Practical Research2-Q2-Module-1 Final

PRACTICAL RESEARCH 2
Quarter 2 - Module 1
Understanding Data and Ways to
Systematically Collect Data
CO_Q2_SHS Practical Research 2_Module 1

SHS Practical Research 2
Alternative Delivery Mode
Quarter 2 – Module 1: Understanding Data and Ways to Systematically Collect Data
First Edition, 2020
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Senior High School
Practical Research 2
Quarter 2 - Module 1
Understanding Data and Ways to
Systematically Collect Data
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What This Module is About
When you aim to arrive to a certain solution of a problem, the journey is
smooth and focused when the direction is clear. The research methodology of
your study is very important since it gives direction to systematically arrive to
answers or solution to your chosen research problem. It contains rules and
procedures that you as a researcher will have to follow.
This module focuses on the discussion of your research design and plan,
population to consider, sampling technique, research instruments, and
appropriate statistical treatments to be employed. At end of this learning module
learners are expected to understand the concept of research data and know the
ways to systematically collect data.
The following are the lessons contained in this module:
Lesson 1 – Quantitative Research

Design Lesson 2 – Sampling Procedure
and Sample
Lesson 3 – Research Instruments, Validity,
Reliability Lesson 4 – Research Intervention
Lesson 5 – Data Collection
Procedure Lesson 6 – Data
Analysis
Lesson 7 – Presenting Research Methodology
What I Need to Know
At the end of this module, you should be able to:

1. choose appropriate quantitative research design (CS_RS12-IIa-c-1);
2. describe sampling procedure and the sample (CS_RS12-IIa-c-1);
3. construct an instrument and establishes its validity and reliability
(CS_RS12-IIa-c- 3);
4. describe intervention (if applicable) (CS_RS12-IIa-c-4);
5. plan data collection procedure (CS_RS12-IIa-c-5)
6. plan data analysis using statistics and hypothesis testing (if appropriate)
(CS_RS12-IIa-c-6); and
7. present written research methodology (CS_RS12-IIa-c-7);
1 CO_Q2_SHS Practical Research 2_Module 1

What I Know
Directions: Read and analyze the statements below. Encircle the letter of the
correct answer.
1. What research design aims to determine a cause from already existing effects?
A. Descriptive Research Design C. Quasi-Experimental Research
B. Correlational Research Design D. Ex Post Facto
2. What research design is often conducted in a controlled setting with

corresponding research treatment?
A. Correlational C. Survey Research
B. Ex post facto D. Experimental
3. What is the suited research design for this research title, “The Effects of
Twitter on the Communication Etiquette of Students”?
A. Correlational C. Experimental
B. Ex post facto D. Descriptive
4. Mr. Canuc would like to know further the type of social media used between
the male and female SHS students of East Pagat National High School. What is
the appropriate research design to be used in his study?
A. Quasi-Experimental C. Experimental
B. Correlational D. Descriptive
5. What is the difference between quasi-experimental research and experimental
research?
A. Only one dependent variable is used in quasi-experimental research,
while multiple dependent variables can be used in quasi-experimental
research.
B. Intact groups are used in experimental, while quasi-experimental
randomly assigned individuals into groups.
C. The researcher controls the intervention in the experimental group, but
not quasi- experimental research.
D. Participants for groups are randomly selected in experimental, but
6. What sampling technique is used when the researcher would like to consider
giving an equal chance to the member of the accessible population being
selected as part of the study?
A. Simple Random Sampling C. Systematic Sampling
B. Stratified Sampling D. Cluster Sampling
7. When can we consider a research sample as the “best”?

A. representative of the population C. conveniently represented
B. systematically chosen D. purposely selected
8. What is the main objective of using stratified random sampling?

A. sample was chosen proportionately drawn from the different categories
of the population
B. sample is taken from an accessible population than the target population
C. every individual will be given an equal chance to be selected
D. those who will possibly respond to treatment are chosen

9. What is the sampling method used in the given situation?
Teacher Joan wants to know if the new learning modalities of the school effects
on the academic performance of students in the science curriculum. He took
the list of students and selected every 8th name in each class list as
participant.
A. Stratified Random Sampling C. Systematic Random Sampling
B. Simple Random Sampling D. Cluster Sampling
10.What is the type of validity when an instrument produces results similar to

those of another instrument that will be employed in the future?
A. Predictive Validity C. Content Validity
B. Criterion Validity D. Face Validity
11. What is the type of reliability when measured by administering two tests
identical in all aspects except the actual wording of items?
A. Internal Consistency Reliability C. Equivalent Forms Reliability
B. Test-retest reliability D. Inter-rater Reliability
12. The Ability Test has been proven to predict the writing skills of Senior
High School students. What type of test validity is shown in the example?
A. Construct Validity C. Content Validity
13. What common scaling technique consists of several declarative statements

that express viewpoint on a topic?
A. Semantic Differential Scale C. Observation Checklist
B. Completion Type D. Likert Scale
14. What statistical technique purposes to test the relationship between two
continuous variables?
A. T-Test for two dependent samples C. Chi Square Test
B. T-Test for independent samples D. Pearson’s r
15.What statistical technique should be used for this research question, “Is there
a significant difference between the pretest and posttest scores of learners in
reading comprehension test?”
A. T-Test for two dependent samples C. Chi Square Test

Lesson Quantitative Research Designs
1
What’s In
Quantitative research is more systematic and controlled than qualitative.

However, both research methods have a statement of the problem to
investigate. At this point, it is assumed that you are already done stating your
research problem, the background of the study, scope and delimitation,
hypothesis, conceptual framework, and review of related literature and studies.
Each type of research has a unique design to follow that will also lead the
direction of sampling procedure, data gathering, and data analysis. Each
research type also aims to answer specific research questions; how it will be
answered is determined by its design.
Important considerations also are the variables of the study. The type of
variables provides paradigm (your conceptual framework), which helps the
researcher decide on what will be the design of the study.
So, it is very important that you have completed the previous tasks
diligently to maximize your learning in this Module. In this lesson, you will be
taught how to select an appropriate quantitative research design.
What I Need to Know

Meaning of Quantitative Research Designs
When a man decides to build a house, does not he draw first the blueprint
before he will start to do the work? Same with the conduct of research, the
blueprint for the collection, measurement, and data analysis is drawn as a
pattern to follow. Furthermore, research designs enable the researcher to obtain
a more valid, objective, reliable, and accurate answers to the research questions.
Research design is defined as the rational and coherent overall strategy

that the researcher uses to incorporate all the vital components of the research
study. Hence, in order to find meaning in the overall process of doing your
research study, a step-by-step process will be helpful to you.
In quantitative research, you are going to have a great deal of abstraction

and numerical analysis. According to Fraenkel and Wallen (2007, p 15), the
research designs in quantitative research are mostly pre-established. Hence
having an appropriate research design in quantitative research, the researcher
will have a clearer comprehension of what he is trying to analyze and interpret.

What’s New
Activity 1: Plan Your Work
Directions: Pretend that you are conducting a study on academic adjustments of

teachers and students on the learning delivery modes during this time
of COVID–19 pandemic. Come up with a plan on how you are going to
obtain the necessary data for this study. Draw a procedural flowchart
to illustrate your plan.
Study on Academic Adjustments of Teachers and Students on the Learning Delivery Modes dur
“Plan of Work Flowchart”

What Is It
Types of Quantitative Research Design
Quantitative Research Designs have five general classifications:

descriptive, correlational, ex post facto, quasi-experimental, and experimental.
Descriptive Research. When little is known about the research problem,

then it is appropriate to use descriptive research design. It is a design that is
exploratory in nature. The purpose of descriptive research is basically to answer
questions such as who, what, where, when, and how much. So, this design is
best used when the main objective of the study is just to observe and report a
certain phenomenon as it is happening.
Correlational Research. The main goal of this design is to determine if

variable increases or decreases as another variable increases or decreases. This
design seeks to establish an association between variables. It does not seek
cause and effect relationship like descriptive research; it measures variables as it
occurs. It has two major purposes: (a) to clarify the relationship between
variables and (b) predict the magnitude of the association. However, the extent
of the purpose of correlational research depends on the scope and delimitation of
the study.
Ex Post Facto. If the objective of the study is to measure a cause from a

pre-existing effect, then Ex Post Facto research design is more appropriate to
use. In this design, the researcher has no control over the variables in the
research study. Thus, one cannot conclude that the changes measured happen
during the actual conduct of the study.
The last two types of quantitative research designs are identifiable for the
existence of treatment or intervention applied to the current research study.
Intervention or treatment pertains to controlling or manipulating the independent
variable in an experiment. It is assumed that the changes in dependent variables
were caused by the independent variable.
There are also two groups of subjects, participants, or respondents in

quasi- experimental and experimental research. The treatment group refers to the
group subjected to treatment or intervention. The group not subject to treatment
or intervention is called the control group.
Quasi-Experimental. The term means partly, partially, or almost –

pronounced as kwahz-eye. This research design aims to measure the causal
relationship between variables. The effect measured is considered to have
occurred during the conduct of the current study. The partiality of quasi-
experimental design comes from assigning subjects, participants, or respondents
into their groups. The groups are known to be already established before the
study, such as age educational background and nationality. Since the
assignment of subjects, participants, or respondents are not randomly assigned
into an experimental or control groups, the conclusion of results is limited.
Experimental Research. This research design is based on the scientific

method called experiment with a procedure of gathering data under a controlled
or manipulated environment. It is also known as true experimental design since
it applies treatment and manipulation more extensively compared to quasi-
experimental design. Random assignment of subjects or participants into
treatment and control group is done increasing the validity of the study.
Experimental research, therefore, attempts to affect a certain variable by directly
manipulating the independent variable.

What’s More
Activity 2. Quantitative Research Designs Summary
Directions: Using the template below, summarize the five quantitative research
designs according to its goal, and its corresponding variable manipulation.
How variable is
Research Goal
handled or
Design
manipulated
1. Descriptive
2. Correlational
3. Ex post facto
4. Quasi-
experiment
al
5. Experimental
Activity 3. Choose the Appropriate Research Design
Directions: Determine the quantitative research design appropriate for the

sample research titles. Make sure to explain your choice into two to
three sentences.
1. Relationship between Academic Stressors and Learning Preferences of

Senior High School Students
Quantitative Research Design:
Explanation:
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1

Pupils

Explanation:

3. Impact of the Implementation of COVID – 19 Health Protocols in
Supermarkets on Consumer Behaviors
Explanation:
4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens
Explanation:
5. Measuring the Gadgets Usage of Children at Home during COVID-19

Community Quarantine
Explanation:
6. Level of Academic Achievement of Senior High Schools in Different

Learning Modalities
Explanation:
10 CO_Q2_SHS Practical Research 2_Module

7. Effects of Story Telling on Quality of Sleep of Children
Explanation:
Activity 4: Let’s go Online
Go to the link below and practice what you’ve learned from
this lesson: https://bit.ly/36A5idj

https://bit.ly/2LZVLCS
https://bit.ly/
3eojlWk
https://bit.ly/2X2k
xbX
What I Have Learned
Directions: As you have learned from this lesson, answer each question
comprehensively.
1. This time, I have learned that quantitative research design….
2. How do you know the specific quantitative research design applied in a research
study?

What I Can Do
Choose your Appropriate Research Design
Directions: Perform the following task. From what you have learned in this
lesson, what is the appropriate research design for your current
research problem? Justify your choice.
Research Design:
Justification:
Additional Activity
Direction: After you submit your research design, once it is corrected in

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

Lesson Sampling Procedure and the Sample
2
What’s In
Remember when you were taught how to write your scope and
delimitation, you stated the subjects, participants, or respondents of your study.
You also described their characteristics which qualify them to be the source of
your research data.
The next question you must answer is, how many of the subjects,
participants, or respondents should be selected as a source of data? This lesson
will teach you how to describe sampling procedures in quantitative research.
Note that the sampling procedure should be aligned to your chosen research
design. Since you have already decided the research design of your study, then
you are ready for this lesson.
What I Need to Know
Population and Sample
The first step in determining the sample size is identifying the population
of the topic of interest. The population is the totality of all the objects, elements,
persons, and characteristics under consideration. It is understood that this
population possesses common characteristics about which the research aims to
explore.
There are two types of population: target population and accessible

population. The actual population is the target population, for example, all Senior
High School Students enrolled in Science, Technology, Engineering, and
Mathematics (STEM) in the Division of Cagayan de Oro City. While the accessible
population is the portion of the population in which the researcher has
reasonable access, for example all Senior High School enrolled, STEM strand at
Marayon Science High School – X.
When the whole population is too costly or time-consuming or impractical

to consider, then, a sample representative is identified. Sampling pertains to the
systematic process of selecting the group to be analyzed in the research study.
The goal is to get information from a group that represents the target
population. Once a good sample is obtained, the generalizability and applicability
of findings increases.
The representative subset of the population refers to the sample. All the
240 Senior High School Students enrolled in Science, Technology, Engineering,
and Mathematics (STEM) Strand in a school, for example, constitute the

population; 60 of those students constitute the sample. A good sample should
have characteristics of the represented population – characteristics that are
within the scope of the study with fair accuracy. Generally, the larger the sample,
the more reliable the sample be, but still, it will depend on the scope and
delimitation and research design of the study.

What’s New
You are almost finished cooking the

favorite meal of the family. In order to check if it
https://bit.ly/2BfQXHJ
tastes good and ready for serving, what will you
do?
Answer:
I will…..
What Is It
Approaches in Identifying the Sample Size
Heuristics. This approach refers to the general rule or rule of the thumb for
sample size. This is the earliest established approach for sample sizes for
different research designs.
Suggested Number
Research Design
of
Subjects/Participan
ts
Descriptive Research 10% to 20%
maybe required
Comparative Research 15 subjects or groups
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more
Literature Review. Another approach is by reading similar or related literature and

studies to your current research study. Since you are done writing your review of
related literature and studies, you might want to recall how these studies
determine sample size. Using this approach increases the validity of your
sampling procedure.
Formulas. Formulas are also being established for the computation of an

acceptable sample size. You can use different formulas depending on what you
know and do not know about the population. These tools are also available
online. One formula for determining sample size that you can follow is the
Cochran especially if you have large sample size.

Cochran’s
Z2𝑝
𝑛𝑜 =
Formula:
𝑞
𝑒2
where: e is the desired level of precision (margin of error)
p is the (estimated) proportion of the population which has the attribute
in question q is 1 – p
Z is the z-value found in the Z table
For example, your study is for your city, and you want to determine how
many households whose breadwinner work onsite during COVID pandemic. And
you do not have enough information about the population. In that case, you are
going to assume that a half of the breadwinners in the city are working onsite.
So, this assumption will give you a maximum variability, so, p = 0.5. And you
want 95% confidence, and at least 5 percent – plus or minus
– precision; and that gives you Z values 1.96. As shown below, your sample size will
be 384.
(1.96)2(0.5)
𝑛𝑜 = (0.5)
(0.05)2
= 384.16
Power Analysis. This approach is founded on the principle of power

analysis. There are two principles you need to consider if you are going to use
this approach: these are statistical power and effect size.
The probability of rejecting the null hypothesis is called statistical power. It suggests that indeed
Useful online
tools: and dependent variables, th
If the statistical power tells that relationship between independent
Visit the
following links to practice the p
https://bit.ly/37Ia3lC https://bit.ly/2AQ
Probability Sampling in Quantitative Research
Simple Random Sampling. It is a way of choosing individuals in which all

members of the accessible population are given an equal chance to be selected.
There are various ways of obtaining samples through simple random sampling.
These are fishbowl technique, roulette wheel, or use of the table of random

numbers. This technique is also readily available online. Visit this link
https://www.randomizer.org/ to practice.

Stratified Random Sampling. The same with simple random sampling,
stratified random sampling also gives an equal chance to all members of the
population to be chosen.
However, the population is first divided into strata or groups before

selecting the samples. The samples are chosen from these subgroups and not
directly from the entire population. This procedure is best used when the
variables of the study are also grouped into classes such as gender and grade
level.
You can simply follow the steps from this given example:
A population of 600 Junior High School students includes 180 Grade 7, 160
Grade 8, 150 Grade 9, and 110 Grade 10. If the computed sample size is 240,
the following proportionate sampling will be as follows.
The number of members per subgroup is divided by the total accessible

sample size. The percentage result of members per subgroup will be multiplied
from the computed total sample size. After obtaining the sample size per strata,
then simple random sampling will be done for the selection of samples from each
group.
Sample Size per

Subgroups
180/600 = .30x 240 = 72 Grade 7 students
160/600 = .27x 240 = 65 Grade 8 students
150/600 = .25x 240 = 60 Grade 9 students
110/600 = .18x 240 = 43 Grade 10 students
100% 240 respondents
Cluster Sampling. This procedure is usually applied in large-scale studies,

geographical spread out of the population is a challenge, and gathering
information will be very time-consuming. Similar to stratified random sampling,
cluster sampling also involves grouping of the population according to subgroups
or clusters. It is a method where multiple clusters of people from the chosen
population will be created by the researcher in order to have homogenous
characteristics.
For example, a researcher would like to

interview of all public senior high school
students across Mindanao. As a researcher
cluster will be selected to satisfy the plan size.
In the given example, the first cluster can be by
region, the second cluster can be by division,
and the third cluster can be by district.
Another way of doing cluster sampling is https://bit.ly/2UTiZzp

illustrated on the figure on the right side.
Systematic Sampling. This procedure is as simple as selecting samples

every nth (example every 2nd, 5th) of the chosen population until arriving at a
desired total number of sample size. Therefore, the selection is based on a
predetermined interval. Dividing the population size by the sample size, the
interval will be obtained. For example, from a total population of 75, you have 25
samples; using systematic sampling, you will decide to select every 3rd person on
the list of individuals.

What’s More
Activity 1. Determine the Sampling Procedure
Directions: Identify the sampling procedure used in each given situation. Write
your answer on the space provided and then explain your choice.
Sampling
Sample Situation Justification
Procedure
1. Alex’s target population for his
study are the employees of hotels
in Mindanao. Since there are too
many employees in these
establishments, he randomly
selected ten hotels based on hotel
size.
And then he randomly selected
employees as participants in his
study.
2. Dianne wants to know if the new
learning modalities in the first
semester affects the academic
performance of senior high
students. He took all the lists of all
students in her school and
selected every 6th name to be part
of her study.
3. Faye wants to survey all the
parents in Cagayan de Oro who
opt to enroll their elementary
children to an online class. All in
all, there 26,000 parents. Faye
decided to have 380 from the
target
population.
Activity 2. Search the design and sampling procedure.
Directions: Search on the internet for a sample research study. Identify the
research design used and its sampling procedure.
Example 1 Example 2 Example 3
 Title of the
Researc
h Study
 Researc
h
Design
 Characteristi
cs of
Population
 Samplin
g
Procedur
e

 Sample Size
 Source

Activity 3. Let’s go online.
Practice what you have learned from this lesson. Visit the
following links: https://bit.ly/3em5Rdv

https://bit.ly/2TF09LO
What I Have Learned
comprehensively.
1. What do I know about the population and sample of the study?
2. I have learned that when determining the sample size of the study…
3. Now I know that sampling procedures involve…

What I Can Do
Describes your Sampling Procedure and Sample
Directions: Perform the following task. Identify the size of the population and
sample for your study and explain the sampling method that you will
use.
1. Size of Population
2. The method used
to determine
sample size
(include
computation if
applicable)
3. Sample Size for
the Study
4. Sampling
Procedure to be
employed
(explain the
steps)
5. Who will be your

respondents?
Additional Activity
Direction: After you submit, you have described your sampling procedure and
sample; once it is corrected in accordance with the guidelines given,
you may start writing a paragraph format of this and incorporate it in
your research manuscript.

Lesson Research Instrument, Validity and Reli
3
What I Need to Know
Quantitative Research Instrument
What do you think will happen if tools for building a house is not prepared
meticulously? The same thing when getting information for answers to a
research problem, tools, or instruments should be prepared carefully. In
constructing a quantitative research instrument, it is very important to
remember that the tools created should require responses or data that will be
numerically analyzed.
Research Instruments are basic tools researchers used to gather data for
specific research problems. Common instruments are performance tests,
questionnaires, interviews, and observation checklist. The first two instruments are
usually used in quantitative research, while the last two instruments are often in
qualitative research. However, interviews and observation checklists can still be
used in quantitative research once the information gathered is translated into
numerical data.
What’s New
Activity 1. Let’s talk
Directions: Read the questions about tools. Then, write your answer on the
corresponding space.
Questions to analyze: Answers:

1.
Why is it necessary to use the right tools for a particular task?
What will happen if research instruments are not prepared carefully?
2.

Activity 2. Let’s read
Directions: Read and analyze the given scenario. Answer the guide questions below.
A culmination program was scheduled for Grade 12 students. The highlight of the program is
During the contest, the PE teacher invited teachers from other schools to serve as a judge. Th
Guide Questions:
1. What do you think must have been done to avoid the said situation?
2. What can you say about the result of investigation?
3. How will you relate the scenario to the conduct of a quantitative research
study?

What Is It
In constructing the research instrument of the study, there are many

factors to be considered. The type of instrument, reasons for choosing the type,
and the description and conceptual definition of its parts are some of the factors
that need to be decided before constructing a research instrument. Furthermore,
it is also very important to understand the concepts of scales of research
instruments and how to establish validity and reliability of instruments.
Characteristics of a Good Research Instrument
Concise. Have you tried answering a very long test, and because of its
length, you just pick the answer without even reading it? A good research
instrument is concise in length yet can elicit the needed data.
Sequential. Questions or items must be arranged well. It is recommended

to arrange it from simplest to the most complex. In this way, the instrument will
be more favorable to the respondents to answer.
Valid and reliable. The instrument should pass the tests of validity and
reliability to get more appropriate and accurate information.
Easily tabulated. Since you will be constructing an instrument for

quantitative research, this factor should be considered. Hence, before crafting
the instruments, the researcher makes sure that the variable and research
questions are established. These will be an important basis for making items in
the research instruments.
Ways in Developing Research Instrument
There are three ways you can consider in developing the research
instrument for your study. First is adopting an instrument from the already utilized
instruments from previous related studies. The second way is modifying an
existing instrument when the available instruments do not yield the exact data
that will answer the research problem. And the third way is when the researcher
made his own instrument that corresponds to the variable and scope of his current
study.
Common Scales Used in Quantitative Research
Likert Scale. This is the most common scale used in quantitative

research.
Respondents were asked to rate or rank statements according to the scale provided.
Example: A Likert scale that measures the attitude of students towards

distance learning.
Strongly Strongly
Items Agree Disagree
Agree Disagre
e
There would be difficulty
in communicating our
concerns to our
teacher.

There would be many
distractions
when learning at home than
in school.
17

Semantic Differential. In this scale, a series of bipolar adjectives will be
rated by the respondents. This scale seems to be more advantageous since it is
more flexible and easier to construct.
Example: On a description of an active student in school activities.
Pleasant 5 4 3 2 1 Unpleasant
Enthusiasti 5 4 3 2 1 Not
c Enthusiastic
Competent 5 4 3 2 1 Incompetent
Another important consideration in constructing a research instrument is

how to establish its validity and reliability.
Types of Validity of Instrument
Face Validity. It is also known as “logical

validity.” It calls for an initiative judgment of the Validity
instruments as it “appear.” Just by looking at the
instrument, the researcher decides if it is valid. A research instrument is considered va
Content Validity. An instrument that is When measuring oral communication

judged with content validity meets the
objectives of the study. It is done by checking
the statements or questions if this elicits the
needed information. Experts in the field of
interest can also provide specific elements that proficiency students,
level of performance
should be measured by the instrument. speech using
Construct Validity. It refers to the validity rubric, or rating scale is more valid tha
of instruments as it corresponds to the
theoretical construct of the study. It is Validity also has several types: face, co
concerning if a specific measure relates to other
measures.
Concurrent Validity. When the instrument

can predict results like those similar tests
already validated, it has concurrent validity.
Predictive Validity. When the instrument

can produce results similar to those similar tests
that will be employed in the future, it has
predictive validity. This is particularly useful for
the aptitude test.
Reliability of Instrument
Test-retest Reliability. It is achieved by giving the

same test to
Reliability refers to the consistency the measures
of the same group or of respondents twice.
The consistency of the two scores will be checked.
results instrument.
of the Equivalent Forms Reliability. It is established by
administering two identical tests except for wordings
to the same group of respondents.
Internal Consistency Reliability. It determines how well the items measure

the same construct. It is reasonable that when a respondent gets a high score in

one item, he will also get one in similar items. There are three ways to measure
the internal consistency; through the split-half coefficient, Cronbach’s alpha, and
Kuder-Richardson formula.

What’s More
Activity 3. Qualify and Rate the Instrument
Directions: Look for sample research instruments from previously conducted

research. Rate it on a scale of 1 to 5 (1 = lowest, 5 = highest) based
on the criteria given. Then justify you’re rating.
Sample Instrument
(provide a title of the
instrument if possible):
Purpose of the
Research
Instrument:
Number of Items: Scale Used:
Criteria for
Rating Justification
Evaluation of
Instrument
Concise
Sequential
Valid and Reliable
Easily Tabulated
Activity 4. Search and evaluate the instrument.
Directions: Search for a sample research study. Identify the ways of establishing
the validity and reliability of the instrument.
Example 1 Example 2
 Title of the Research Study
 Type of Research Instrument
 Way of Developing the

Instrument
 Scale Used
 How was the validity of
the instrument
established?
 How was the reliability of
the instrument
established?
 Source

Practice what you have learned from this lesson. Visit the
following: https://bit.ly/2A7Q6Iz
https://bit.ly/
2ZD2Kda
https://bit.ly/2B0cb
cd
19

What I Have Learned
comprehensively.
1. Why is it important to have a good research instrument?
2. Differentiate validity and reliability. Explain how they complement each

other to make a good research instrument.
What I Can Do
Construct your research instruments and establish validity and reliability
Directions: Fill out the guide table below to be able to create a good research
instrument for your study.
1. The goal of
your research
instrument/s
2. Parts of
your
instrument/s
3. Number of items
per sub-factor:
total items
4. Scale to be used
5. How will it
be
validated?
6. How will the
reliability be
established?

Additional Activity
Direction: After you have filled out the guide table above, start constructing
your research instrument for your current study.
Title of your study:
Research Questions:
Research Instrument:

Research
Lesson Intervention
4
What’s In
In the previous discussion on quantitative research designs, you were

taught about quasi-experimental and experimental designs. Its uniqueness from
other research designs was also described. Remember that experimental
research design controls or manipulates the independent variable. This is done
by applying particular conditions or treatments or what is called research
intervention. In this lesson, the focus is on how to describe your research
intervention in your research paper.
What’s New
Group exposed in usual condition Group exposed in special condition
Usual Tutorial Program Special Tutorial Program
How is the research intervention conducted in this study?
https://bit.ly/2YleQqq

What Is It
Nature of Research Intervention
In experimental research, the researcher decides the nature of

intervention or treatment. Intervention pertains to what is going to happen to the
subjects of the study. This decision covers who will receive the intervention and to
what extent it will be applied to them.
For example, in a study of determining the effects of special tutorial

program to learners at risk of failing (LARF), researcher decides the group of
LARF who will receive intervention. In this example, a special tutorial program is
the research intervention. Furthermore, the extent to which the program will be
administered to the learners is determined.
Steps in Describing the Research Intervention Process
A section that explains the details of research intervention is added in the

research paper if it is an experimental design. In this section, the procedure of
research intervention is explained clearly.
Write the Background Information. It is an introductory paragraph that

explains the relevance of the intervention to the study conducted. It also
includes the context and duration of the treatment.
Describe the Differences and Similarities between the Experimental and

Control Group. State what will happen and what will not both in the experimental
and control groups. This will clearly illustrate the parameters of the research
groups.
Describe the Procedures of the Intervention. Describe how will the

experimental group receive or experience the condition. It includes how will the
intervention happens to achieve the desired result of the study. For example,
how will the special tutorial program will take place?
Explain the Basis of Procedures. The reason for choosing the intervention
and process should clear and concrete reasons. The researcher explains why the
procedures are necessary. In addition, the theoretical and conceptual basis for
choosing the procedures is presented to establish the validity of the procedures.
What’s More
Activity 1. Determine the Research Intervention Procedure
Directions: Search for a sample research study. Distinguished the procedure used
in the experimental and control group. Use the table below for your
answers.

Example
1
 Research Intervention
Conducted
 Procedure Used in Control
Group
 Procedure Used in
Experimental Group
Example
1
 Research Intervention
Conducted
 Procedure Used in Control
Group
 Procedure Used in
Experimental Group
Visit the following link and learn further about experimental

research. https://bit.ly/2Xr5zes
What I Have Learned
comprehensively.
1. What I know about research intervention
2. I have learned that when describing the research intervention….
What I Can Do
Describes your Intervention (if applicable)
Directions: If the design of your research is experimental. Describe your research

intervention by following the steps given in this lesson.

Lesson Planning Data Collection Procedure
5
What’s In
You have learned the important factors in developing your research

instruments in lesson 3 of this Module. You can now identify the steps you are
going to undertake in your actual gathering of data. In this lesson, three phases
in data collection will be presented so that you can clearly plan your data
collection procedure in your current research.
What I Need to Know

Quantitative Data
Generally, data are any pieces of information or facts that people have
known. Once these data answer the research problem, it becomes helpful to
research. When research data appears to be measurable in the numerical form,
it is considered quantitative data. However, some qualitative data can also be
useful to quantitative research once it is given a numerical value. For example, if
you study about adjustment experiences of students to distant learning, if it is
categorized and numbered accordingly, then it can be quantified during analysis.
Techniques in Collecting Quantitative Data

The following are the common quantitative data gathering technique. Each
technique corresponds to specific instrument which will be further discussed in
Module 5.
Observation. It is gathering information about a certain condition by using

senses. The researcher records the observation as seen and heard. This is done
by direct observation or indirect observation using gadgets or apparatus. An
observation checklist aids the researcher in recording the data gathered.
Survey. Data gathering is done through interview or questionnaire. By

means of questionnaire you use series of questions or statements that
respondents will have to answer. Basically, respondents write or choose their
answer from given choices. On the other hand, interview is when you ask
respondents orally to tell you the responses. Since you are doing quantitative
research, it is expected that responses have numerical value either it is nominal
or ordinal in form.
Experiment. When your study is an experimental design, it was already

discussed in the previous lesson that it would use treatment or intervention.
After the chosen subjects, participants, or respondents undergone the
intervention, the effects of such treatment will be measured.

What’s New
Activity 1: What’s the Procedure
Looking at the flowchart of the data gathering procedure, what do you

think is the research design of the study?
Before During After
• Seek permission
• Provide • Encode the
from school intructions to data gathered
principal of respondents
students • Analyze the data
• Administe
• Develop research
r the
questionnaire questionnair
• Determine sample e
size through
stratified random
technique
What Is It
Three Phases in Data Collection
In doing research, data collection is a major component of research.

Neglecting to clarify the collection procedure would result in acquiring inaccurate
data that will make you research study invalid. Hence, the data collection
procedure is given meticulous attention to gather appropriate data. You are
making sure that data you will gather answers to your research questions.
The data gathering procedure is presented in a paragraph format in your

research paper. Basically, the contents are the steps you are going to follow: (1)
before you will gather the data, (2) what to do during the actual gathering of
data, and (3) the things to consider after data has been gathered. The following
are the suggested steps but not limited to it, are the procedures in gathering
quantitative data.

Before During After
• Prepare the • Clear the • Summarize the

research instructions data gathered, in
instruments provided to the a tabular form
• Identify the respondents. • Analyze the
authorities that will • Administer the summarize data
be involved and research instrument corresponding to
need to ask or implement the the research
permission research questions.
• Determine the intervention, if
samples size and applicable.
corresponding • Collect or gather
respondents; per or take note of the
group if applicable. responses.
• Ask consent
form (if
respondents are
18 years old
above) or
parent's consent
(if minor).
• Pilot test the
research
instrument if
needed.
What’s More
Activity 2. Arrange your Steps
Directions: Arrange the following steps in data gathering into their correct
sequence, 1 as being the first step, and 10 as the last step.
Order Step
s
The respondents will have a chance to have a look at the performance
tasks.
Each of the participants will be interviewed for individual filling out of
the personal background of media literacy information.
The researcher will meet the participants eight times in a four-
month data gathering period.
The participants will answer the learning activity sheet (LAS) after
practicing the new approach.
The data collection in each group will be supervised by two
experienced Information Technology teachers to ensure proper
implementation of the intervention.
The participants will read example situations about media literacy
that are not familiar to them.
The new approach in assessing the performance tasks of learners
will be implemented.
The list of performance tasks and assessment tools will be prepared.

The media literacy summative test will be administered after the
implementation of the new approach in assessing performance tasks.
The test results will be encoded for summary and will be analyzed.

What I Have Learned
comprehensively.
1. This time, I have learned that quantitative data…
2. Techniques in quantitative data gathering help to…
3. In planning my data gathering procedure, I need to consider…

What I Can Do
Plan your Data Gathering Procedures
Directions: Perform the following task. From what you have learned in this lesson,
list the steps that you are going to follow in gathering the data of your
research. For this part, just enumerate it to clearly see the procedure
before, during, and after your data gathering.
Before:
During:
After:
Additional Activity
Direction: After you submit your data gathering procedures, once it is corrected
in accordance with the guidelines given, you may start incorporating it
to your research manuscript in paragraph format and cite your sources.

Lesson Planning Data Analysis
6
What’s In
Prerequisite for taking Practical Research 2 is your Statistics and

Probability subject. It is presumed that you already have a good practice of the
learning competencies needed to conduct quantitative research. Your
background statistics and probability background will help you plan and choose
your data analysis.
In planning your data analysis in quantitative research, you also need to

consider your research problem, type of data, hypothesis, and scale used in your
research instrument. This lesson focuses on designing your data analysis
procedure.
What I Need to Know

Data Analysis
Data analysis in research is a process in which gathered information are

summarized in such a manner that it will yield answers to the research
questions. During quantitative data analysis gathered information were break
down and ordered into categories in order to draw trends or patterns in a certain
condition. In quantitative research, the numerical data collected is not taken as a
whole. In order to understand it better, it is analyzed into components based on
the chosen research variables and research questions you are going to answer.
These numerical data are usually subject to statistical treatment

depending on the nature of data and the type of research problem presented.
The statistical treatment makes explicit the different statistical methods and
formulas needed to analyze the research data.
What’s New
Activity 1: Statistics Recall
Directions: From your previous lessons, recall the following terms in Statistics.
Write its definition or description and purpose or function in analyzing
data. Fill in the boxes to provide the information about these statistical
terms or you may use a separate sheet. Use the table for your answer.

Term Definition or Purpose or Function
s Description
Data
Frequency
Percentage
Mean
Standard Deviation
Table
Figure
Parametric Test
Non-Parametric Test
Correlation
Regression
What Is It
Planning your Data Analysis
Before choosing what statistical test is appropriate for your research study
it is important to determine what statistical formation is applicable to your
current study. In immersing yourself into planning your data analysis, you have
to decide what basic descriptive statistical technique you are going to use.
Although this technique does not give you the degree of association or effect
between variables, this will help you to code and simply tabulate your data.
Descriptive Statistical Technique provides a summary of the ordered or

sequenced data from your research sample. Examples of these tools are
frequency distribution, measure of central tendencies (mean, median, mode),
and standard deviation. Inferential Statistics is used when the research study
focuses on finding predictions; testing hypothesis; and finding interpretations,
generalizations, and conclusions. Since this statistical method is more complex
and has more advanced mathematical computations, you can use computer
software to aid your analysis.
You also must identify types of statistical analysis of variable in your

quantitative research. A univariate analysis means analysis of one variable.
Analysis of two variables such as independent and dependent variables refer to
bivariate analysis while the multivariate analysis involves analysis of the multiple
relations between multiple variables.
Furthermore, selecting what test to use is basically done by identifying

whether you will use parametric test or non-parametric test. As these were
already discussed in your Statistics and Probability subject, a summary of what
to consider is presented below:
Points to Consider Type of Test

Interval or Ratio Parametric Tests
Scale
Ordinal or Nominal Scale Non-parametric Tests
30 or more per group Parametric Tests
Sample Size
Fewer than 30 Non-parametric Tests
Normal Distribution Parametric Tests
Distribution of Data Data deviates from Non-parametric Tests
Normal

Distribution

In addition, in choosing statistical techniques in quantitative research, the
purpose or objective of the research study should be considered.
Test of Relationship between Two Variables

 Pearson’s r (parametric)
 Phi coefficient (non-parametric for nominal and dichotomous variables)
 Spearman’s rho (non-parametric for ordinal variable)
Test of Difference between Two Data Sets from One Group

 T-test for dependent samples (parametric)
 McNemar change test (non-parametric for nominal and dichotomous
variables)
 Wilcoxon signed-rank test (non-parametric for ordinal variable)
Test of Difference between Two Data Sets from Two Different Groups
 T-test for independent samples (parametric)
 Two-way chi-square (non-parametric for nominal variable)
 Mann-Whitney U test (non-parametric for ordinal variable)
Test More than Two Population Means

 Analysis of Variance or ANOVA (parametric)
Test the Strength of Relation or Effect or Impact

 Regression (parametric)
What’s More
Activity 2. Step by step analysis
Directions: From the concept presented in this lesson, create five simple basic
procedures in planning the data analysis. What to do beforehand (pre-
process) is already given as your guide.
Step To Do
Pre- Identify the types of variables, research question, hypothesis,

proces and scale of measurement.
s
1.
2.
3.
4.
5.

Activity 3. Choose the Appropriate Statistical Test
Directions: Determine the statistical test/s appropriate for the sample research. Make
sure to explain your decision in one to two sentences.
1. Relationship between Academic Stressors and Learning Preferences of

Senior High School Students
Statistical Test/s:
Explanation:
2. Reading Electronic Learning Materials as a Support for Vocabulary of
Grade 1 Pupils Statistical Test/s:
Explanation:
3. Impact of the Implementation of COVID – 19 Health Protocols in

Supermarkets on Consumer Behaviors
Statistical Test/s:
Explanation:
4. Effects of Morning Exercise on the Health Anxiety Level of Senior
Citizens Statistical Test/s:
Explanation:

5. Measuring the Gadgets Usage of Children at Home during
Quarantine Statistical Test/s:
Explanation:
Activity 4: Let’s go Online
Go to the link below to learn more about statistical techniques for quantitative
research.
https://bit.ly/3c6evv2
https://bit.ly/36EfqBZ
https://bit.ly/3gmMbYS
https://bit.ly/2ZGYNEu
https://bit.ly/2A7L6DE
https://bit.ly/2TGK4Fr
What I Have Learned
comprehensively.
1. This time, I have learned that quantitative research and statistics…
2. The factors to consider before planning the data analysis of the research study
are…

3. How do you know the specific statistical tests to be used in a research study?
What I Can Do
Plan Data Analysis Using Statistics and Hypothesis Testing
Directions: Perform the following task. From what you have learned in this
lesson, fill out the table considering your current research study.
Research Questions Statistical Tests Purpos

e
Additional Activity
Direction: After you submit your data analysis plan, once it is corrected in
accordance with the guidelines given, you may start incorporating it to
your research manuscript in a paragraph format.

Presenting
Lesson Research Methodology
7
What Is It
Indeed, designing the research methodology in quantitative research is

quite challenging. At this point, it is assumed that you are now ready to present
your written output. You need to consider the parts of your research
methodology; these are:
Research Design
Research Population and
Sample Sampling Procedure
Research Instruments
Validity and Reliability of
Instruments Research
Intervention (if applicable) Data
Collection Procedure
Data Analysis
All of these are written in paragraph format as part of your research

methodology. In this lesson, you will be given guidelines in presenting this
research portion. After presentation, the most exciting part follows; and that is
gathering your data.
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
Indicator Self-Rating
1. Research Design
Type and definition were presented, and rational is
discussed.
2. Sampling Procedure and Sample
Population and samples are described, and sampling
procedure is clear and relevant.
3. Research Instrument, and its Validity and
Reliability Basis of decision is explained, instrument
is well described, and its validity and reliability were
clearly presented.

4. Data Gathering Procedure
Protocols were clear, and steps in the gathering are well
stated.
5. Data Analysis
Basis and explanations are clearly discussed.
Total Rating
Activity 2. 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 3. Let’s go online
Visit the following links to further enhance your written problem and to
improve you preparation for presentation.
https://bit.ly/2TFhfcy
What I Have Learned

1. What are 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?
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 Research

Methodology
5 4 3 2 1
Content (35%)
 The parts of the paper are
complete and appropriate.
 The parts of the research
methodology are clearly described
and justified.
 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

Summary
• In order to integrate all the components of the research study, the research
design describes the overall strategy of the research. Types of quantitative
research are descriptive, correlational, ex post facto, quasi-experimental, and
experimental research.
• Population refers to all the members of a particular group relevant to the
research. Sample is a part of the population that serves as a representative.
Sample are chosen through sampling which is a process of selecting of who
will participate. The usual sampling procedures in quantitative research are
simple random sampling, stratified random sampling, cluster sampling, and
systematic sampling.
• Research Instrument refers to the tools used in research for the purpose of
gathering the data. Common scales used in quantitative research are Likert
Scale and Semantic Differential.
• It is important in quantitative research to use valid instruments. Validity refers
to the appropriateness of the research instrument. Types of validity are face,
content, construct, concurrent, and predictive validity.
• The consistency in research findings provided by instruments refers to
reliability. Types of reliability are test-retest, equivalent forms, and internal
consistency.
• For quasi-experiment and experimental research designs, intervention is
applied in order to know who will receive the intervention and to what extent.
• Data gathering in quantitative research usually observes survey, observation,
and experiment. There are three phases in data gathering of research that need
to be presented in the research paper: before, during, and after procedures.
• Data Analysis is a process in which gathered information are summarized in
such a manner that it will yield answers to the research questions. There are
two major statistical technique in data analysis, these are descriptive and
inferential statistics.

Assessment: (Post-Test)
Directions: Read and analyze the statements below. Encircle the letter of
the correct answer.
1. What is the aim Ex post facto research design?

A. determine a cause from already existing effects.
B. establish cause and effect relationship
C. observe and describe a phenomenon
D. identify association among variables
2. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, what is

the appropriate research design for the given title?
A. Correlational C. Survey Research
B. Descriptive D. Experimental
3. Mr. Canuc would like to know further the type of social media used between
the male and female SHS students of East Pagat National High School. What is
the appropriate research design to be used in his study?
A. Quasi-Experimental C. Correlational
B. Experimental D. Descriptive
4. Based on item number 3, what appropriate statistical test should Mr. Canuc
used to answer his research problem?
A. T-test for two dependent samples C. Chi-square
B. Spearman’s rho D. ANOVA
5. Which of the following statements is true about the conduct of experimental

research?
A. There is no random assignment of individuals.
B. Individual subjects are randomly assigned.
C. Groups are exposed to presumed cause.
D. Intact groups are used.
6. What is the difference between quasi-experimental research and experimental

research?
A. Only one dependent variable is used in quasi-experimental research,
while multiple dependent variables can be used in quasi-experimental
research.
B. Intact groups are used in experimental, while quasi-experimental
randomly assigned individuals into groups.
C. Participants for groups are randomly selected in experimental, but
D. The researcher controls the intervention in the experimental group, but
7. Why would a researcher choose to use Simple Random Sampling as a

sampling technique?
A. To consider giving equal chance to the member of accessible
population being selected as part of the study.
B. To make sure that all subcategories of the population are
represented in the selection of sample.

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.

8. When can we consider a research sample as "best?"
A. representative of population C. conveniently represented
B. systematically chosen D. purposely selected
9. Given that your study will use stratified random sampling, wherein population
of your scope is 250 with a computed sample size of 152, how many samples
for each stratum will you have if group 1 has 92, group 2 has 86, and group 3
has 72 population?
A. Group 1 = 52, Group 2 = 54, Group 3 = 46
B. Group 1 = 56, Group 2 = 45, Group 3 = 51
C. Group 1 = 52, Group 2 = 52, Group 3 = 44
D. Group 1 = 54, Group 2 = 56, Group 3 = 41
10.What type of reliability is measured by administering two tests identical

in all aspects except the actual wording of items?
A. Internal Consistency Reliability C. Test-retest reliability
B. Equivalent Forms Reliability D. Inter-rater Reliability
11.What type of validity is when an instrument produces results similar to

those of another instrument that will be employed in the future?
A. Predictive Validity C. Criterion Validity
B. Face Validity D. Content Validity
12.The Ability Test has been proven to predict the mathematical skills of Senior
High School students. What type of test validity is shown in the example?
A. Construct Validity C. Content Validity
13.What indicator of a good research instrument when items are arranged

from simple to complex?
A. Easily Tabulated C. Valid and Reliable
B. Sequential D. Concise
14.What is the purpose of Pearson’s r as a statistical technique? To test the

A. difference between sets of data from different groups.
B. difference between two sets of data from one group.
C. degree of effect research intervention or treatment.
D. relationship between two continuous variables.
15.What statistical technique should be used for this research problem, “You
would like to determine the differences between the opinions of men and
women on the COVID – 19 local government response?”
A. T-Test for two dependent samples C. Two-way Chi-square

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PRACTICAL RESEARCH 2

CO_Q2_SHS Practical Research 2_Module 1

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Development Team of the Module:

Authors: Rochelle A. Luzano, PhD

Reviewers: Joel D. Potane, PhD Kareen J. Agcopra, PhD

Illustrator: Ley Krystal C. Jayoma

Printed in the Philippines by

Department of Education – REGION 10

Pre-tests are provided to measure your prior knowledge on lessons in each

The following are the lessons contained in this module:

Lesson 1 – Quantitative Research

What I Need to Know

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

1 CO_Q2_SHS Practical Research 2_Module 1

2. What research design is often conducted in a controlled setting with

7. When can we consider a research sample as the “best”?

8. What is the main objective of using stratified random sampling?

3 CO_Q2_SHS Practical Research 2_Module 1

10.What is the type of validity when an instrument produces results similar to

13. What common scaling technique consists of several declarative statements

4 CO_Q2_SHS Practical Research 2_Module 1

Quantitative research is more systematic and controlled than qualitative.

What I Need to Know

Research design is defined as the rational and coherent overall strategy

In quantitative research, you are going to have a great deal of abstraction

5 CO_Q2_SHS Practical Research 2_Module 1

Activity 1: Plan Your Work

Directions: Pretend that you are conducting a study on academic adjustments of

“Plan of Work Flowchart”

6 CO_Q2_SHS Practical Research 2_Module 1

Types of Quantitative Research Design

Quantitative Research Designs have five general classifications:

Descriptive Research. When little is known about the research problem,

Correlational Research. The main goal of this design is to determine if

Ex Post Facto. If the objective of the study is to measure a cause from a

There are also two groups of subjects, participants, or respondents in

Quasi-Experimental. The term means partly, partially, or almost –

Experimental Research. This research design is based on the scientific

8 CO_Q2_SHS Practical Research 2_Module 1

Activity 2. Quantitative Research Designs Summary

Activity 3. Choose the Appropriate Research Design

Directions: Determine the quantitative research design appropriate for the

1. Relationship between Academic Stressors and Learning Preferences of

Quantitative Research Design:

2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1

Quantitative Research Design:

9 CO_Q2_SHS Practical Research 2_Module 1

Quantitative Research Design:

4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens

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5. Measuring the Gadgets Usage of Children at Home during COVID-19

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6. Level of Academic Achievement of Senior High Schools in Different

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10 CO_Q2_SHS Practical Research 2_Module

Quantitative Research Design:

Activity 4: Let’s go Online

Go to the link below and practice what you’ve learned from