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You are on page 1/ 70

LET’S LEARN RESEARCH!

Practical Research 2

QUANTITATIVE RESEARCH

LEARNING OUTLINE AND WORKBOOK

I.D. No._________________________________

(1x1 Picture)
Student: _____________________________________________

Strand, Year & Section: ________________________

Instructor: Ms. Mariquit Omarmawali, LPT

Facebook: Quit Mari
Email: omarmawalimariquit@gmail.com
2

Practical Research 2
QUANTITATIVE RESEARCH
LEARNING OUTLINE AND WORKBOOK
Copyright 2020
Developed by F.S.S.Sadjari, LPT and M. Omarmawali, LPT
For Notre Dame of Jolo College Senior High School

All Rights Reserved.

No part of this workbook may be reproduced in any form or by means without a written permission from the
school. Any error or oversight that might have been possibly made was unintentional and will be corrected in the
future printing. Rectification is welcome at Notre Dame of Jolo College Senior High School.
3

Notre Dame of Jolo College Senior High School

Grade 12 Practical Research 2 Learning Outline and

Workbook

This workbook includes bibliographical references

from Department of Education compliant textbooks
and other resources published online.

Original sources are acknowledged in obedience to

copyright law. In cases where some sources were not
cited, or given due credit, please notify Notre Dame of
Jolo College Senior High
School. Errors will be checked and corrected in the next
edition. Big thanks to the authors and publishers for
the materials like problem sets, exercise sets etc.
which are used in this work.

This workbook does not claim ownership of the

original materials from which they are copied or
modified. Usage of these materials, and
reproduction thereof are purely intended for
educational use.

Available in PDF file upon request.

Contents
Overview
Subject Description
Course Content
 Required Resources
 Supplementary Resources
Self-Instructed Learning Activities and Study Guides
Facilitated Learning Activities
Assignments (My Analysis/My Reflection)
Unit Examination
Quarterly Assessment
Suggested Timeline per Module

Suggested Timeline per Module

Chapter Completion Date Deadline of Return of Workbooks to the Students

Submission (after checking)
Note: Parents/Guardians SHALL retrieve
the notebooks from the teacher at the
respective dates so that the student will be
able to start working for the next worksheet)
July 20 – August
Chapter 1 August 01 August 05, 2020
01, 2020
Unit Exam August 08,2020 August 08 August 15, 2020
Chapter 2
August 10-15, 2020 August 15 August 19,2020
st
1 Quarter
August 22, 2020 August 22 September 05,2020
Exam
August 24 -
Chapter 3 September 05 September 09,2020
September 05, 2020
Unit Exam September 12, 2020 September 12 September 19, 2020
Chapter 4 September 14-19, 2020 September 19 September 23,2020
nd
2 Quarter
September 26, 2020 September 26
Exam

Note:

Failure to submit the activity notebook on the indicated deadline of submission will be subjected
to POINT DEDUCTION.
5

1 day after the deadline of submission– 10 points

2 days after the deadline of submission – 20 points
3-5 days onwards – automatic zero (0) score on the activity
Preface

Subject Description:

This course develops critical thinking and problem-solving skills through quantitative research.
This subject will use the book You and the Natural World: Quantitative Research written by
Richard Pulmones, PhD and published by the Phoenix Publishing House. The book consists 6
chapters with different learning competencies to be achieved by the students at the end of the
every lesson. This module also uses other references which are cited on the last part for
further enrichment activities.

What’s in the Workbook?

This learning outline and workbook is designed and written to guide students’ learning amidst
the pandemic. Activities both formative (not recorded) and summative (recorded) are included
in the module. Summative activities come in the form of Assignments (My Analysis/My
Reflection) to be submitted on their respective dates indicated in the timetable. Most activities
are aligned to the students’ book You and the Natural World: Quantitative Research and used
activities from other books as well.

This module provides the following features:

 Learning Competencies are standards that guide students in their learning process.
Designed specifically for senior high school students, the learning competencies
address the students’ knowledge and skills as they apply concepts and principles to
everyday life.
 Target Skills are specific skills that students will develop at the end of every lesson.
 Resources are materials-required or supplementary that students will utilize in
every lesson proper.
 Post-lesson Activity are authentic activities that students will answer at the end of every
lesson. You need to follow the instructions and the specific directions in the assignment
sheet. Assignments are provided with no answer keys since your instructor will be the one
who will check your answers and will then be returned to you once corrected.
o My Analysis are knowledge and skill-based activities designed to measure
what the students know and can do.
o My Reflections are reflective questions designed to touch the affective
domain and inculcate values among the students.
6

 Unit Examination (UE)

Unit Examinations are take-home, maximum of 50-item intensive problem-solving test administered twice. You
must submit the exam within the same day of the release of the test questionnaires. You are highly expected,
test is included as written works and comprises 35% of your grade together with your assignments.
as an NDJC-SHS student, not to plagiarize or cheat any solution or answer from others or other resources. Unit

Quarterly exams will be also be administered twice. These examination comprises 25% of your
 Quarterly Examination (QE)
grade per quarter and will be scheduled accordingly. Your examination test questionnaires will
be release in the morning of the scheduled date and must be answered and submitted on the
same day of the release, 4:30 PM cut-off. Failure to submit the test paper on the said time, will
merit a zero on your quarterly exam. You are highly expected, as an NDJC-SHS student to be
prompt and honest. Plagiarizing or cheating is not unbecoming a true Notre Damean.

 Major Performance Task (PeTa)

Major Performance Task comprises 40% of your quarterly grade. You will submit two major performance task (project) for this
subject. Performance task output or projects are heavily based on the applications of the concepts or theories you’ve in the module.
For this subject, you are tasked to make a bridge model using the concept of conic
sections, etc.

 Grading System
Quantitative Research (Specialized Subject)
Written Works Performance Task Quarterly Exam Total
(Assignment, Unit (Project Output)
Examination)
35% 40% 25% 100%
7

Don’t Forget!

Note that each student is required to provide a notebook (regular size 50 leaves) covered with
acetate and with the color assigned to their section. All activities in this workbook shall be
answered and written in your activity notebook. Be reminded to indicate the title of the activity
you have answered. Additional points will be given if instructions were correctly followed.

STEM 12 – D pink

STEM 12 – J - blue

STEM 12 – C - orange

STEM 12 – S - green

STEM 12 – H - yellow

STEM 12 – S - black

BTF 12 - N - red

The following format shall be observed in the cover page:

Notre Dame of Jolo College

Senior High School

Quantitative Research Workbook

(2X2 Picture)

(Name)
(Strand, Grade & Section)

(Instructor’s Name)
8

Let’s get started!



CHAPTER 1: NATURE OF INQUIRY AND RESEARCH

Time Allotted - 3 Weeks

Learning Competencies

The learner:
1. describes characteristics, strengths, weaknesses, and kinds of quantitative research.
2. illustrates the importance of quantitative research
3. differentiates kinds of variables and their uses

Week 1
Lesson 1: What is Research? (page 4)
Target Skills:
 Illustrate the importance of quantitative research
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 1.1
Post – lesson activity:
 My Analysis 1.1
 Rubric (see the attached rubric for the basis of scoring).

Study the following resources (On-class Activity):

 Powerpoint: The Nature of Inquiry and Research
 Video: Importance of Research in Daily Life
9

My Analysis 1.1 Score: __________

Date: ______________________________

A. Word Association. Fill-in the graphic organizer with words you can assosciate with the
word Research.

RESEARCH

B. Answer the following questions concisely.

1. How do you define research?

2. In what ways can a student like you engage in research?

3. In what ways is research important in engineering, agriculture, medicine, and

social sciences like psychology or education?

4. Is research confined to a school setting? Why or why not?

Lesson 2: Qualitative and Quantitative Research-

Strengths and Limitations (Page 4- 7)

Target Skills:
 describe the characteristics of quantitative research.
 understand the strengths and weaknesses of quantitative research
 identify the kinds of quantitative research
Resources:
 ppt./video presentation: teacher’s processing
 My Analysis 1.2

Post – lesson activity:

 My Analysis 1.2
11

Study the following resources (On-class Activity):

 Powerpoint: Quantitative Vs. Qualitative
 Video:

My Analysis 1.2
Score: __________
Date: ______________________________
A. Answer the following questions briefly and succinctly.
1. What are the characteristics of quantitative research?

2. How does it differ from qualitative research?

3. Where does the strength of quantitative research lie?

4. What are the limitations for quantitaive research?

5. What are the two broad classifications in quantitative research?

B. Identify the following research situations as either qualitative or quantitative.

Qualitative/ Justification
Situation
Quantitative
1. A teacher conducts a survey to all
students about their food preferences
for the new school canteen.
2. A researcher interviews a principal to
find out the joys, challenges, and
triumphs in running a rural school.

3. The researcher believes that the world

is complex and that no single variable or
number can accurately describe it.

4. An engineer wanted t test his idea on

a new bridge model and test the scale
model of the bridge to detect flaws in his
design.
5. The researcher believes that the world
is an objective reality governed by the
laws of nature that can be understood
and measured.
13

6. A student wants to find out the effects

of different coloured lights on plant
growth by conducting an experiment. He
measures the growth of plants by the
height of the stem and the number of
leaves at one – week intervals.
7. A researcher administers a pre-test on
math skills to all Grade 11 students prior to
implementing a math program
intervention. After the implementation of
the intervention, he will administer the
same test to the same set of students.
8. A researcher asks consumers
regarding their product preferences and
their opinions about the quality of service
that a given supermarket is providing. He
also classifies the consumers according to
useful scheme like housewives, married
people, single people, and young
consumers.

Week 2
Lesson 2: Variables in Quantitative Research
and their Levels of Measurement (page 8- 12 )
Target Skills:
 Differentiates kinds of variables and their uses
 Identify the four levels or scales of measurement
Resources:
 ppt./video presentation
 My Analysis 1.3
Post – lesson activity:
 My Analysis 1.3
Study the following resources (On-class Activity):
 Powerpoint: Variables and Levels of Measurement
 Video: Independent & Dependent Variables, Levels of Measurement
14

My Analysis 1.3
Score: __________
Date: ______________________________
A.
Directions: Answer the following questions briefly and succinctly.
1. What is variable?

2. What are the classifications of quantitative variables?

3. What is the difference between dependent and idependent variable?

4. What are the four levels of measurement?

B.
Directions: Identify the Independent and Dependent Variables on each situation.

1. An experiment was performed to determine how the amount of coffee grounds could
affect the taste of coffee. The same kind of coffee, the same percolator, the same amount and
type of water, the same perking time, and the same electrical sources were used.
IV: _____________________________________________________________________
_____________________________________________________________________
DV: _____________________________________________________________________
_____________________________________________________________________

2. Students watched a cartoon either alone or with others and the rated how funny
they found the cartoon to be.
IV: _____________________________________________________________________
_____________________________________________________________________
DV: _____________________________________________________________________
_____________________________________________________________________

3. Some elementary school teachers were told that a child’s parents were college
graduates, and other teachers were told that the child’s parents had not finished high
school; they then rated the child’s academic potential.
IV: _____________________________________________________________________
_____________________________________________________________________
DV: _____________________________________________________________________
_____________________________________________________________________

4. Krusty was told that a certain itching powder was the newest best thing on the market;
it even claims to cause 50% longer lasting itches. Interested in this product, he buys the itching
powder and compares it to his usual product. One test subject (A) is sprinkled with the original
itching powder, and another test subject (B) was sprinkled with the Experimental itching
powder. Subject A reported having itches for 30 minutes. Subject B reported to have itches for
45 minutes.
IV: _____________________________________________________________________
_____________________________________________________________________
DV: _____________________________________________________________________
_____________________________________________________________________

5. Workers at a company were assigned to one of two conditions. One group completed a
stress management training program; another group of workers did not participate in the
training. The number of sick days taken by these workers was examined for the two
subsequent months.
IV: _____________________________________________________________________
_____________________________________________________________________
DV: _____________________________________________________________________
16

Directions: Identify the following as nominal level, ordinal level, interval level, or ratio level
data. Legibly write your answers on the opposite table.

VARIABLES CLASSIFICATION

1. Gender: Male or Female

2. Skin Color
3. Temperature of the Room
4. Your Height (in Centimeters)
5. Population of Mango Tree
6. Social Class
7. Your Blood Type
8. Number of Students in this Room
9. Enrollees from Elementary to College
10. Level of Aggresiveness
11.Salary Grade
12. Academic Ranks
13. Marital Status
14. Academic Performance
15. Political Affiliation

Lesson 3: Kinds of Quantitative Research (page 14 -16)

Target Skills:
1. identifies the kinds of quantitative research.

Resources:
 ppt./video presentation
 My Analysis 1.3
Post – lesson activity:
 My Analysis 1.3
Study the following resources (On-class Activity):
17

 Powerpoint: Kinds of Quantitative Research

 Video: Independent & Dependent Variables, Levels of Measurement

My Analysis 1.3
Score: __________
Date: ______________________________
A.
Directions: Identify the type of research design depicted by the following research situations.
You can have more than one answer.

a. True – experimental research Quasi – experimental

b. Descriptive Cross – sectional
c. Predictive Retrospective
d. Explanatory Longitudinal

_____________________________1. Identify the effect of preschool attendance toward

the motivation of first grade students.
_____________________________2. Investigate the effects of post – traumatic stress
disorder toward teenager’s academic performance.
_____________________________3. Identify the learning styles of Grade 10 students
and relate them with their academic performance
_____________________________4. Identify the factors that might cause diabetes using
samples who are already diagnosed with type II
diabetes.
_____________________________5. Determine the frequency and reasons of
firecracker – related cases in hospital during the
New Year’s Eve.
_____________________________6. Conduct a study on the preference of the youth on
cosmetics, particularly the kinds of cosmetics
they buy.
_____________________________7. Determine the relationship between levels of
anxiety during exams and students’ academic
performance in the exam.
_____________________________8. Studying the effects of diets of fruits and
vegetables on lowering blood cholesterol versus
normal diets for those diagnosed with obesity.
18

_____________________________9. Randomly group participants in two groups. One

group receives the new drug on exercise endurance
and other group receives no treatment at all.

_____________________________10. Investigate the effect of graphic organizes on the

reading comprehension of randomly selected
Grade 10 students and compare the results to
another class that did not use graphic organizers.

My Reflections 1
Score: __________
Date: ______________________________
Directions: Answer the following questions briefly.

Have you ever experienced looking for something or someone and not being able to find
it/them? How does it feel? What do you do to cope with the situation?
19

Student Academic Self-Assessment

Use the Self-Assessment Rubric to express your academic confidence in this lesson. Put check(√) on the appropriate
box that corresponds to your answer. Remember to answer as honestly as possible as this is for your own good.
Thank you!

Content Strongly Agree Agree Disagree Strongly Disagree

I can… 4 3 2 1
1. describe characteristics, strengths,
weaknesses, and kinds of
quantitative research.
2. illustrate the importance of
quantitative research
3. differentiate kinds of variables and their
uses

Understanding Very often Often Sometimes Never

4 3 2 1
I feel I fully understand the content and could teach it to a
classmate.
I feel I have successfully learned the content and will
remember it in the future.
I feel I am progressing, and developing understanding but
need support sometimes.
I feel I am struggling with some or all of the content.

Behavior Always Often Sometimes Never

4 3 2 1
I completed my workbook on time.
I carefully listened carefully to the videos given.
I asked and answered questions. (thru messenger/talk and
text)
I studied my book, the given powerpoints, and read
additional notes.

Consider how you honestly responded to your academic behaviors. How do you believe your behaviour
affected your academic success?

Week 3
CHAPTER 2: IDENTIFYING THE INQUIRY AND STATING THE PROBLEM
Learning Competencies:
The learner:
 designs a research useful in daily life.
 writes a research title.
 describes the background of the study.
 presents a written statement of the problem.
 states the research questions.
 indicates the scope and limitation of the study
 cites the significance of the study.

Week 3

Lesson 1: Steps in the Research Process (Page 23 - 25)

Target Skills:
 Design a research useful in daily life.
 Familiarize and understand the steps in the research process.
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 2.1
Post – lesson activity:
 Answer the activity on the section review (pages 25 – 26).
 My Analysis 2.1
Study the following resources (On-class Activity):
 Powerpoint:
 Video:
My Analysis 2.1
Score: __________
Date August 22,2020
A. Directions: Answer the following questions briefly.
Guide questions:
21

My Analysis 2.1
Score: __________
Date August 22,2020

1. What are the steps involved in a research?

When we conduct a research, we need to define the research problem, do

the review of related literature, formulate the hypothesis, prepare the research
design and then, collect data, the researcher should analyze and interpret the
data, write the research report, and report and interpret the research findings.

2. How does each of the step contribute to the effectiveness of the paper?

Each of these steps ensures the researcher and those people who would benefit
from this study that the data gathered and concluded during the conduct of the
research are all relevant and facts.

3. Do you think that each step is important? Why?

Yes, because following every steps is important because it is a big help to the
researcher when conducting her study and so her study are relevant and
accurate.
\\

LESSON 2: Characteristics of a Good Research Topic and

Narrowing your Research Topic (Page 26 – 29)
Target Skills:
 Identify a good research topic.
 Narrow down a research topic.
 Write a research title.
Resources:
 ppt./video presentation
22
My Analysis 2.2
Score: __________
Date: August 22, 2020
Directions: Answer the following succinctly.
A.
1. What is the topic that you are extremely passionate about? Why?

A topic that talks about political issue like Anti-Terror Bill Law because it is an
issue that is relevant today.

2. Is the topic valuable and worthwhile for you? Why?

Is the topic valuable and worthwhile for you? Why?

Yes, because it is a political issue that revolves around Filipinos. I want Filipinos
specially youth to be aware about Anti-Terror Bill Law.

3. Is that topic doable? How?

Yes, because it can be answered politically and it is specific not broad.

4. What are the steps in narrowing down a topic?

We need to answer the WH questions and make it as a specific topic.

5. How does narrowing a topic help you in writing a research title?

It helps me have a specific research title and not a broad one.

Directions: Think of at least three tentative research titles that you would
want to investigate based on your readings and personal experiences in your
chosen field of specailization.

Tentative Title 1.
Level of Awareness of Filipino Female Youth with the Age of 17 years old on
Anti-Terror Bill Law.

Tentative Title 2.
Effects of Online Class to the Mental Health of Notre Dame of Jolo for College
Senior High School Grade 12 STEM Students.

Tentative Title 3.
Effects of Premarital Sex on Notre Dame of Jolo for College Nursing Students.24
Week 4
LESSON 3: DESCRIBING THE BACKGROUND AND
STATING THE PROBLEM

My Analysis 2.3
Score: __________
Date: August 22, 2020
A.
Directions: Answer the following succinctly.

1. Using the topic that interests you the most, what are the
descriptions you can provide for it?

Anti-Terror Bill Law or The Anti-Terrorism Act of 2020 is officially designated as

Republic Act No. 11479 as the Philippine law whose aim is to prevent,
prohibit, and penalize terrorism in the Philippines.

2. What is it about the topic that you are interested in?

It is about its purpose and its effects to the Filipinos.

3. What aspect of the topic would you like to study and why?
What aspect of the topic would you like to study and why?
The awareness of the Filipino youth with age of 15 to 17 years about Anti-Terror
Bill Law.

B.
Directions: Complete the table below then make a draft of your Background of
the Study.
Your
Content of the BOS idea
`

Anti-Terror Bill Law or Anti-terrorism Provoked the Human Security Act of

Act of 2020 is a Philippine Law whose 2007 and established the Anti-Terror
aim is to prevent, prohibit, and Bill Law because it was said that
penalize terrorism in our country. Human Security of 2007 does not
help anymore our country to prevent
Terrorism
Anti-Terrorism Act of 2020 or Anti-
Terror Bill Law is a law implemented
last July 2020 to prevent and punish
the Terrorists in our country.

The Anti-Terrorism Act of 2020

provoked the Human Security Act of
2007, making changes to some of the Whenever I ask a question, I asked
provisions as well as the definitions implicitly. I realized that being careful
under terrorism because Senator with your words and questions is the
Panfilo Lacson ll said that, the Human best way to asked a question so it will
Security Act of 2007 was a "dead not be hard for the the person to
letter law" because it has been answer my questions.
"severely underutilized" as it only
resulted in a single convicted felon
and had only one prescribed
organization, the Abu Sayyaf.

Anti-Terrorism Act of 2020 will allow Anti-Terror Bill Law is law that
for a lengthened period of warrantless implemented to lessen the threats in
detention and expanded surveillance our country especially in Mindanao.
of those law enforcement deems
suspicious. It will also remove stiff
penalties for wrongful detention.

Nationally, UP student protests and

make petitions against Anti-Terror Bill There are lots of young adults who
Law last July 2020 at University of the wanted to junk the Anti-Terror Bill
Philippines – Diliman campus. They Law and made some petitions but
were also lots of youth who was ignored and finally implemented
participated online against Anti-Terror the Anti-Terror Bill Law.
Bill Law and spread information and
awareness regarding Anti-Terror Bill
Law.
Internationally, Al Jazeera News
featured Anti-Terror Bill Law There were lots of foreign people who
spreading information and awareness. were scared about the Anti-Terror Bill
It discusses the importance, history of Law but was assured by Defense
it, and its effect to our country and Secretary Delfin Lorenzana that the
also to Filipino citizens. law has enough safeguards to ensure
that human rights would not be
violated.
26
Week 4

C. Write a draft using the ideas you generated in your Activity B.

Anti-Terrorism Act of 2020 or Anti-Terror Bill Law was implemented during

pandemic last July 2020 to prevent and punish the Terrorists who brings war in
our country. It also aims to protect our peace specially in Mindanao where there
are lots of Terrorists. Anti-Terrorism Act of 2020 will allow for a lengthened
period of warrantless detention and expanded surveillance of those law
enforcement deems suspicious. It will also remove stiff penalties for wrongful
detention. There are Filipino citizens and even people on other country discuss
about Anti-Terror Bill Law.
2
7

LESSON 4: FORMULATING THE RESEARCH QUESTIONS (Page 34- 35)

My Analysis 2.4
Score: __________
Date: August 22, 2020
Directions: Answer the following succinctly.
1. Do we need to ask questions in order to get answer?

Yes to be able to get the exact information we need and it can be part of our
basis.

2. Are all questions answerable?

No, because of lots of question human formulate every time, there are some
questions that cannot be answered or does not need to be answered like
hypothetical question.

3. Do all answers require a question?

Yes, for us to seek solution to our problem and because there is no answers if
no questions needs to be answered.
2
8
B.

Base on the given problem statement, formulate research questions

following the criteria on evaluating good research questions.

1. Being a Filipino, are you aware that Anti-Terror Bill Law has already
implemented?

2. How did you know about Anti-Terror Bill Law?

3. Are you aware of its effects to us as Filipino citizens?

4. Do you think Anti-Terror Bill Law is the best way to prevent, prohibit, and
penalize terrorism here in our country?

5. Is Anti-Terror Bill Law an advantage for you to have a secure and safe place
to live in?

Using the topic that interests you the most, what are the descriptions you can
provide for it?

Anti-Terror Bill Law or The Anti-Terrorism Act of 2020 is officially designated as

Republic Act No. 11479 as the Philippine law whose aim is to prevent,
prohibit, and penalize terrorism in the Philippines.

What is it about the topic that you are interested in?

It is about its purpose and its effects to the Filipinos.

What aspect of the topic would you like to study and why?
The awareness of the Filipino youth with age of 15 to 17 years about Anti-Terror
Bill Law.
LESSON 5: SCOPE, DELIMITATION AND SIGNIFICANCE OF THE STUDY
2
9

My Analysis 2.5
Score:
__________
Date: August 22, 2020
Directions: Answer the following questions succinctly.

1. With the topic that you have chosen as the subject of your research,
do you focus only on one selected aspect of the problem?

No, because it also focuses about some aspects like its effects.

2. What are the delimitations of your study?

It is just about the information, awareness, and effects of Anti-Terror Bill Law.

3. What impact will your topic have in the future?

It will to determine whether there are lots of Filipino youth who are aware about
Anti-Terror Bill Law or political issue or not.

4. Will the results of your study contribute to the solution of educational

problems?

No, but it will be a help to determine if there are lots of Filipino youth who are
aware about political issues.

5. Will the result influence programs, methods, and/or interventions?

t
Yes, it will influence some programs about Filipino Youth who are unaware of
political issues of our country and some who are aware to develop their
perceptions that can help in the future for our country.

 Write a draft of your scope and delimitation of the study and significance
of the study.

The scope and delimitation are about the information, awareness, and effects of
Anti-Terror Bill Law. That there are some interviewee that does not answer the
question honestly and the answers are vague. The significance of the study are
Filipino Female Youth with the age of 17 years old.
30
31

My Reflections 2
Score: __________
Date: August 22, 2020
Directions: Answer the following questions briefly.

How do you ask questions? Are you direct or implicit in asking? Then, how
did your experience make you realize the importance of framing the right
questions for you to get the answer you need or want to hear?

Whenever I ask a question, I asked implicitly. I realized that being careful with
your words and questions is the best way to asked a question so it will not be
hard for the person to answer my questions.
32

Student Academic Self-Assessment

Content Strongly Agree Agree Disagree Strongly Disagree

I can… 4 3 2 1
design a research useful in daily life.
write a research title.
describe the background of the study.
present a written statement of the problem.
state the research questions.
indicate the scope and limitation of the study
cite the significance of the study

Understanding Very often Often Sometimes Never

Behavior Always Often Sometimes Never

Consider how you honestly responded to your academic behaviors. How do you believe your behaviour
affected your academic success?

Week 6
CHAPTER 3: LEARNING FROM OTHERS
AND REVIEWING THE LITERATURE
Time Allotted: 5 Weeks
Learning Competencies:
The learner:
 selects relevant literature
 cites related literature using standard style (apa,mla, or chicago manual of style)
 synthesizes information from relevant literature
 writes coherent review of literature
 follows ethical standards in writing related literature
 illustrates and explain conceptual framework
 defines terms used in study
 lists research hypotheses (if appropriate)
 presents written review of related literature and conceptual framework

Lesson 1: What is Literature Review? (page 42)

Target Skills:
 select relevant literature
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 3.1
Post – lesson acivity:
 My Analysis 3.1

Study the following resources (On-class Activity):

 Powerpoint:
 Video:
34

My Analysis 3.1
Score: __________
Date: ______________________________
Directions: Answer the following questions.
A.
1. What do you know about your chosen topic?

2. What are the relationships between concepts, factors, and variables?

3. What needs further testing because evidence is lacking, inconclusive, contradictory,

limited? Explain.

4. What are the current theories about your topic?

5. From your study, what designs or methods are faulty?

 Select related literatures from your chosen topic. Write at least five literatures related
to your study.
Sample topic:
Abraham Maslow’s theory of motivation
36

Staple your assignment here!

Lesson 2: Steps in Doing a Literature Review (page 43 – 47)

Target Skills:
 synthesizes information from relevant literature
 writes coherent review of literature
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 3.2
Post – lesson activity:
 My Analysis 3.2
Study the following resources (On-class Activity):
 Powerpoint:
 Video:

My Analysis 3.2
Score: __________
Date: ______________________________
Directions: Answer the following questions.
A.
1. What are the steps involved in doing a review of related literature?

2. What are the criteria in related literature selection?

3. How do you synthesize related literature?

 Write at least a five- page related review of literature following the steps involved
in doing it.
39

Staple your assignment on your notebook!

Week 7
Lesson 3: Citing References and
Following Ethical Standards in Writing the Literature (Page 49 - 50)
Target Skills:
 Cites related literature using standard style (APA,MLA, or Chicago Manual of Style)
 Follows ethical standards in writing related literature
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 3
Post – lesson activity:
 My Analysis 3

Study the following resources (On-class Activity):

 Powerpoint:
 Video:

My Analysis 3.3
Score: __________
Date: ______________________________
Directions: Answer the following questions succinctly.
1. Why is citing references important in writing the review of related literature?

2. What are the ethical standards in writing a review of related literature?

3. How do you cite the literature that you have gathered?

B. Cite the literature that you gathered using the standard style.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
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_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
42

Lesson 4: The Conceptual Framework (Page 51- 53)

Target Skills:
 Illustrates and explain conceptual framework.
 Presents written review of related literature and conceptual framework
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 3.4
Post – lesson activity:
 My Analysis 3.4
Study the following resources (On-class Activity):
 Powerpoint:
 Video:

My Analysis 3.4
Score: __________
Date: ______________________________
Directions: Answer the following questions succinctly.
A.
1. How do you formulate a conceptual framework?

2. In what ways is the conceptual framework of ones study similar to blueprint of an

architect?

 Formulate a clear conceptual framework of your study.

 Explain the conceptual framework you have made.
44

Lesson 5: Definition of Terms and Research Hypothesis (Page 54 - 57)

Target Skills:
 define terms used in study
 lists research hypotheses (if appropriate)
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 3.5
Post – lesson activity:
 My Analysis 3.5
Study the following resources (On-class Activity):
 Powerpoint:
 Video:

My Analysis 3.5
Score: __________
Date: ______________________________
Directions: Answer the following questions succinctly.
A.
1. What are the characteristics of a good hypothesis?

2. What are the two types of definitions?

 List the terms you have in your study and provide both its operational and
conceptual definition.

 Formulate your hypothesis.

My Reflections 3
Score: __________
Date: ______________________________
Directions: Answer the following questions briefly.

In getting answers for your assignment from the internet, do you honestly cite the author? If
yes, why? If no, why, not? Cite personal experiences.
47

Student Academic Self-Assessment

Use the Self-Assessment Rubric to express your academic confidence in this lesson. Check the appropriate box that
corresponds to your answer. Remember to answer as honestly as possible as this is for your own good. Thank you!

Content Strongly Agree Agree Disagree Strongly Disagree

I can… 4 3 2 1
1. select relevant literature
2. cite related literature using standard style
(APA,MLA, or Chicago Manual of Style)
3. synthesize information from relevant
literature
4. write coherent review of literature
5. follow ethical standards in writing related
literature
6. illustrate and explain
conceptual framework
7. define terms used in study
8. list research hypotheses (if appropriate)
9. present written review of related
literature and conceptual framework

Understanding Very often Often Sometimes Never

Behavior Always Often Sometimes Never

Consider how you honestly responded to your academic behaviors. How do you believe your behaviour
affected your academic success?

CHAPTER 4: UNDERSTANDING DATA AND

WAYS TO SYSTEMATICALLY COLLECT DATA (Page 64)
Learning Competencies:
The learner:
 chooses an appropriate quantitative research design.
 describes sampling procedures and the sample.
 constructs an instrument and establish its validity and reliability.
 describes the intervention (if applicable).
 plans the data collection procedure.
 plans the data analysis using statistics and hypothesis testing ( if applicable)
 present a written research methodology.
 implements design principles to produce creative artwork.

Week 8
Lesson 1: Choosing an Appropriate Quantitative Research Design (Page 66 - 67)
Target Skills:
 Choose an appropriate quantitative research design.
 Describes the intervention (if applicable).
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 4.1

Post – lesson actvity:

 My Analysis 4.1
Study the following resources (On-class Activity):
 Powerpoint:
 Video:
49

My Analysis 4.1
Score: __________
Date: ______________________________
Directions: Answer the following questions succinctly.
A.
1. What is a research design?

2. What are the different types of quantitative research design?

3. How does an experimental research design differ from a non – experimental research
design?

4. How are you going to determine the type of quantitative research design suited for your
study?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. What is meant by an intervention? What research design is the most appropriate to
determine the effectiveness of an intervention?

6. Differentiate between true experimental and quasi-experimental research designs.

7. What could be your research purpose in adopting (a) descriptive, (b) predictive, and (c)
explanatory research designs?

8. Give examples of studies employing (a) cross-sectional, (b) retrsopective, and (c)
longitudinal research designs.

 Identify a research design that you will use for your study. Discuss the reason why
you chose it.

Research Design:
____________________________________________________________________
____________________________________________________________________

Justification:

Lesson 2: Sampling in Quantitative Research (Page 68 - 71)

Target Skills:
 describes sampling procedures and the sample.
Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 4.2
Post – lesson activity:
 My Anaysis 4.2
52

Study the following resources (On-class Activity):

 Powerpoint:
 Video:

My Analysis 4.2
Score: __________
Date: ______________________________
Directions: Answer the following questions succinctly.
A.
1. What is sampling?

2. What are the two ways of generating samples in quntitative research?

3. What do you need to consider in choosing a sampling design?

4. What are the different types of sampling method?

5. What is a sample size? population size?

6. How are you going to determine the sample size for your study?

B. Complete the matrix below with the necessary answer.

Criterion Probability Sampling Non-Probability Sampling

Definition

Main characteristics

Strength
54

Limitation

Examples

 Identify sampling design that is appropriate for your research study. Explain its
relevance to your study.

Sampling Design:
_________________________________________________________________________
_________________________________________________________________________

Discussion:

Week 9

Lesson 3: Instrumentation and Instruments in Quantitative Research;

Experimental Research Designs (Page 72 - 81)
Target Skills:
 Constructs an instrument and establish its validity and reliability.
 Plans the data collection procedure.
55

Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 4.3
Post – lesson activity:
 My Analysis 4.3

Study the following resources (On-class Activity):

 Powerpoint:
 Video:

My Analysis 4.3
Score: __________
Date: ______________________________
Directions: Answer the following questions succinctly.
A.
1. What is instrumentation?

2. Why does choosing an instrument is on eof the most challenging tasks for researchers?

3. What are the steps in constructing an instrument?

4. What are the classifications of research instruments?

5. What are the technical qualities of research instruments?

6. When do experimental research design is best to use?

7. What are the threats to internal validity?

8. Why is the use of a control group considered as a strength in an experimental research

design?

9. What is the importance of randomization? How is randomization in an experiment

different from random sampling?

10. Give examples of the following threats to internal validity: (a) the hawthorne effect, (b)
the John Henry effect, (c) maturation, and (d) history

(a)

(b)

(c)

(d)

11. Briefly describe the following experimental research designs: (a) one-shot case study,
static group posttest design, (c) static group pretest-posttest design, and (d) one group
pretest-posttest design.
B. Answer the section review activity on pages 77 and 82.

(a)

(b)

(c)

(d)
59

B. Check your understanding of the section on Research Instrumentation by completing the

concept web below. Key concepts discussed on Research Instrumentation are already provided.

6. Ideas on selecting a 1. Rationale and Purpose:

research instrument:
______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________

5. Ideas of reliability,
types of reliability: 2. Questions to ask
when designing an
Research
instrument:
___________________
___________________ Instrumentation
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
_______ ___________________
___________________

4. Ideas on validity, types 3. Types and examples

of validity: of research instruments:

Lesson 4: Survey as a Data Collection Tool and

Writing the Method Section (Page 73 - 91)
Target Skills:
 present a written research methodology.
 implements design principles to produce creative artwork.

Resources:
 ppt./video presentation (teacher’s processing)
 My Analysis 4.4
Post – lesson activity:
 My Analysis 4.4

My Analysis 4.4
Score: __________
Date: ______________________________
Directions: Answer the following questions succinctly.
A.
1. What is a survey?

2. What are the advantages of using survey?

3. How are you going to construct your survey questionnaire?

4. Why do survey questionnaire needs to be subjected to a content validity procedure?

5. What is the next step after the content validation procedure?

6. When are you going to write your final report?

7. What are the sections involved in writing a method section? Describe each.

B. Following the steps and procedures in research method writing, present a written
research methodology of your study.

My Reflections 4
Score: __________
Date: ______________________________
Directions: Answer the following questions briefly.

In life, how do you gather data you need to answer question you have in life? What do
you think then is the importance of choosing an appropriate design to answer your
queries?
64

Student Academic Self-Assessment

Content Strongly Agree Agree Disagree Strongly Disagree

I can… 4 3 2 1
1. choose an appropriate quantitative
research design.
2. describe sampling procedures and the
sample.
3. construct an instrument and establish its
validity and reliability.
4. describe the intervention (if applicable).
5. plan the data collection procedure.
6. plan the data analysis using statistics and
hypothesis testing ( if applicable)
7. present a written research methodology.
8. implement design principles to
produce creative artwork.

Understanding Very often Often Sometimes Never

Behavior Always Often Sometimes Never

Consider how you honestly responded to your academic behaviors. How do you believe your behaviour
affected your academic success?

References

David Cababaro Bueno, E. (2016). Practical Quantitative Research Writing (For Senior High School).
Mandaluyong City: Books Atbp. Publishing Corp.

Richard Pulmones, P., & Religioso, T. F. (2016). You and the Natural World: Quantitative Research.
Quezon City: Phoenix Publishing House.

Photocredits: Google.com

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