
5. Explain why your research is important
6. State your hypothesis (optional)

LESSON 3: STATING RESEARCH QUESTIONS

 Generally speaking, a research problem is a situation that needs a solution. Statement

of the problem describes an issue currently existing which needs to be addressed.
 It also provides the context for the research study
 Statement of a problem is a clear description of the issue(s).
 It includes the objectives, an issue statement, and a method to be used in solving the
problem.
 Objectivity can be incorporated by answering questions such as:
1. Is the problem of current interest?
2. Is the problem likely to continue in the future?
3. How large is the population being affected by the problem?

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 4. How popular, important or influential is the population?
5. Will the gathered information about the problem have practical applications?
6. Will the gathered information about the problem have theoretical applications?
7. Would this study create or improve an instrument?
8. Would this research findings lead to some useful change towards best practices?

Common Sources of Research Problem / Statement of the Problem

 A reproduction of a previous related studies
 Personal experiences and interests of the researchers
 Related Literature from one’s own area of interest
 Various theories in the discipline

Guidelines in Writing Statement of the Problem

1. Put the problem in the context (What do we already know?)
2. Describe the precise issue that the research will address (What do we need to
know?)
3. Show the relevance of the problem (Why do we need to know it?)
4. Set the objectives of the research (What will you do to find out?)

The statement of the problem could end with questions. Typically, the questions could
contain two variables, measurable relationship and some indications of the population. The
purpose of the literature review that follows thereafter is to answer the research questions. If
the literature cannot answer the questions, the research needs to do so through conducting
the research.
Example: What is the relationship between the farm productivity and farmer use of fertilizer?
The information needed are: (1) farm productivity level (2) measure of fertilizer use

LESSON 4: INDICATING SCOPE AND LIMITATION OF THE

STUDY

 The scope of the study basically means all those things that will be covered in the
research project. The limitations of the study are those characteristics of design that
have impact or influence in the interpretation of the findings of your research.
 On the other hand, scope of the study refers to how far the research area has been
explored and has been operating within parameters of the study.
The following are two types of information to be included in the scope of the research
project.

 Facts - refer to pieces of information that are being used as evidences to prove that a
study undergoes successive experiment or actual gathering of data.
 Theories –are ideas or principles gathered from different sources like books or
articles from the internet. It is just a presumption of a desired explanation to support
the study.
Features in Formulating Scope and Limitations of the Study
1. State categorically the periods covered by the study
2. List specific aspects of the data, such as:
 Personal information
 sample size

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  geographic location
 variables

3. List the academic theories applied to the data so the reader knows the lens of analysis
you are using.
Example/s:
If you are writing this topic entitled: “The Role of Mass Media in Educational
Development of Lala National High School from 2010-2020”, the scope of the study is going
to include its several roles within the time frame stated. It should also state Mass Media
types used in the analysis of the study including locations and sample size used.
Here is an example of the scope of the study of the given title.
The scope of the study is limited to the role of Mass Media in educational
development of Lala National High School from 2010 to 2020. The scope of mass media
equipment that is being used are the television, radio and other electronic sets which are
meant to give out information objectively through their effective usage to educate the poor
masses. There are 300 questionnaires to be adequately filled and returned by the target
audience to ascertain some variables.
LESSON 5: CITING BENEFITS AND BENEFICIARIES OF THE STUDY
Guidelines in Writing the Significance of the Study
1. Refer to the statement of the problem. In writing the significance of the study,
always refer to the statement of the problem.
2. Write it from general to particular.
3. Determine the specific contribution of your study to society as well as to the
individual.

LESSON 6: SELECTING RELEVANT LITERATURE

 A literature review is a survey of everything that has been done about a particular
topic, theory, or research question. It may provide the background for larger work, or
it may stand on its own.
 Literature review or review of related literature is a synthesis of different published
articles relevant to the researcher’s main topic which requires proper citation as
credits to the source of ideas that they contain. If one fails to cite sources, the paper
losses its credibility
A. Purposes of Review of Related Literature
1. To improve your knowledge and understanding of your topic
2. To determine what each source contributes to the topic
3. To integrate and summarize what is known in a particular topic
4. To understand the relationship between various contributions, identify and resolve
contradictions, and determine gaps or unanswered questions.
B. How to Evaluate Literature
1. Examine the title. The title should indicate the nature of research without
describing the results. An example of a good title is “Parental Involvement in
Schooling and Reduced Discipline Problems among Junior High School Students in
NCR”.
2. Read the abstract. A good abstract provides you the purpose of the study, the
methods used and its major findings.
3. Read the literature. Start by scanning the whole material and read the conclusion.
This will give a picture of what the literature is all about.

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 Note: In writing a good literature review, you must be selective that you only include
the most relevant literatures, and be comprehensive that you include studies that are
highly relevant and not to omit important ones.

C. Sources of Literatures

1. General references- sources that are first accessed by researchers to give them
information about other sources. Examples: books, monographs, conference
proceedings.
2. Primary sources- sources that provides first-hand information about experts’ and
other researchers’ publication. Examples: interviews, observations
3. Secondary sources- sources that are written by authors to describe another
researcher’s works. Examples: textbooks, academic and research journals
4. Tertiary sources- books and articles based on secondary sources.

LESSON 7: CITING RELATED LITERATURE USING STANDARD STYLES

All the relevant literatures that you have reviewed offer you concepts and ideas
belonging to other people. To give respect to the owners of those varied forms of knowledge,
you must acknowledge them through proper citation. Proper citation and referencing
standards is a requirement for all written research projects.

A. Purposes of Citation
1. To give importance and respect to other people for what they know about the field
2. To give the authority, validity, and credibility to other people’s claims, conclusions,
and arguments
3. To prove your broad and extensive reading of authentic and relevant materials
about your topic.
4. To help readers find or contact the sources of ideas easily
5. To permit readers to check the accuracy of your work
6. To save yourself from plagiarism

B. Citation Styles
1. APA Style Guide- this citation style is commonly used by Education, Psychology,
and Sciences
In-text citation in APA style
Chapter or Article in (Matthews, 1999)
Edited Book
Article in Encyclopaedia (Smith, 2017)
Book: Including Page Numbers (Deep, 2009, pp.130-131)
Book: Single Author (Marvin, 2015)
Book: Two authors Research is ……….. (Robinson & Levin, 1997)
Robinson and Levin (1997) discussed……
Book: 3 to 20 authors Learning is …… (Kim et al., 2013)
In the subsequent citations, only use the first
author’s surname followed by the words “et al.”
which means ‘and others’ in the parentheses.
Kim et al. (2013) stated…
Book: No Author ( The Blackwell Dictionary of Cognitive Psychology,
1991)
Book: Editor (Snyder, 1999)

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 Paper Presentation from the (Arceo, 2006)
Internet
Associations, corporations, If the name of an association is the source, it should
government agencies etc. as be cited as follows:
an author.
According to Department of Education (2013)…..

However, if the association has a well-known

abbreviation, the abbreviation in brackets should be
included the first time it appears and then only the
abbreviation in later citations.

First citation: Commission on Higher Education

[CHED] (2012)….

Second citation: CHED (2012)……

Electronic sources This is cited the same way as any other document
by using the author-date style.
Source: https://libguides.murdoch.edu.au/APA/all

2. MLA style guide- this citation style is commonly used in Liberal arts and
humanities. This style uses parenthetical citation in citing works of others in the text. It
follows the author-page method of in-text citation.
In-text citation in MLA style
Author’s surname may appear in the Gale stated that the term “abnormal” is
sentence or in the parentheses. misused in a judgmental manner when
people are uncomfortable about
something (41).
Page number should always appear in the Frequently, the word “abnormal” is
parentheses misused in a judgmental manner when
people are uncomfortable about
something (Gale 41).
Author is unknown (“Title with unknown author” 7)
Three authors List down all the surnames

(Orleans, Nueva, Espana 66)

Four or more authors (Sta. Romana et al. 66)
Source: Clemente, Julaton and Orleans, 2016

3. Chicago Manual of Style- This citation style follows the author-date format similar
to APA style. In a parenthetical citation, author’s name, date of publication, and page
number is put at end of the sentence.
In-text citation in Chicago Manual of Style
One author (Teehankee 2011, 115)
Two or more authors (McBurney and White 2004, 52)
Four or more authors (Norman et al. 1998, 60)
Source: Clemente, Julaton and Orleans, 2016

LESSON 8: SYNTHESIZING INFORMATION FROM RELEVANT LITERATURE

What is a synthesis?
 Synthesis is the combining of literatures from different sources to create a
structured review of related literature.

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  All the ideas gathered will be presented, organized and summarized in the
syntheses.
 When synthesizing, your ability to infer relationships like comparing
characteristics of one object to another will be helpful.
A. Type of Syntheses
1. Explanatory synthesis.
 In the explanatory synthesis, you explain the similarities and differences between two
texts that cover the same topic. You must write this essay objectively; you cannot show
favoritism toward one text over the other, nor can you express your own opinions or
judgments. You must remain neutral (walton.uark.edu).
Example:

1. Combine your paraphrase of the source texts’ theses with the names of the articles
and their authors.
Mary Bates argues against censorship in “Banning Censorship,” while
Michael Thorpe counters that censorship is an important resource in “Censorship: A
Necessary Evil.”
2. Present your essay map, which identifies the similarities and differences between the
two texts and the order in which you will discuss them
Bates and Thorpe agree that a world without censorship would be ideal, but they
disagree on two fronts: first, whether it is ethical, and second, whether it is practical.

2. Argument synthesis. This type of synthesis is used when you want to present your point of
view. This can be supported by presenting facts in a logical manner.

B. Categories of Sources
Fraenkel (2015) as cited by Prieto et al. (2017), enumerated the categories of sources
from where you culled data and information in the literature review:

 Documents. These references maybe published or unpublished references, original

works or copies and other written or printed materials such as books, reports, etc.
 Numerical Records. These include test scores, census reports, school budget and
attendance figures.
 Oral Statements. These include stories, myths, legends, chants, songs, etc. These
materials leave a record for future generations.
 Relics. These are formal types of historical sources such as furniture artwork, clothing,
building, and equipment.

How to write a synthesis?

The following are ways to write a synthesis (Prieto et al. 2017)
1. Consider your purpose in writing
2. Select and read carefully your sources according to your purpose.
3. Formulate a thesis.
4. Decide how you will use source
5. Develop an organizational plan according to your thesis
6. Write the first draft of synthesis
7. Revise your synthesis

C. Techniques for writing a synthesis

1. Summary- Write all the relevant information and sources.
2. Example or illustration- Include examples and illustration in your synthesis. It will help
you in your explanation.
3. Two (or more) reasons- Simply state your thesis, and give reasons why it is true.

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 4. Comparison and contrast- It is effective method when you want to highlight the
similarities and differences.

LESSON 9: WRITING COHERENT REVIEW OF LITERATURE

Coherent review includes the following:

1. Review APA Guidelines/Chicago Guidelines
2. Decide on a topic.
3. Identify the literature that you will review
4. Analyse the literature.
5. Summarize the literature in table or concept map format.
6. Synthesize the literature prior to writing the review.
7. Writing the review (Galvan, 2006, 81 – 90)

What are research ethics?

According to Clemente et al. (2016), ethics can be defined as the process of applying
moral standards and principles in any undertaking.
It includes honesty and other ethical principles in research.

Plagiarism refers to act of using ideas and information created by other people, but
without attribution to them (Barrot, 2017). It is the most common form of scientific
misconduct that can damage one’s credibility if one fails to cite a source.

A. Various Forms of Plagiarism

There are many forms of plagiarism, which may vary in different institutions.
The following are the most common types of plagiarism recognized by Torneo and
Torneo (2017):
 Cut and Paste - the most common form of plagiarism that involves copying the
text word per-word without recognizing the source
 Mosaic Plagiarism - copying text from another source and changing several
words, while maintaining the original structure of the sentence.
 Misattribution Plagiarism - involves attributing an excerpt, quote or an idea to the
wrong author, or the incorrect source – or worse, a nonexistent source
 Self-Plagiarism - a scientific dishonesty that is committed in two instances:
1. Duplication - done when the researcher copied the contents of his/her own
work from the previous research without proper attribution
2. Replication - serious act for which the researcher submits ones work multiple
times
 Fabrication - scientific dishonesty that involves in “making up data” and claiming
this as fact.
 Falsification - scientific dishonesty committed when the researcher produce and
manipulates the data of other researchers.

LESSON 10: FORMULATING CONCEPTUAL FRAMEWORK

Conceptual framework as defined by Barrot (2017) it refers to a system of ideas, beliefs,

assumptions and theories that inform, supports and cater specifically to your study. It guides
the planning, development, and implementation of the research study that you choose.

There are different ways of presenting a conceptual framework as organized by Torneo and
Torneo (2017).

1. Diagram

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  Visual diagram will show the interconnections and relationships among the
variables and the different elements of your study
 Accordingly, it’s the most preferred way by the researchers since it is easier for
the readers to visualize the ideas that they are discussing in their research.

2. Narrative Discussion
 Reiterate the general assumption of your study, grounded from a theory – then
proceed to discussing the specific relationships assumed to be observed in the
study.

Example:

Assumptions of social capital, primarily based on the interpretations of Putnam

(1994; 2001) and Fukuyama (2011) and theories of participatory development,
stresses the role of civil society participation to improve development outcomes. This
study, examining countries from the Southeast Asia, hypothesizes that CSO
consultation and CSO repression impacts income and education inequality. CSO
consultation is expected to be negatively correlated to both income and education
inequality, while CSO repression is seen as a contributing factor to the persistence
and increase in income and education inequality.

3. Sets of Propositions
 Involves a series of hypotheses that makes use of various measurements and
assumes varying directions of the relationship among variables

Example:

Hypothesis: Increases in government investments in education and health will:

1. Positively and significantly affect average family income.
2. Positively and significantly affect productivity.
3. Negatively and significantly affect poverty incidence.
4. Negatively and significantly affect unemployment rate.

LESSON 11: DEFINING TERMS USED IN THE STUDY

 Definition of terms in research usually served as an annex to a work (book,

research paper, and etc.)
 This is an important part of a research paper or any report in which the key or
important terms in the study are clearly defined.

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  In modern usage, a definition is something, typically expressed in words that are
attached to a meaning of a word or group of words.
Guidelines in Listing Definition of Terms
1. Keep the definition brief and basic.
2. Avoid using passive phrases when defining your term.
3. Do not repeat part of the defined term in your definition.
LESSON 12: LISTING RESEARCH HYPOTHESIS

Guidelines in Listing Hypotheses (only applicable in scientific research)

1. Let the question comes first.
2. Write your hypothesis in a statement form, not a question.
3. Make it clear.
4. Keep the variables in mind.
5. Make sure your hypothesis is "testable."

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