PRACTICAL RESEARCH 2 GRADE 12

Lesson
Data Analysis using Statistics
1 and Hypothesis Testing

The school principal of a public national high school in the Province of Bulacan
would like to conduct a research regarding the academic performance of the Grade 12
students enrolled in their two learning modalities: online and modular learning.

At the end of the school year, the principal grouped the students by their strand
or track, and their learning modality. He then randomly selected students from each
strand or track, and each modality, and recorded their general weighted average.

Which statistical test should he use? Let us find out at the end of this module.

But first, answer the following questions as a review of our previous topics:
1. What are the three variables that is measured in the study?
2. What is the level of measurement of each variable?
3. What was the sampling technique used by the school principal? Explain.
4. State the null and alternate hypotheses of the study.

Process of Analyzing Quantitative Data

According to Creswell (2012, p.175-182), the following are the steps in analyzing
quantitative data:
• prepare and organize the data for analysis;
• data analysis;
• report the results; and
• interpret the results from the data analysis.

For this module, we will only focus on the first two steps which are preparing and
organizing the data for analysis and data analysis.

Score the Data

 Part of preparing the data for analysis is scoring the data, meaning the
researcher will assign numeric value for all the categorical variables of the study.

For ordinal measurements, it is advised that you score the data with
consistent intervals. One example is the Likert scale used when conducting a
survey, you may assign scores such as 5 = strongly agree, 4 = agree, 3 = undecided,
2 = disagree, and 1 = strongly disagree.

For nominal measurements, it is advised that you assign them numbers that
makes sense. The more positive the response is or the higher the level of the
category, the higher the assigned number such as 3 = upper class, 2 = middle
class, and 1 = lower class.

Determine the Type of Scores to Analyze

Depending on the type of instrument you are using to gather data for your
study, you must determine what type of scores you are going to analyze.

By analyzing Single-Item Scores, you can have a detailed analysis of the

respondent for each question on the instrument. However, there are cases that
the respondent might get confused with the phrasing of the question that is why
analyzing Single-Item Scores might also affect the interpretation of results.

You may analyze the Summed Score to capture the respondent’s general
perspective on the topic, or if you want to observe the difference or changes in
the response, then the Difference Score should be analyzed.

Select a Statistical Program and Input the Data

Nowadays, researchers are using several software to analyze the data

especially with those study that involves a large sample size. After selecting the
statistical program to use, you then need to transfer the data from the instrument
to your device for analysis.

Clean and Account for Missing Data

When transferring your data to a statistical software, you must carefully

check for errors or missing data. Errors in data is when you have inputted the wrong
data to the software or when the value is outside the range of the variable. While
missing data happens when the instrument data is lost, or the participant refused
 to answer a sensitive question, or when the participant is absent during the time
of observation.

You may eliminate all the respondents with missing data from the data
analysis, but this might affect your sample size, then followed by the result of your
study. Another option is to use a software that can put a substitute data that is an
average number of that question for all the respondents. George and Mallery
(2001, as cited in Creswell, 2012) mentioned that you can substitute data for up to
15% without altering the results of your study.

For transparency and ethical reasons, you must include on your research
how you handled the missing data for the accuracy of analysis and interpretation
of results.

Now that you have prepared the data for analysis, you must now determine which
statistical test is applicable to your study.

Steps Before Choosing a Statistical Test

Before choosing which statistical test to use, first, the researchers need to ask
themselves these three questions (Dr. Nic's Maths and Stats, 2012; Goldstein, 2015):
1. What is the level of measurement of the data to be analyzed?
2. How many samples are there to be analyzed?
3. What is the purpose of the analysis?

Level of Measurement

The level of measurement helps us determine which statistical test is

appropriate to use because it tells us what type of variables we are working with
(SUNY Buffalo State, 2020).

1. Nominal Measurement

The first level is the Nominal Measurement, it deals with non-numeric

variables or where the numbers have no value. Of the four levels of measurements,
Nominal Measurement is the least precise and informative because it only
categorizes the characteristics or identity of the variable and their order does not
matter.

Variable: Ice cream flavor

Data: Chocolate, Vanilla, Strawberry

These data only tell us the flavor of the ice cream and does not have any
quantitative or numerical information about the ice cream.

Although we can still assign numbers to each flavor: 1 = Chocolate, 2 =

Vanilla, and 3 = Strawberry. But we cannot perform any mathematical operations
to these numbers because it will not make any meaning such as:

• 1 (Chocolate) + 3 (Strawberry) = 4 (Mango)

• 2 (Vanilla) > 1 (Chocolate)

Other examples of Nominal Measurement:

✓ Gender: male, female
✓ Nationality: Filipino, Korean, Thai, Japanese

2. Ordinal Measurement

The second level is the Ordinal Measurement, and just like with Nominal
Measurement, it also categorizes the characteristics or identity of the variable but
the order or rank of each category matters, although the distance between the
categories is unknown.

Variable: Ice cream size

Data: Small, Medium, Large

These data tell us the different size of ice cream orders and we can arrange
them in order that large is bigger than medium, and medium is bigger than small
and the other way around. But without knowing their numeric size, we do not know
the difference between each size of ice cream orders.
Also, we still cannot apply other mathematical operations such as addition,
subtraction, multiplication, and division because it will still not make any meaning
such as:

• Small + Medium = Large

• Small x Large = Extra Large
 Other examples of Ordinal Measurement:
✓ Likert scale: strongly disagree, disagree, agree, strongly agree
✓ Educational Level: elementary, secondary, tertiary
✓ Socioeconomic Status: lower class, middle class, upper class
✓ Difficulty Level: easy, average, hard

3. Interval Measurement

The third level is the Interval Measurement, and just like with Ordinal
Measurement, the order matters and that there is an equal distance between
each interval.

Variable: Ice cream storage temperature

Data: -5˚C, 0˚C, 10˚C, 15˚C

Aside from using inequality symbols, we can also perform addition and
subtraction to make meaning about the data:

• -5˚C < 10˚C

-5˚C is colder than 10˚C
• 10˚C – (-5˚C) = 15˚C
There is a 15˚C difference between the two data.
• 15˚C + 2˚C = 17˚C
The temperature is 2˚C hotter than the previous data.

It is important to take note that 0˚C does not mean that there is an absence
of temperature, because in Interval Measurement there is no true zero.

Other examples of Interval Measurement:

✓ Time in 24-hrs format: 00:00, 01:00, …22:00, and 23:00
✓ Angle: 0˚, 180˚, -90˚, 360˚
✓ Intelligence Quotient: 69, 70, …129, 130
Arguably, there is no person with 0 intelligence that is why IQ is
considered as an Interval Measurement

4. Ratio Measurement

The highest level of measurement is the Ratio Measurement, it is the most

precise and informative among the four levels of measurements. Just like with
Interval Measurement, there is an equal distance between each interval and the
order matters. On top of that, ratio between two sets of data is meaningful.

Variable: Ice cream prices

Data:
Chocolate Vanilla Strawberry
S - ₱12.00 S - ₱16.00 S - ₱20.00
M - ₱14.00 M - ₱18.00 M - ₱22.00
L - ₱16.00 L - ₱20.00 L - ₱24.00

With these data, we can present equalities, inequalities, and perform

several mathematical operations such as addition, subtraction, multiplication,
and division.
• ₱16.00 (Large Chocolate) = ₱16.00 (Small Vanilla)
Large Chocolate ice cream has the same price with a Small Vanilla
ice cream
• ₱18.00 (Medium Vanilla) < ₱20.00 (Small Strawberry)
Medium Vanilla ice cream is cheaper than a Small Strawberry ice
cream
• ₱12.00 (Small Chocolate) : ₱24.00 (Large Strawberry)
Small Chocolate ice cream is half the price of a Large Strawberry ice
cream

It is also important to take note that Ratio Measurements has a true value
of zero, meaning zero is the absence of the characteristics being measured.

Other examples of Ratio Measurement:

✓ Length in centimeters or inches
✓ Weight in kilograms or pounds
✓ Sales in peso
✓ Score on a test

Number of Samples

The second question that the researcher needs to ask themselves is, how
many samples were involved in the study, is it one sample, two or more samples,
or paired samples?
1. One Sample

That is when you only have one sample in your study, and you are
comparing their statistic against a hypothesized value, a historic value, or
a global value.

Example:

Mr. dela Cruz wants to know if his advisory class was performing well
in Practical Research 2. What he did was he compared the mean score in
Quarterly Examination of Grade 12 STEM Section 1 to the mean score of all
Grade 12 STEM students.

2. Two Samples or more

This is when you have two or more samples in your study that are
independent from each other, and you are comparing their sample
statistics.

Example:

Mr. dela Cruz wants to know whether students perform well when
working with their friends rather than working with a random group
member. What he did was on Grade 12 STEM Section 1, he allowed his
students to form the groups on their own. While with Grade 12 STEM Section
2, he was the one to determine the group members. At the end of the
school year, he compared the mean score of each section got from their
Final Defense.

Another example:

Mr. dela Cruz wants to know which academic strand performs well
in Practical Research 2, is it STEM, ABM, or HUMSS? What he did was he
compared the mean score in Quarterly Examination of all Grade 12 STEM,
ABM, and HUMSS students from each other.

3. Paired Samples

This is when you have two different samples but are naturally paired
or when you measured two different variables from one sample.
 Example:

Mr. dela Cruz wants to know if the students’ writing skills and
mathematical skills affects their grade in Practical Research 2. What he did
was he gathered the grades of each Grade 12 STEM Section 1 student in
English for Academic and Professional Purposes and Statistics and
Probability and related it to their grade in Practical Research 2.

Another example:

Mr. dela Cruz wants to know if his students were able to fully grasp
their lesson for that day. What he did was he gave Grade 12 STEM Section
1 students a pre-test and a post-test and compared their mean score.

Purpose of Analysis

The last question that the researcher needs to ask themselves is, what is the
purpose of this analysis? Are we looking for a relationship between variables or we
are just comparing a statistic to another?

Example:

Ms. Santos asked all Grade 12 ABM students to put up a booth for a
weeklong bazaar at school as their final performance task in Entrepreneurship.
After the event, they wanted to know whether their activity was successful. What
they did was they have computed for their mean net sales and compared it to
the mean net sales from the previous school year.

Another example:

During the weeklong bazaar at school, the Grade 12 ABM Section 1 of Ms.
Santos, which is selling cold beverages, thinks that they have experienced a
decrease in sales at the middle the of the week. They have remembered that it
was raining that Tuesday and Wednesday and thought that it might be the cause.
What they did is they recorded the average temperature for each day of that
week and checked if there is a relationship to their daily net sales.
 Once the researchers have answered all those three questions, they can now
determine which statistical test should be used. Here are the 7 commonly used statistical
test (Dr Nic's Maths and Stats, 2012; Goldstein, 2015):

Table 1. Matrix in choosing a statistical test

Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

* - comparing statistics
** - testing for a relationship

Commonly Used Statistical Tests

Example 1

The school principal claims that 58% of their Senior High School students prefer
online classes. To test this claim, researchers surveyed 140 students and found that 93
students prefer online classes.

Now, let us identify the following:

Level of Measurement:
The students’ response will either be Yes or No, and those are nominal
measurements/categorical.

Number of Samples:
There is only one sample which is the 140 students surveyed.
 Purpose of Analysis:
The researcher is comparing the responses of his sample to the claim of the
school principal.
Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

Therefore, the researcher needs to use the 1-sample proportion test.

Example 2

The Local Government Unit is preparing their budget to assist public and private
schools with their Alternative Delivery Mode (ADM). They want to find out whether they
prefer modular or online learning and if there is a difference between public and private
schools. So, their team gathered the reports and found that 25 of 31 public schools and
5 of 12 private schools are conducting modular learning modality.

Now, let us identify the following:

Level of Measurement:
The schools’ response will either be Modular Learning or Online Learning,
which are nominal measurements/categorical.

Number of Samples:
There are 2 samples in the study: public schools and private schools.

Purpose of Analysis:
The researcher is comparing the response of the two samples from each
other.
 Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

Therefore, the researcher needs to use the 2-sample proportion test.

To estimate the proportion of a population, we use 1-sample proportion test

wherein it compares the proportion to a historic or target value. It also calculates the
interval where the population proportion would likely fall.

When you are comparing the proportion of two independent groups, you need
to conduct a 2-sample proportion test. Just like in the previous test, it also calculates the
interval that includes the population proportion (Ramana, 2019).

Example 3

The Admission Office noticed that majority of the population of ABM students are
female, while most of the STEM students are male, and lastly there is only a small
difference between the population of male and female students enrolled in HUMSS. A
researcher wants to prove the claim of the Admission Office that there is a relationship
between the gender and their preferred academic strand and conducted a study about
it.

Now, let us identify the following:

Level of Measurement:
The students’ response will either be Male or Female, and ABM, STEM, or
HUMSS, which are both nominal measurements/categorical.

Number of Samples:
 There is only one sample which is the Senior High School students, but the
researcher measures two different variables from each student. Thus, this is a
paired sample.

Purpose of Analysis:
The researcher is looking for a relationship between the gender and
preferred academic strand.

Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

Therefore, the researcher needs to use the Chi-square test.

When you want to determine if a relationship between two categorical variable

exists, you need to use the Chi-square test. It tests to see if the distribution of variables
differs from each other. (Glen, 2020; UCLA: Statistical Consulting Group., n.d.)

Example 4

Mr. dela Cruz wants to know if his advisory class was performing well in Practical
Research 2. What he did was he compared the mean score in Quarterly Examination of
Grade 12 STEM Section 1 to the mean score of all Grade 12 STEM students.

Now, let us identify the following:

Level of Measurement:
The data that Mr. dela Cruz will gather are the scores from the Quarterly
Examination which are ratio measurements/quantitative.

Number of Samples:
There is only one sample which is the Grade 12 STEM Section 1.
 Purpose of Analysis:
Mr. dela Cruz will compare the mean score of the sample group to a global
value.

Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

Therefore, Mr. dela Cruz needs to use the 1-sample t-test.

Example 5

Mr. dela Cruz wants to know whether students perform well when working with
their friends rather than working with a random group member. What he did was on
Grade 12 STEM Section 1, he allowed his students to form the groups on their own. While
with Grade 12 STEM Section 2, he was the one to determine the group members. At the
end of the school year, he compared the mean score of each section got from their Final
Defense.

Now, let us identify the following:

Level of Measurement:
The data that Mr. dela Cruz will gather are the scores from the Final Defense
which are ratio measurements/quantitative.

Number of Samples:
There are two samples: Grade 12 STEM Section 1 and Grade 12 STEM
Section 2.

Purpose of Analysis:
 Mr. dela Cruz will compare the mean score of both samples from each
other.

Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

Therefore, Mr. dela Cruz needs to use the 2-sample t-test.

When you are comparing a one sample statistics to a hypothesized, global, or

target value, you need to use 1-sample t-test. On the other hand, when you are
comparing the sample statistics of two independent groups from each other, you need
to use 2-sample t-test (UCLA: Statistical Consulting Group., n.d.).

Example 6

Mr. dela Cruz wants to know if his students were able to fully grasp their lesson for
that day. What he did was he gave Grade 12 STEM Section 1 students a pre-test and a
post-test and compared their mean score.
Now, let us identify the following:

Level of Measurement:
The data that Mr. dela Cruz will gather are the scores from the pre-test and
post-test, which are ratio measurements/quantitative.

Number of Samples:
There is only one sample which is the Grade 12 STEM Section 1, but Mr. dela
Cruz needs to measure two different variables from each student. Thus, this is a
paired sample.

Purpose of Analysis:
 Mr. dela Cruz will compare the mean score of the pre-test from the post-
test.

Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

Therefore, Mr. dela Cruz needs to use the Paired t-test.

When you are comparing the sample statistics of two related observations if they
differ from each other, then you must use the Paired t-test (UCLA: Statistical Consulting
Group., n.d.).

Example 7

Mr. dela Cruz wants to know if the students’ writing skills and mathematical skills
affects their grade in Practical Research 2. What he did was he gathered the grades of
each Grade 12 STEM Section 1 student in English for Academic and Professional Purposes
(EAPP) and Statistics and Probability and related it to their grade in Practical Research 2.

Now, let us identify the following:

Level of Measurement:
The data that Mr. dela Cruz will gather are their grades from the EAPP,
Statistics and Probability, and Practical Research 2, which are all ratio
measurements/quantitative.

Number of Samples:
There is only one sample which is the Grade 12 STEM Section 1, but Mr. dela
Cruz needs to measure three different variables from each student. Thus, this is a
paired sample.
 Purpose of Analysis:
Mr. dela Cruz will check if there is a relationship between their grades in
EAPP and Statistics and Probability to their grade in Practical Research 2.

Level of Measurement
Nominal/Ordinal Interval/Ratio
CATEGORICAL QUANTITATIVE

1-sample
1 sample 1-sample t-test*
Proportion test*
Number of Samples

2-sample
2 samples 2 sample t-test*
Proportion test*

Correlation/
Paired sample Chi-square test** Paired t-test*
Regression**

Therefore, Mr. dela Cruz needs to use the Correlation/Regression analysis.

When you only want to know if there is a linear relationship between two
quantitative variables, you need to use Correlation analysis. But if you want to look at the
linear relationship of a predictor variable and an outcome variable, then you will use
Regression analysis (UCLA: Statistical Consulting Group., n.d.).

Advanced Statistical Tests

Working with one Independent Variable (IV) and one Dependent Variable (DV) is
not always the case. There will come a time that you will be asked to work with more than
1 variable for IV and DV. Or possibly, your IV can be a categorical variable while your DV
is a quantitative variable.

Table 2. Different types of Regression analysis

Independent Variable
Dependent Variable (DV)
(IV)
Simple Regression 1 quantitative variable 1 quantitative variable
2 or more
Multiple Regression 1 quantitative variable
quantitative variable
2 or more
Multivariate Regression 1 quantitative variable
quantitative variable
 Multiple Multivariate 2 or more 2 or more
Regression quantitative variable quantitative variable

When you are looking for a linear relationship between the Independent Variable
(predictor) and the Dependent Variable (outcome), you may refer to this table for the
different types of Regression analysis depending on the number of your variables.

Table 3. Difference between ANOVA, ANCOVA, MANOVA, and MANCOVA (Taylor, 2014)

Independent Variable
Dependent Variable (DV)
(IV)
1-way Analysis of 1 categorical variable
1 quantitative variable
Variance (ANOVA) with 3 or more levels
2 or more categorical
2-way ANOVA 1 quantitative variable
variable
2 or more quantitative
1-way Repeated 1 categorical variable variable
Measures ANOVA with 3 or more levels (measured from the same
respondent)
1 categorical variable
Analysis of Covariance
and 1 quantitative 1 quantitative variable
(ANCOVA)
variable
1-way Multivariate
1 categorical variable 2 or more
Analysis of Variance
with 3 or more levels quantitative variable
(MANOVA)
2 or more categorical 2 or more
2-way MANOVA
variable quantitative variable
1 categorical variable
Multivariate Analysis of 2 or more
and 1 quantitative
Covariance (MANCOVA) quantitative variable
variable

For some experimental research, you are working with 3 different samples (control
group, treatment group 1, and treatment group 2) and you want to find out if there is a
difference between the samples. Unfortunately, you cannot use 2-sample t-test in this set-
up because you are comparing more than two samples and that is when you are going
to use the 1-way Analysis of Variance or ANOVA.
 But when you are dealing with 2 categorical Independent Variables and 1
quantitative Dependent Variable, the statistical test you should use is the 2-way ANOVA.

General Weighted Average General Weighted Average

95 95
94 93
93 91
92 89
91 87
90 85
Lower Class Middle Upper Class Lower Class Middle Upper Class
Class Class
Socioeconomic Status Online Modular

Figure 1. Example of 1-way ANOVA Figure 2. Example of 2-way ANOVA

Another possible scenario is that you have 1 categorical Independent Variable, 1

quantitative Dependent Variable, but with an additional of another quantitative
Independent Variable, then the statistical test you should use is Analysis of Covariance or
ANCOVA. You may refer to Table 3 for the difference between these types of tests.

Socioeconomic Status
(Lower Class, Middle Class,
and Upper Class)

Categorical-IV
General Weighted Average
(80, 81, 82…)
Intelligence Quotient
(69, 70, 71…) Quantitative-DV

Quantitative-IV

Figure 3. Example of ANCOVA

References
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research (4th ed.). Pearson Education, Inc

Dr Nic's Maths and Stats. (2012, February). Choosing which statistical test to use - statistics help. YouTube.
https://www.youtube.com/watch?v=rulIUAN0U3w&t=464s

Glen, S. (2020, July). Chi-Square statistic: How to calculate it/Distribution. Statistics How To.
https://www.statisticshowto.com/probability-and-statistics/chi-square/

Goldstein, E. (2015, May). Choosing a statistical test. YouTube.

https://www.youtube.com/watch?v=UaptUhOushw

Ramana, P. V. (2019, October). One and two sample proportion hypothesis tests. Six Sigma Study Guide.
https://sixsigmastudyguide.com/one-and-two-sample-proportion-hypothesis-tests/

SUNY Buffalo State. (2020, March). Levels of measurement. library.buffalostate.edu.

https://library.buffalostate.edu/measurements/overview

Taylor, J. J. (2014, August). Statistical soup: Anova, ancova, manova, & mancova. Stats Make Me Cry
Consulting. https://www.statsmakemecry.com/smmctheblog/stats-soup-anova-ancova-manova-
mancova

UCLA: Statistical Consulting Group. (n.d.). What statistical analysis should I use? Statistical analyses using Stata.
https://stats.idre.ucla.edu/stata/whatstat/what-statistical-analysis-should-i-usestatistical-analyses-
using-stata/

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

a. Research Design;
b. Research Population and Sample;
c. Sampling Procedure;
d. Research Instrument, Validity and Reliability;
e. Research Intervention (if applicable);
f. Data Collection Procedure; and
g. Data Analysis.
 These parts compose the Research Methodology part of the research paper.
Remember that these parts are written in paragraph form.

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

Research methodology is the process on how the research would be conducted.

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

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

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

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

Research Methods

Research Design

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

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

Research Population and Sample

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

Research Instrument

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

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

Data Collection Procedure

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

Data Analysis

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

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

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

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

Table 1. Interval for Data Interpretation

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

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

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

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

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

ASSESSMENT (FOR ALL STUDENTS)

Directions: Read each statement carefully. Write TRUE if the statement is correct;
otherwise, write FALSE. Use a separate sheet of paper for your answers.
__________1. When there are missing data, the researcher should leave it blank and have
the statistical software proceed with the analysis.

__________2. Paired samples are two groups that are independent from each other.

__________3. Nominal measurements are the most precise and informative level of
measurement.

__________4. To capture the participant’s general perspective using an instrument, the

researcher should analyze the Single-Item Scores.

__________5. It is important to prepare and organize the data before proceeding with
data analysis.

__________6. The researcher should use Regression analysis when looking for a relationship
between categorical Independent and Dependent variables.

__________7. The researcher should use Multivariate Analysis of Variance (MANOVA)

when comparing a quantitative dependent variable of 3 or more groups.

__________8. The researcher should use 1-way t-test when comparing the sample
proportion to a hypothesized value.

__________9. The difference between Analysis of Variance (ANOVA) and Analysis of

Covariance (ANCOVA) is the presence of a covariate which is a categorical variable.

__________10. Researchers cannot assign numerical values to categorical variables.

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

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

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

2. In a non-probability sampling technique, the researcher uses this type of

sampling when they include people who are available on the time of data
gathering.
A. Quota B. Purposive C. Convenience D. Cluster
 3. The following are techniques under non-probability sampling EXCEPT
_____________.
A. Quota B. Purposive C. Convenience D. Cluster

4. It is a probability sampling technique in which the population is grouped into

small units such as blocks or districts.
A. Cluster B. Stratified C. Cluster D.
Systematic

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

6. The purpose of the study is to examine if there is a significant relationship between

the academic achievement of students on their specialized subjects and their
performance in immersion subject. What is the most appropriate research design to
be used?
A. Descriptive Normative Survey C. Descriptive Evaluative
B. Descriptive Comparative D. Descriptive Correlational

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

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

A. It is used to compare outcomes of several different studies.
B. It is used to decide who among the participants get the highest scores.
C. It is used to contrast the findings of two different studies.
D. It is used to compare the findings between two groups involved in the study.
For Number 9-10 A research has a population of 100 third grade children from a local
school district. Due to time constraint to conduct the study, he
planned to select sample from the population using Slovin’s Formula
setting 5% margin of error. Each child’s name is put on a list, and
each child is assigned a number from 1 to 100. Then the numbers 1
to 100 are written in separate pieces of paper and shuffled. Finally,
the researcher picks the number of samples which determines the
number of participants.

9. How many participants were taken from 100 children?

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

10. What sampling technique was used by the researcher?

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

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

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

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

A. To make sure that participants know exactly what to expect from the researcher
and to communicate their right to withdraw at any stage.
B. To ensure that participants did not lie about the time commitment involved in their
participation.
C. In order that the participant can make an informed choice about their
participation and not undertake to do something which they may otherwise have
declined to do.
D. All of the above.
14. In a basic true experiment with only two conditions, the researcher is interested in
the effects of noise on completing a comprehension task. The researcher must
play a tape recording of very loud music to which group of participants?
A. Participants in another random group
B. Participants in experimental condition
C. Participants in control condition
D. None of these

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

16. Which of the following statements is CORRECT?

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

17. Which of the following is an example of data collection procedure used in

quantitative research?
A. Observing C. using existing or available data
B. Interview D. taking pictures

18. When can we consider a research instrument valid?

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

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

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

PERFORMANCE TASK

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

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

Write the rating for each indicator.

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

Reflection

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

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

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

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

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

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

RUBRIC FOR RATING RESEARCH PROPOSALS

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

2. Statement of the
Problem and
All 1 indicator 2-3 All 6
Conceptual
indicators is missing indicators indicators
Framework
are are are
a. General and
present missing missing
specific problems
are present.
b. Involves the
variables of the
study
c. Aligned with the
title
d. Aligned with the
purpose of the
study
3. Significance of
the Study,
All 1-2 3 All 4
Definition of
indicators indicators indicators indicators
Terms, Scope
are are are are
and Limitation
present missing missing missing
a. Target
beneficiaries of
the study are
presented in
bullets.
b. Specific benefits
are indicated.
c. Key variables are
defined
operationally.
d. Scope presents
the content, time,
place and subject
of the study.

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

5. Instrument, Data
Collection and
All 1 indicator 2 All 4
Analysis
indicators is missing indicators indicators
a. Research
are are are
instrument is
present missing missing
described.
b. Data collection
procedure is
 described
comprehensively.
c. Appropriate data
analysis
procedure
TOTAL /100

Evaluated by: ______________________________

Date: _____________________________

RUBRIC FOR RATING ORAL PRESENTATION

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

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

3. Knowledge (Content)
a. Explain things written All 1-2 3 indicators All 4
in visual aids/ indicators indicator/s are missing indicators
b. Able to answer are present is/are are missing
questions missing
c. Concise and
accurate explanation
d. Does not read from
cue cards
 TOTAL /40

RUBRIC FOR RATING GROUP MATES

CRITERIA 4 3 2 1 WEIGHT SCORE
1. CONTRIBUTION
Indicators:
a. Performed the All 1 indicator 2 indicators All indicators 10
assigned task indicators is missing are missing are missing
b. Provided ideas are present
expected tasks
c. Communicated ideas,
feelings and desires
related to the
assigned tasks
2. COOPERATION
Indicators: All 1-2 3 indicators All indicators 10
a. Respected and indicators indicators are missing are missing
treated fairly are present are missing
members of the group
b. Attended all meetings
c. Responded to
messages
d. Came on time
TOTAL
/80

References
Book

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

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

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

Internet

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

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