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SENIOR HIGH SCHOOL

PRACTICAL RESEARCH 2
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MODULE 1
(WEEK 1-2)

REMINDERS
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate
sheet of paper in answering the exercises if necessary.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the assessments, evaluations and tasks.
4. Finish the task at hand before proceeding to the next.
5. Do not return the whole self-learning module to your teacher/facilitator once you are through with it.
6. Return only your answer sheets to your teacher/facilitator once you are through with it.
7. Do not forget to write your name in every answer sheet, no name – no score.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your
teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

OVERVIEW/ INTRODUCTION
This module introduces the learner to quantitative research method, a research method which uses and produces
quantitative data. It is expected that in this module, the learner will demonstrate the understanding of the salient features,
nature of variables, and importance of conducting the quantitative study. The learning insights in this module will guide
and instruct the learners how to formulate a research topic that is relevant to their field of study that will guide them in
writing a research proposal. Learners will be guided on how research title, situation analysis/background of study, and
scope and limitation is formulated. Furthermore, learners will be given ideas on how they will design a quantitative
research useful in their daily lives. The learning insights in this module will guide and instruct the learners how to formulate
a research topic that is relevant to their field of study that will guide them in writing a research proposal. This contains
discussion and activities that will help you explore possible sources of research problems, and finally help you come up
with your statement of the problem and specific research questions. Identifying specific questions for the study guides
the researcher into determining the right data which will be collected. It will also guide and instruct the learners how to
formulate a research topic that is relevant to their field of study that will guide them in writing a research proposal. Lastly,
it explains one of the most essential sequels to the statement of the problem: hypothesis. It also talks about the review of
related literature and how it is written.

MODULE LEARNING OBJECTIVES

The learners are expected to achieve the following most essential learning competencies:
1. Describes characteristics, strengths, weaknesses, and kinds of quantitative research;
2. Illustrates the importance of quantitative research across fields;
3. Differentiates kinds of variables and their uses;
4. Designs a research used in daily life;
5. Writes a research title;
6. Illustrates and explain the conceptual framework;
7. Defines terms used in study
8. Describes background of research;
9. Indicates scope and delimitation of study;
10. States research questions;
11. Presents written statement of the problem;
12. Lists research hypothesis (if appropriate); and
13. Presents written review of related literature and conceptual framework.
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KEY WORDS AND CONCEPTS

Quantitative Research (characteristics, strength and weaknesses, kinds, nature, importance)
CONTENT, LECTURES, READINGS, SELF ENHANCEMENT:

Lesson 1
The Nature of Inquiry and Research

The definition of research varies among different scholars who devoted themselves in its progress and development.
Their perspective is unique from one another, making its definition complex and broad. Furthermore, everyone's view of what
research is helps in further understanding the nature of building knowledge that allows people to solve daily life problems.
Research is a systematic and logical process of creating new knowledge which involves identifying a problem, collecting,
storing, categorizing, and interpreting data in order to verify a certain truth of phenomenon. It is an investigation which leads
to a new verifiable knowledge, innovation, and solution to a problem.

Quantitative Research
Quantitative research is a research method which collects, analyzes, and produces numerical data which is can be treated and
verified using statistical tools. Babie (2010) give several descriptions about quantitative research:
1. It is either descriptive, wherein subjects are measured once, or experimental, wherein subjects are measured before
and after;
2. Data is gathered using structured instruments. The results are based on large sample sizes that are representative
of the population and can be replicated;
3. It has clearly defined research questions to which objective answers are sought; and
4. It aims to classify features, count them, and construct statistical models in an attempt to explain what is observed.
Quantitative research tests theories and its process is done in a deductive manner (from general to specific), while
qualitative research builds the theories and its process is done in an inductive manner (from specific to general).

Characteristics of Quantitative Research

1. THE NATURE OF REALITY IS OBJECTIVE – Unlike qualitative research which looks into the perspectives of the subjects and
thus can significantly affect the results of a study, quantitative research distances itself from the subjects. Quantitative
research separates the researcher from the subjects in order to eliminate the possibility of reporting bias. A reporting bias
refers to the dissemination of research findings that are influenced by the nature and direction of results.

2. CLEARLY DEFINED RESEARCH QUESTIONS - Research questions should be defined in advance to allow identification of the
appropriate study design, and they should be documented in a protocol before commencing the study (Lane, 2018).

3. STRUCTURED RESEARCH INSTRUMENTS - The use of structured questionnaire has a close relationship with quantitative
analysis and is the primary instrument in conducting survey. Structured questionnaire is a document that consists of a set
of standardized questions with a fixed scheme, which specifies the exact wording and order of the questions, for gathering
information from respondents (Michalos, 2014).

4. NUMERICAL DATA - Numerical data can be converted into useful statistics which produces hard and reliable data. Examples
of numerical data are frequency of people using a product, vote counts, test scores, statistical records, and the likes.

5. LARGE SAMPLE SIZE - The sample size should be large enough to sufficiently describe the phenomenon of interest, and
address the research question at hand. A larger amount of data may reduce estimation error, which means that the validity
and reliability of the data gathered and its corresponding results is strengthened.

6. REPLICABILITY – Since quantitative research are established to be more reliable and valid because of using producing
numerical data, the results of the study can be used by other similar researches. In this way, other research will be able to
verify or challenge the results of a previous quantitative study.

7. FUTURE OUTCOMES – Quantitative data can give the researcher an idea of what the future outcomes may be. Estimates
are not always exact but can give an idea of what to expect. Predictions can be made using data by looking at how the
number moves according to its trend. For example, the number and rate of babies born in a day within a week per month
may estimate the population for the next years. The rate of increase of patients infected with a disease may give an insight
into how fast it will grow or shrink in the next days or months.
Strengths and Weaknesses of Quantitative Research
To further understand the different capabilities and limitations of quantitative research, the strengths and
weaknesses are presented in the table below:
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Strengths Weaknesses
It is objective Hard the obtain information on sensitive topics
Data cannot be easily misinterpreted since it uses Many kinds of information are difficult to obtain through
numerical data. Since it uses numerical data, statistical structured data collection instruments particularly
treatment will be used to facilitate a more complex information about sensitive topics. Furthermore, many
analysis of data. It is not based on personal thoughts of groups are different to reach out.
the respondents.

Study findings can be generalized to the population Inaccuracy of self-reported information

Numerical data has the capability to set an estimate which Self-reported information obtained from questionnaires
could readily be generalizable to a certain population may be inaccurate or incomplete.
represented by samples which were systematically
selected.

Quantitative studies can be replicated Artificial environment during data collection

Replication of studies serves as evidences for verifying The administration of a structured questionnaire creates
that a certain concept could be universally true. an unnatural situation that may alienate respondents.
They need to situate themselves according to how the
researcher sets up the setting of the study.
Effects can be controlled Expensive
Especially in experimental studies, the researchers have Studies are expensive, time-consuming, and even
control on extraneous variables which may produces preliminary results are usually not available for a long
different kinds of results that may create new knowledge period of time. Qualitative research also holds the same
about the problem being studied. weakness

Large sample size means accurate results Inflexible methods and errors
Although quantitative research requires a large number of Research methods are inflexible because the instruments
respondents, this method will produce more accurate cannot be modified once the study begins. Errors in
statistical findings. hypotheses, correlations which ignore underlying causes
and selection process may also occur.

Kinds of Quantitative Research

There are various ways of conducting a quantitative study. There are five common types of quantitative research:
Descriptive, Survey, Correlational, Causal-Comparative, and Experimental.
DESCRIPTIVE RESEARCH
This kind of research is designed to answer the questions "who, what, where,
when, and how" of a certain phenomenon. However, it does not answer the question
"why" a certain phenomenon occurs. It is aimed at describing the phenomenon rather
than explaining the underlying reasons why the phenomenon exists or why a certain
thing happens on that situation. It describes the what exists but does not gives
explanation on why it exists.

SURVEY RESEARCH
Surveys are used for collecting data that are mainly quantitative (Bryman,
2008). This research gathers the perception of people. It is intended to acquire
information from people concerning the predominance, distribution, and
interrelations of variables within identified groups. In simple terms, these are done to
gather evidences of people's knowledge, opinions, attitudes, and values on various
issues and concerns.

CORRELATIONAL RESEARCH
Correlation research defines the degree of relationship between two or more
variable using statistical treatment. According to Black (1999), correlations are based
on pairs of measures or scores for members of a single sample and provide an
indication in strengths of the relationship between two variables that embody
characteristics of or performances by that group. It is a study that looks into the inter-
relationship of two variables; the degree of their relatedness.
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CAUSAL-COMPARATIVE RESEARCH
Although causal-comparative study can be compared to descriptive research
since it describes existing conditions, this study is more focused on finding out the
cause of the existing phenomenon (Gay, 1996). It ascertains cause and effect
relationship between variables. In this research, the data, relationships, and
distribution variables are identified only in a natural setting and not in a manipulated
one.
EXPERIMENTAL RESEARCH
Experimental studies prove cause-effect (C-E) relationship among groups of
variables. It is branded as true experimentation which applies the scientific method in
proving the C-E relationship. It is a type of quantitative research that authorizes
researchers to control the situation which allows them to answer the question "What
causes something to occur?” In this study, the researcher manipulates a variable in
order to create different results.

The Nature of Quantitative Research Variables

Quantitative research is founded on variables. As defined by Hefner (n.d.), variables are any aspect of a theory
that can vary or change as part of the interaction within a theory. These are anything that can affect or change the results
of the study. Every study needs these variables since these reveals differences between visible subjects. There are six
essential variables that are involved in quantitative research:

Variables Properties
In terms of measurement
Categorical variables take on values that are names or
labels. It is a variable made up of different types or
categories of a phenomenon.
Categorical Variable
For example, the variable sex is made up of two
categories (male and female).

Quantitative variables are numerical. They represent a

measurable quantity.

Quantitative Variable Grade point average is one of the most common

examples of this variable. The variable annual income is
also an example since it varies from 0 to the highest
possible amount.
In terms of the role of the variables
Independent Variable (IV) refers to a variable that is
presumed to cause changes in another variable. This is
the variable the affects the Dependent Variable (DV).
Independent Variable
For instance, the amount of studying (which is the IV)
affects the test grades.
Dependent Variable (DV) refers to a variable that change
because of another variable. This variable is being
affected by the Independent Variable (IV) whether the IV
Dependent Variable is manipulated or both.

For instance, the amount of studying (which is the IV)

affects the test grades (the DV).
The Moderator Variable (ModV) describes how the
relationship of two variables changes under different
conditions or circumstances. The moderating variable can
Moderator Variable
change the relationship of two other variables (usually
the IV and DV)
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Example: The relationship between the amount of

studying (IV) and test grades (DV) changes when an
intervention is given (ModV)
The Mediator Variable (MedV) comes in between other
variables. It helps explain the process through which
variables affect another one. This variable usually does
not change since it only explains the process to which the
Mediator Variable IV will affect the DV.

Example: The amount of studying (IV) leads to

organization of knowledge (MedV) which affects test
scores (IV).

The Importance of Quantitative Studies

Using its strengths as the basis, one can capture the importance of quantitative study. The analysis of quantitative data
is commonly applied in different fields such as market research, economics, sociology, psychology, mathematics, and other
branches of science. As mentioned, math is useful in many aspects of the discovery of knowledge. Since quantitative research
is about numeric data and statistics, it is very beneficial in various aspects of life such as the following:
1. It is useful in generating large amounts of data and in identifying the patterns of behavior of various sectors in different settings.
It identifies the similarities and dissimilarities among patterns which will yield to a new one. The discovery of such will give people
an insight on how people think, want, and value. These rich sources will give sources of data for future interventions and
innovations. Furthermore, the larger the amount of data, the more reliable it is for the future researches.
2. Quantitative research promotes objectivity of data collection and results since it is less prone to bias as it distances itself from
the researchers and the subjects. Moreover, the results are expressed in numbers which for most of the cases has no enriched
context. Quantitative research allows the researchers to organize the data in a clear data dissemination. The results are
analyzed in percentages and statistics presented through tables, graphs, and charts.
3. Quantitative research is preferred by most researchers due to the following reasons.
a. it is more reliable and objective;
b. it uses statistics to generalize the finding
c. it reduces and restructures a complex problem to limited number of variables;
d. it looks at the relationships between variables and can establish cause and effect in
highly controlled circumstances;
e. it tests theories and hypotheses;
f. it assumes that samples are representatives to population;
g. the subjectivity of the researcher is less recognized; and
h. it is less detailed unlike the context-rich qualitative research.

Key Points:
• Quantitative research is a research method which collects, analyzes, and produces numerical data which is can be treated
and verified using statistical tools.
• Quantitative research is objective, has clearly defined questions, uses structured data gathering instrument, uses and
produces numerical data, gathers data from a large sample size, is capable of replication, and can predict future outcomes.
• Although quantitative research is useful, its weakness includes its inflexibility to methods, expensive especially with a larger
data, cannot produce data on sensitive topics, is not able to explain a phenomenon, may have inaccurate self-reports, and
the setting becomes artificial.
• The important variables in quantitative research are categorical variable, numerical variable, independent variable,
dependent variable, mediator variable, and moderator variable.
• Quantitative research is important in the progress of the society. It is useful in different fields of study since this research
provides new verifiable knowledge.
ADDITIONAL RESOURCES
Direction: To get more information about the topic, you may also check these following online resources through YouTube. Copy the links below
and search it on your preferred browsers. Screenshots are also presented below for easy navigation.
Link1.https://www.youtube.com/watch?v=zA8hx5jA2jE&t=29s&ab_channel=ChristianDelian
Link2: https://www.youtube.com/watch?v=G4ykpGh3XGA&ab_channel=ChristianDelian
Screenshot of online resource:
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ASSESSMENT AND EVALUATIONS

NOTE: PLEASE DETACH THIS PART OF MODULE BEFORE SUBMITTING. DO NOT SUBMIT THE ENTIRE MODULE,
ONLY THE ACTIVITY SHEETS.
NAME: __________________________________________GRADE/STRAND/SECTION: ___________________________

ASSESSMENT 1
INSTRUCTION: Compare quantitative research from qualitative research using a Venn Diagram.

Quantitative Research Qualitative Research

ASSESSMENT 2
INSTRUCTION: Write S if the situation shows the strength of quantitative research and W if it portrays its weakness.
___1. Gina selects 300 samples from a school for her survey because her initial proposal of 20 respondents was
rejected for not being large enough.
___2. The respondents have to situate themselves based on the questions provided in the survey.
___3. The study requires narratives from the respondents regarding their situation as urban poor.
___4. The study was conducted to confirm the results produced by the study.
___5. The survey only provides questions with prepared options.
___6. The researcher needed funds to conduct a regionwide survey.
___7. The researcher was able to manipulate the variable to which it produced several unique results.
___8. During the proposal of the study, validators found that the method was inappropriate.
___9. The results of the study were found applicable to another set of respondents.
___10. The questionnaire was re-evaluated since it was not sufficient in achieving the objectives.

ASSESSMENT 3
INSTRUCTION: Examine the statements in Column A. Match the appropriate term found in Column B which best suits
what is being described in the statements given. Write your answer on the space provided before the number.
COLUMN A COLUMN B
_____1. This kind of research is focused on gathering the
perception of a certain population.
_____2. This kind of research uses the scientific method
to prove a cause-effect relationship.
_____3. This kind of research looks into the relationship
of two groups or variables.
_____4. This kind of research is focused on explaining the
cause and effect relationship of two groups or variables.
_____5. This kind of research is focused on describing an
existing phenomenon.
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EVALUATION 1
INSTRUCTION: Based on what you have understood on the lecture, describe the different characteristics of quantitative
research by filling in the table below.
CHARACTERISTIC DESCRIPTION
1.
2.
3.
4.
5.
6.

EVALUATION 2
INSTRUCTION: Distinguish the nature of the different quantitative variables by filling in the compare and contrast
matrix. Write YES on the box that corresponds to the quantitative variable if the attribute applies to it. Write NO to the
corresponding quantitative variable if the attribute does not apply to it. An example below is given.
EXAMPLE:
Attribute Quantitative Research Qualitative Research
Does it use numerical data? YES NO
Does it use non-numerical data? NO YES
Is it able to provide new knowledge about a certain issue? YES YES

Quantitative Variables
Attribute
Categorical Numerical Independent Dependent Mediator Moderator
Is it expressed
as a category or
label?
Does it
represent a
measurable
quantity?
Is this a variable
capable of
bringing change
to another
variable?
Does this
variable explain
the process
through which
two variables
are related?
Does this
variable change
upon the
manipulation of
another
variable?

SUMMARY AND REFLECTION

EVALUATION 3
INSTRUCTION: Write a one (1) paragraph essay based on the question that was given. Write in at the back of this paper.
What is the importance of research in your:
a. daily life as a student;
b. daily life as a member of the community; and
c. future career path of choice?
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MODULE 2
(WEEK 3-4)

KEY WORDS AND CONCEPTS

Research Title (importance, elements) Writing Background of the Study (Traditional and Online Scientific
Literature)
Significance of the Study Scope and Limitation of the Study
Designing a Research Topic Operational Terms

CONTENT, LECTURES, READINGS, SELF ENHANCEMENT:

Lesson 2
IDENTIFYING THE INQUIRY AND
STATING THE PROBLEM
The Research Title
The research title perhaps is the most important element that defines the research problem. It is usually read first and the
most read part of the research. It contains the least words enough to describe the contents and the purpose of your research
paper.
Furthermore, it can be revised any and many times as the research develops and reach its final phase. It becomes final on
its final defense before the panel of judges.
The title summarizes the main idea or ideas of your study. A good title contains the fewest possible words needed to
adequately describe the content and/or purpose of your research paper.
Importance of Research Title
The title of your manuscript is usually the first introduction readers have to your published work. Therefore, you must select
a title that grabs attention, accurately describes the contents of your manuscript, and makes people want to read further.

Elements in Research Title

1. Often times, the research title contains the independent variable and dependent variable.
Example:
– Moringa oleifera Ointment in Treating Bug Bites
Independent Variable Dependent Variables

2. The respondents and the locale of the study are indicated

Example:
– Study Habits of Grade 11 students in ABC College
Respondents Locale

3. The variables which will be compared or associated are often present in the title
Example:
–Physical Fitness as Predictors to Work Efficiency of Seafarers at ABC Maritime Corporation
Variable 1 Variable 2

4. The output of the study may also be added in the research title.
Example:
–Family Planning Practices as Predictors to Family Health: Input to Family Planning Program
Output of the Study

5. Nowadays, research title writing has started to become more creative and free rather than static and
straightforward. Researchers use colorful and creative subtitles before presenting the more straightforward research
title. It is often found in social science researches.
Example:
- THE OARS THAT ROW THE BOAT*: Lived Experiences of the ABC University Nursing Students Dependent on
Benefactors for their Education
*The use of creative subtitles makes the research title more catchy to the eye of the readers.

Writing the Background of the Study

The introduction of the study is the first part of the manuscript. It is where the researcher attempts to acquaint the
reader with the research problem considering its global, national, and local strength and is discussed from general to specific
context.

The first section of the introduction is the Background of the Study or Situation Analysis. These refer to the
discussion of the rationale on why a specific problem needs to be addressed, analysis of other situations which also dealt
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with the similar problem, and the knowledge gap that needs to be eliminated in order to clarify the gray areas of the
specific knowledge about the problem or situation. These are the inclusions of the Background of the Study/Situation
Analysis:
1. Discussion of the problem in general and the specific situations as observed and experienced by the researcher (macro-
micro or international-local approach) and often closes the background of the study by presenting its aim;
2. Concepts and ideas related to the problem including clarification of important terminologies; and
3. Discussion of the existing or present conditions and what is aimed to be in the future or the gap to be filled.
In most cases, the Background of the Study or Situation Analysis only presents the research gap of similar studies
while elaborating more of the knowledge gaps about the specific variables included in the study in the Review of Related
Literature. In IMRAD format, however, the Review of Related Literature is merged with the Background of the Study or
Situational Analysis. This part justifies the chosen study and the existence of a problem by citing statistical data, facts,
figures, and authoritative sources which will add substance from the discussion.

The pieces of information that are written in the Background of the Study or Situational Analysis may come from a variety
of sources:

A. Traditional Scientific Literature

Traditionally, researchers read various resources to ensure the accuracy of their information using the print media.
• General references – These tertiary pieces of literature are the broadest reading materials; used for general
ideas and topics. However, it cannot give in-depth information.
Examples: almanac, atlas, dictionary and encyclopedia

• Scholarly Books – These are written for general or specialized fields containing key concepts, terminologies and
easy to look data. However, as a tertiary literature, it is only used as a source for background information
Examples: Textbooks, Specialized books in a specific subject

• Review Articles – These pieces of secondary literature are written documents that sum up the current state of
the research on a particular topic. It elaborates the discoveries, problems, gaps, arguments, discussion and
recommendations about a certain topic.
Example: Meta-analysis (a quantitative study which assesses previous studies that deals with a similar
topic to derive conclusions particular to that body of knowledge), critic paper, reaction paper.

• Monographs – These are highly specialized books or treaties containing detailed and thoroughly documented
studies and papers focusing on a single topic in a particular field. Unlike reference books, monographs are focused
only on elaborating a single topic and are not generalized in nature.

• Scientific/Research Journals – These are the main source of primary information related to past and current
investigations. These challenge past conclusions and common knowledge in order to gain clearer understanding
of facts and findings. The research articles or scientific articles are peer-reviewed by research experts and scholars
who dedicate themselves in studying a particular field of knowledge.

• Patents – It is an exclusive right of an invention given to creators. Inventors disclose the technical information
about their invention in exchange of their exclusive rights.
Examples:
- Pen with scanner - With a machine as small as a pen, you can transfer text from paper directly into a
computer. Christer Fåhraeus invented the C-pen.
- Steel kidneys - After receiving a grant from the state in 1946, Nils Alwall, a doctor in Lund, began
developing a dialysis machine for people suffering from kidney disease. Just over twenty years later, his
inventions started to be mass produced.
- The Graphic User Interfaces (GUIs) of phones are also applied for patents.

• Gray Literature – These literatures are highly detailed and authentic information that are difficult to obtain due
to the manner of publication which are exclusive within an academic institution.
Example: Thesis, dissertation, technical report, action research, which for most cases is not for public
reference and is only found at the institution where it is conducted.

B. Online Scientific Literature

With the rise of internet, information became more abundant and has become the major component of collecting
information.
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Although the internet provides much scientifically relevant information, the rise of misinformation and fake
information has become widespread which is sometimes used by researchers in their background information. To avoid
these, researchers are encouraged to use reliable academic/scholarly search engines and web research database.

• Search Engines – The use of search engines is the most common and well-known technique in gathering
information. The process of searching starts by entering a keyword, then the internet scans, then organizes and
categorizes the results and lastly, websites are presented.
- google.com, bing.com, duckduckgo.com

• Scholarly Search Engines – These are search engines different from the mainstream since it removes irrelevant
websites and categorizes scientific sites.
- eric.ed.gov, scholar.google.com, science.gov, www.doaj.org are examples of academic search engines.

Writing Tip
When citing information for your study (be it for the background of the study/situation analysis, theoretical/conceptual
framework, and results and discussion), always refer to sources that are peer reviewed or that came from an actual
research study. Moreover, you can cite information that is produced by legitimate media and academic sources. Do not
copy or cite random information since they did not

Significance of the Study

Significance of the study answers the fifth W of an academic quest. That is the why. Why do you think your study
is significant? When discussing this, you deal with the general contribution that your study makes.
According to Unite for Sight (n.d.), the goal of research is to inform action. Your study must contextualize its
findings within the larger body of research. It must have a high quality that is applicable outside of the research setting.
Dissemination of the research outcomes is the expressed contribution of the researcher.

To be guided in drafting your Significance of the study, ask yourself these questions:
Q1: What is the specific significance of your research to yourself or other individual?
Q2: Why is it important to communicate the value of your research?

A study without sharing its findings is a mere brain exercise and will never give an opportunity for more learning
discoveries. If that is the case, it may not be considered significant.

Example:
Significance of the Study

The following entities will benefit on the results and outcome of this study:
Community. This study will encourage the community to act and advocate for a better family health by being mindful
of the family planning practices of their members.
Community Officials. This study will guide the officials of the community to advocate family planning in order to
achieve a better family health. This study may be used as their benchmark for formulating family planning and family
health programs.
Families. This study will contribute to a better healthy lifestyle for all of the family members as they become more
mindful of planning for their family health. They will become more knowledgeable about family planning and how it
will affect their family health.
Researchers. This study provided the researchers new and clearer insights about how the family planning practices of
families can contribute or predict their family health status.
Future Researchers. This study may benefit future researchers since this will serve as blueprint of the findings and
conclusions which may lead to further studies.

Scope and Limitation of the Study

The scope identifies the boundaries of the study in term of subjects, objectives, facilities, area, time frame, and the issues
to which the research is focused. Given here are examples of opening phrases to express the scope of the study:
The coverage of this study is ___________________________________________.
The study consists of _________________________________________________.
The study covers ____________________________________________________.
The study focuses on _________________________________________________.
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The purpose of the limitation of the study is to delimit by geographic location, age, sex, population traits, population size,
or other similar aspects. Delimitation makes study more manageable and feasible. Part of it sets the constraints or
weaknesses of a study which are beyond the control of the researcher. An example of limitation is accessibility of data.
The quality of the research findings will depend upon the ability of the researcher to access information from people or
organization. Another example of limitation is the time that a research has to devote in the conduct of the study. So, the
researcher must be careful in deciding on a research problem. Interest over the topic will not suffice. It must be practicable
within a manageable period of time. Given here are examples of opening phrases to express the scope of the study:
The study does not cover the _________________________________________.
The researcher limited this research to__________________________________.

Scope and Delimitation

This study will cover one hundred thirty-two (132) couples who are married for ten (10) years and have at least two
children from the three barangays along the coastal areas of San Fernando La Union namely Brgy. San Agustin, Brgy.
Poro, and Barangay Ilocanos Sur to identify their family planning practices. Survey method by use of questionnaire will
be utilized for the gathering of data. This study will yield to the creation of a Family Health Advocacy Material (FHAM).

Teenagers or unmarried couples with a child or children will not be included in the data gathering activity since the
study will only focus on married respondents. The survey will also be voluntary and thus those who are not available or
refused to participate will not be counted as respondent. Moreover, the advocacy material will be limited only for
married couples who already have children.
Operational Terms
Definition of terms is an alphabetical list of the important words acronyms that researcher defines particularly
those used in a special way in the study so as to avoid ambiguity.

Terms used in research are needed to be defined operationally. An operational definition is a detailed specification
of how one would go about measuring a given variable. Operational definitions can range from very simple and
straightforward to quite complex, depending on the nature of the variable and the needs of the researcher. Operational
definitions should be tied to the theoretical constructs under study. The theory behind the research often clarifies the
nature of the variables involved and, therefore, would guide the development of operational definitions that would tap
the critical variables. Operational definition are terms based on observable characteristics and how it is used in the study.

In writing your definition of terms, make an introductory sentence or paragraph. It must also be noted that a
word may be defined conceptually and operationally in the study. Terms should be written in alphabetical order.

Definition of Terms
The following terminologies that appear in the study are operationally defined based on how they function
within the context of the study:

Age of the Couple refers to the length of time the couples have biologically existed
FHAM refers to Family Health Advocacy Material, the proposed output of the study
Family Planning Practice refers to the practical ways the couple anticipates their desired number of children
Health Status refers to the relative wellness or illness of the respondents
Highest Educational Attainment of the Couple refers to the level of education the couple has finished
Monthly Family Income refers to the total amount of income produced by all members of the family on a
monthly basis
Occupation refers to the profession of the couple
Religious Affiliation refers to the religious and spiritual practices of the respondents
Type of Family refers to the familial structure of the respondents

Designing a Research Topic

In designing a research topic, the first aspect one must look into is the research problem. A research problem is a
statement about an area of concern, a condition to be improved, a difficulty to be eliminated, or a troubling question that
exists in scholarly literature, in theory, or in practice that points to the need for meaningful understanding and deliberate
investigation. It is typically posed in the form of a question.

What are possible sources of research topics?

Here are some questions that may serve as your guide to generate ideas that may lead to your possible research
topics:
a. What if my field of study/expertise/career path?
 PAGE 13

b. Do you have a strong opinion about a current issue?

c. Do you have an interest that you would like to know more about?
d. Are there aspects or concerns surrounding you that you are interested in learning more about?
e. What are the current concerns or stories you want to learn more about?

When you start to brainstorm for a research topic, you start by looking for a source which would inspire you to select
the topic. The following are the things that may be considered before starting the research activity:
1. A problem that is most interesting to you
2. Existing problems in the classroom/school/campus/university which one may want to solve.
3. Existing needs of the community or society
4. Area of interest, specialization or event from related fields
5. Offshoots of friendly conversations (idea which sparks when you discuss something with a peer)
6. Observations, intuitions or a combination of both
7. The type of data you need
8. The participants and sources
9. The location and timescale of the research
10. Prevailing theories and philosophy

For example, if you are in the STEM strand, you are expected to study topics related to science (chemistry, biology,
physics, engineering), mathematics, robotics, and technology. Likewise, HUMMS students are expected to study social
science topics (however are more qualitative in nature). Technical, Vocational, and Livelihood students are expected to
select research topics that are aligned to their chosen field (ICT students are expected to research on ICT related topics;
HE students are expected to select researches that involves cookery, bartending, restaurant management, hotel
management, and the likes).

In proposing a research topic, you have to start with a proposed title which is followed by a short description of
what your topic is and citation of at least five (5) similar studies which deals with the same problem you selected. It must
follow a macro to micro format in presenting information about your topic (starts with foreign sources >> national sources
>> local sources). As mentioned, the topic must be related to your field of study.

Key Points:
• The title summarizes the main idea or ideas of your study.
• The Background of the Study involves current issues, similar topics, and elaboration of the research gaps related
to the problem selected for the research topic.
The term scope refers to the problem or issue that the researcher wants to study with the project while the limitation
refers to the term used for constraints that impact the researcher's ability to effectively study the scope of the project.

Research Problem
A research problem is a statement about an area of concern, a condition to be improved, a difficulty to be
eliminated, or a troubling question that exists in scholarly literature, in theory, or in practice that points to the need for
meaningful understanding and deliberate investigation. It is typically posed in the form of a question.

To make research more manageable, the following shall be considered:

Selection of research topic is one of the most challenging tasks in research and very important as well. This phase may be
easy for some researchers by doing brainstorming. Research topic becomes the basis of the time, effort and resources
that the researcher will invest through the journey. Careful attention in choosing the research topic will work to your
benefit. Thus, the following must be considered in deciding research topic.

a) Aspect - Choose one aspect through which you look at the research problem. To put it more simply, look at just one
facet of the issue or problem.
E.g. A study about the effect of the COVID-19 pandemic to the life of the people is just too broad and has multiple
aspects which will be complicated for a student-researcher. The researcher may opt to focus on a more specific
problem like the effect of COVID-19 pandemic on the emotional health of junior high school students.

b) Components - determine if your initial variables or unit of analyses can be divided into more particular parameters
which can then be analyzed more precisely. For example, a study about vaping will be too broad. Topic is too broad
when there are so many different ideas about it. [e.g., a study of tobacco use among adolescents can focus only on
vaping among male adolescents rather than adolescents in general or focus on female adolescents of a certain age.
 PAGE 14

c) Curiosity - Choose a topic that you know a little about, however you have the desire to explore and learn more. There
is no point in studying something you already knew as there will be no place for finding new knowledge.

d) Interest - Choose a topic that seems interesting to you. If you do not have any interest in a topic you will not be able
to do the study with passion and probably you will not duly devote time for it. As a senior high school student what are
the most interesting topics in your field that you want to explore. But remember that apart from your interest, topic you
chose must be objective and researchable. Moreover, your interest must be about a novel topic. Avoid overly discussed
or explored topic.

e) Time and Place - Remember that the smaller the area of analysis, the narrower the focus. Moreover, the shorter the
available time period, the narrower the focus should be. Narrow down your topic and review it several times. Get
feedback from your teacher about your chosen topic.

f) Type - Focus your topic in terms of a specific type or class of people, places, or things. Otherwise, the conduct of the
study will not be manageable.

g) Availability of Resources - Check the availability of references by visiting on-line libraries, journals and research gates.
Once you realize the non-availability of resources, change the subject.

h) Significance of the Topic - The research topic chosen must be significant, and must address a particular problem that
will impact the life of the people in general.

Statement of the Problem

The statement of the problem refers to the part of a research paper wherein the overview of the different
questions of the study is enumerated.

Factors in Developing the Statement of the Problem

• The statement of the problem will depend on what type of research you are going to conduct.
• It should set the focus of the study. It directs the researchers to where the study must go.
• It must establish what is needed to be achieved on the study.
• It must give the researchers an idea on what data will be collected.

The statement of the problem tells what is done to make the situation that exists more like what it should be. It
exposes anything that is wrong with the situation or condition or circumstance which is being described. It has two main
elements: the general problem and specific research questions.

General Problem (Aim of the Study)

The general problem is a statement which clarifies what is needed to be accomplished in the study. This states
the aim of the study. In most cases, the general problem looks similar with (or is based on) the research title. This is a
statement of a long-term objective expected to be achieved by the study. This is derived by the identification of the
researcher problem and as reflected in the tittle.

For Example:
Sample Title of the Study SYNCHRONOUS LEARNING AND ITS IMPACT ON THE ENGLISH LANGUAGE PROFICIENCY
OF JUNIOR HIGH SCHOOL STUDENTS
General Problem This study aims to determine the impact of synchronous learning on the English language
proficiency of junior high school students.

Specific Problems (Research Questions)

The research questions which are answered in the study are called research questions or investigative questions,
and are all in question form. The answers to the research questions should lead to the solution of the research problem.
It focuses on the clear goal or objective. It states the precise goal. The problem should be limited enough in making a
definite conclusion possible. These questions become the basis for what data the researchers will collect
 PAGE 15

There are two kinds of specific questions:

A. Non-Researchable Question
Non-researchable question is a value question which is answerable by either ‘yes’ or ‘no’. A. value is something
that requires a more judgmental response than does a question of.
Example:
• Are the students using cellphones during class session?
• Should all students take supplementary lessons?

B. Researchable Questions
Researchable questions are questions of value, opinions, or policy raised to accumulate data. This question answers
the questions who, what, when, where, why, and how.

There are four types of researchable questions:

1. Factor-Isolating Question
Also called “factor-naming”, factor-isolating questions isolate, categorize, describe, or name factors and situations
Example:
1. What is the demographic profile of the respondents in terms of:
1.1. Age;
1.2. Sex; and
1.3. Grade Point Average in English?

2. What are the available learning materials at home?

2. Factor-Relating Question
Factor-relating question seeks to establish relationship between two known variables.
Examples:
1. Is there a significant difference in the English proficiency between students who participate in
synchronous classes and those who participate in asynchronous classes?

2. What is the relationship between playing online educational games and English language proficiency?
3. Is there a significant correlation between the profile of the respondents and their course preference?

3. Situation-Relating Question
Situation-relating question yields hypotheses testing or experimental study designs in which the researcher
manipulates the variables to see what will happen.
Examples:
1. What is the effect of integrating online educational games in developing the English language proficiency
of the students?
2. How does synchronous class impact the English language proficiency of the students?

4. Situation-Producing Question
Situation-producing questions establish explicit goals for actions, develop plan or prescriptions to achieve goals,
and specify the conditions under which these goals will be accomplished. It is a question intended for presenting a tangible
output for the study.
1. What learning intervention material can be formulated to improve the English proficiency of students?
2. How can online educational games be used in developing the English proficiency of students?

Key Points:
• A research problem is a statement about an area of concern, a condition to be improved, a difficulty to be
eliminated, or a troubling question that exists in scholarly literature, in theory, or in practice that points to the
need for meaningful understanding and deliberate investigation.
• The research problem has two elements: general problem and specific problem
• The general problem is a statement which clarifies what is needed to be accomplished in the study.
• The research questions which are answered in the study are called research questions or investigative
questions, and are all in question form.
 PAGE 16

ADDITIONAL RESOURCES
Direction: To get more information about the topic, you may also check these following online resources through
YouTube. Copy the links below and search it on your preferred browsers. Screenshots are also presented below for easy
navigation.
Link:
HOW TO WRITE YOUR RESEARCH TITLE / PRACTICAL
RESEARCH 2 - YouTube
Screenshot of online resource:

Link:
https://www.youtube.com/watch?v=XoXtKQYWp30&ab
_channel=DocEdPadama
Screenshot of online resource:

Link: Writing the Background of the Study - YouTube

Screenshot of online resource:

Link: Paano Isulat ang STATEMENT OF THE PROBLEM -

YouTube
Screenshot of online resource:
 PAGE 17

ASSESSMENT AND EVALUATIONS

NOTE: PLEASE DETACH THIS PART OF MODULE BEFORE SUBMITTING. DO NOT SUBMIT THE ENTIRE MODULE, ONLY
THE ACTIVITY SHEETS.

NAME: __________________________________________GRADE/STRAND/SECTION: ___________________________

ASSESSMENT 1
INSTRUCTION: Topics are given in the first column. List two (2) possible concerns, problems, or issues you can think
of or have encountered relative to it. It should be relevant to the topics provided. An example is given as a basis
for this activity.
Topic Relative Problems or Issues
Examples:
a. Effect of social media to the interpersonal skills of the students
Example: Social Media
b. Impact of social media to the academic performance
c. Over reliance of teens in social media
a.
Teenage Physical Health
b.

a.
Global Pandemic
b.

a.
Academic Performance
b.

a.
Pollution
b.

a.
Technology
b.

ASSESSMENT 2
INSTRUCTION: This activity will help you familiarize the non-researchable question and the different kinds of
researchable questions. Write one question for each of the kinds of research questions. Write your answer on the table
provided.

Kinds of Research Research Question Example

Question
Non-Researchable
Question
Factor-Isolating Question

Factor-Relating Question

Situation-Relating Question
Situation-Producing
Question
 PAGE 18

ASSESSMENT 3
INSTRUCTION: Arrange the different pieces of information according to their proper order in the background of the
study. Write your answers before the number. Use 1-5 to determine the order.
a. This study aims to explore and describe the lived experiences of the nursing students with benefactors.
b. Internationally, seven out of 10 college students feel stressed about their personal finances, according to a new
national survey. Nearly 60 percent said they worry about having enough money to pay for school, while half are
concerned about paying their monthly expenses. In fact, 32 percent of students reported neglecting their studies
at least sometimes because of the money they owed (Mcdaniel, 2015).
c. In ABC College, particularly in School of Health Sciences Department as one of the high paid courses an
estimated of 14 students out of 75 populations of nursing students from levels 1 to 4 who are sponsored by their
relatives for their tuition fee. This led to the researcher’s interest to conduct the study.
d. In the Philippines, poverty is one of the main causes of the country’s poor education record and has affected
participation in education in more ways than one. Every Filipino should complete at least 10 years—ideally at least
12 years—of basic education to be able to earn enough to avoid poverty (Mangahas 2017). This has led to an
increasing number of college students applying for financial assistance as noted by the Commission on Higher
Education (CHED) (Mateo, 2019).
_______e. Due to the increasing efficiency in education, it is a challenge for the students to find a benefactor for their
education. These benefactors enter the lives of individuals to give them inspiration, advice, or courage (Donne,
2016), and most often, help with the education of others. They became crucial in the education of those who are
less privileged.

EVALUATION 1
INSTRUCTION: Brainstorm two (2) possible researchable topics that are related to your track/strand and according to
your personal interest. Fill up the matrix given below. An example is given as a guide for your activity.

Example Proposal Proposal 1 Proposal 2

Topic
Family Health

Problem Encountered

The researcher would

like to know if family
planning practices can
predict family health

Aim of the Study

This study aimed to
identify the family
planning practices of the
respondents as predictor
to their family health
status

Proposed Title

FAMILY PLANNING
PRACTICES AS
PREDICTOR TO FAMILY
HEALTH
 PAGE 19

EVALUATION 2
INSTRUCTION: Answer the following questions in Column A. An example is provided. Use a separate sheet of paper
in answering the activity.
EXAMPLE:
Column A Column B
1. What broad topic are you most interested? If you Household Chores and Absenteeism
cannot think of any, it will help if you will do a
background research.
2. What specific part of the topic are you most Household chores and the resulting school absenteeism
interested? of the students.

3. List 2-3 possible questions about your chosen topic 1. How do household chores affect school attendance?
area. 2. What are the effects of household chores to school
attendance?
3. Is there a significant relationship between household
chores and school attendance?

4. Choose one to be your main research question. How do household chores affect school attendance?

5. Make your question clear and specific as to scope. How do household chores affect school attendance of the
senior high students of ABC National High School?

Column A Column B

1. What broad topic are you most interested? If you

cannot think of any, it will help if you will do a
background research.

2. What specific part of the topic are you most

interested?

3. List 2-3 possible questions about your chosen topic

area.

4. Choose one question to be your main research

question.

5. Make your question clear and specific as to scope.

 PAGE 20

EVALUATION 3
INSTRUCTION: This activity will give you more practice in drafting your research questions. The worksheet is more
appropriate when the nature of the study is action research. Give what is asked in Column A. Put your answers in
Column B. Brief descriptions are given in Column B. Use notebook or a separate sheet of paper in answering the activity.

A B
(Write a focusing question about the problem you are
interested in)
Answer:
Problem or Issue

(Identify the people most affected by the issue.)

Answer:

People most affected by the issue

(Identify if the problem is about knowledge, skills, attitude

or feelings.)
Answer:
Type of problem

(Based on your data analysis, what is the most significant

cause contributing to this problem.)

Answer:
Probable cause of the problem

(This describes how you will impact the problem. This

becomes the basis of your goal statement)
Answer:
Goal for improvement

(This becomes the basis of your action planning.)

Answer:

Proposed solution to the problem

SUMMARY AND REFLECTION

INSTRUCTION: Write a one (1) paragraph essay based on the question that was given. Write it at the back of this paper.
QUESTION: Give 3 reasons why it is relevant to study the basics of designing a research. Why and how is it relevant to your
chosen track/strand.
 PAGE 21
MODULE 3
(WEEK 5-7)

KEY WORDS AND CONCEPTS

Hypothesis
Input-Process-Output Model (IPO)
Independent Variable - Dependent Variable Model (IV-DV)
Review of Related Literature
Citing Sources
CONTENT, LECTURES, READINGS, SELF ENHANCEMENT:

Lesson 3
LEARNING FROM OTHERS AND
REVIEWING THE LITERATURE
Theoretical Framework and Conceptual Framework
The theoretical and conceptual frameworks are both important in a quantitative research paper because it clearly
illustrates the structure of the research plan and help the researcher formulate relevant research questions.

The theoretical framework introduces and describes the theory that explains why the research problem under
the study exists. It presents the main variables of the study based on the theories and the presumed relationship among
them. It specifies which variables influence a phenomenon of interest and highlights the need to examine how those key
variables might differ and under what circumstances.

The theories which will be cited will define how a phenomenon is affected by a variable. These will guide the
researchers in understanding the phenomenon observed. It is a supporting mechanism that allows the researcher to be
able to connect the outcomes of the study with existing body of proven knowledge and hypotheses, and to formulate
research questions that is relevant to the problem. There must be at least three theories which can be related to your
research and try to find out how it will help the study.

For Example:
Your study aims to determine the relationship between motivation and academic performance. What you are
going to do is search for "theories related to motivation and studying" since both terms are related to the problem the
research will resolve.

Like theoretical framework, conceptual framework also helps in explaining the topic. A conceptual framework
represents the researcher's synthesis of literature on how to explain a phenomenon. It maps out the actions required in
the course of the study given his previous knowledge of other researcher' point of view and his observation on the subject
of the research.
Instead of theories, ideas and concepts are cited to explain the possible outcomes of the study. For this case, laws,
documents, and other formal information that could be related to the study can be used.
Furthermore, the conceptual framework is a primer for introducing the research paradigm which layouts the
process to which the research will be undertaken.

A paradigm is a set of assumptions and perceptual orientations shared by members of a research community.
Paradigms determine how members of research communities view both the phenomena their particular community
studies and the research methods that should be employed to study those phenomena. This allows the researcher to give
a visual presentation of the study which will be conducted.
The paradigm is in line with the research problem and the research methodology. There are different kinds of models that
you can use for your paradigm.
 PAGE 22

Input-Process-Output Model (IPO)

The IPO model is a widely used paradigm in research. It is used when the research aims to yield an output. It starts
with the statement of the variables (input) which will be based on the research problem. Then, the procedures in treating
the data to answer the problem (process) will be presented. The output will provide feedback to both the process and the
input. The last element would be the actual output (refer to the example below).

INPUT PROCESS OUTPUT

(This part reflects the steps that

the researcher will do in order to
formulate the output.)
(This part reflects the data which
will be collected and analyzed Example:
which will eventually become a
tangible output.) 1. Analysis of the:
a. profile of the young adults
Example: b. family planning Practices of (This part names the output that
the respondents will be formulated as a result of
1. Profile of the respondents in c. family health status the data collection and analysis
terms of: d. significant relationship of process undertaken.)
1.1 age of the couple profile and family planning
1.2 type of family; practices Example:
1.3 highest educational e. Significant relationship
attainment of the couple between family planning practices Family Health Advocacy Material
1.4 religion and health status (FHAM)
1.5 occupation
1.6 family income (monthly) 2. Formulation of Family Health
2. Family Planning Practices Advocacy Material.
3. Family Health Status

3. Validation of Family Health

Advocacy Material

FEEDBACK

Independent Variable - Dependent Variable Model (IV-DV)

The IV-DV model is used to present the independent variables and the dependent variables of the study. It is
often used when the focus of the study is on the cause and effect of two or more variables. It is mostly used in
experimental studies. The example below shows the profile of respondents (IV) as the main determinants which affect
their family planning practices and health status (DV).

INDEPENDENT VARIABLE DEPENDENT VARIABLE

(The (The
independent dependent
variable brings Example variable
changes to the changes
dependent depending on
variable. The IV
1. Profile of the respondents in how the
does not terms of: independent
Example:
change but can 1.1 age of the couple variable is
be 1.2 type of family; manipulated.
manipulated.) Family Planning Practices and DV cannot be
1.3 highest educational
Health Status of Respondents manipulated
attainment of the couple since that is
1.4 religion technically
1.5 occupation altering the
1.6 family income (monthly) results of your
study)
 PAGE 23

Hypothesis
A hypothesis is a statement that can be tested by scientific research. If you want to test a relationship between
two or more things, you need to write hypotheses before you start your experiment or data collection. Hypothesis states
a prediction about what the study will find. It is a tentative answer to a problem that has not yet been tested. This is only
found in QUANTITATIVE studies and often times tests two variables in terms of their correlation/association and cause-
and-effect relationship using statistical tools. QUALITATIVE researches DO NOT require hypothesis since they do not intent
to test any variables. Hypothesis is only needed if the questions are testable using statistical tools (Correlation, ANOVA, T-
Test, Chi-Square test).

Role of Variables in hypotheses

In experimental and correlational research, hypotheses propose a relationship between two or more variables.
An independent variable is something the researcher changes or controls. A dependent variable is something the
researcher observes and measures.

Hypothesis and Developing a Testable problem

Experimental researches require hypothesis testing in order to set an objective focus for the study. It is a need
since results are required to be delimited into having one clear answer.

Problems that are testable can be easily constructed following these steps:
1. There must be at least two variables - The problem must contain both an independent variable and a
dependent variable and must ask for the relationship of the variables.
2. It should be clear - The problem should be clarified in order for readers to comprehend it.
3. It should have treatment - The problem should clearly manifest what type of treatment tool will be used to
test it.

Importance of Hypothesis
• It ensures the entire research methodologies are scientific and valid.
• It helps to assume the probability of research failure and progress.
• It helps to provide link to the underlying theory and specific research question.
• It helps in data analysis and measure the validity and reliability of the research.
• It provides a basis or evidence to prove the validity of the research.
• It helps to describe research study in concrete terms rather than theoretical terms.

CATEGORIES OF HYPOTHESIS
There are two categories of hypotheses: null hypotheses and alternative hypotheses.

A. Null Hypothesis (H0)

A null hypothesis symbolized by H0, which states the absence of relationship between the independent and
dependent variables. It is therefore a statement to disprove the fact that the independent variable (treatment,
intervention, or condition) has an effect on the dependent variable (Morgan 2014; Thomas 2013). The null hypothesis is
a statement which talks about the parameter.
It reflects that there will be NO OBSERVED effect in the experiment/data gathering. This is written after the
statement of the problem and only deals with a specific question that require complex statistical treatment for analysis.

Alternative Hypothesis (Ha/H1)

The opposite of null hypothesis is the alternative hypothesis. Symbolized by Ha/H1, the alternative hypothesis
states the relationship between the independent and the dependent variables and the fact that the first affects the second
one (Morgan 2014; Thomas 2013). The alternative hypothesis is a statement that directly contradicts the null hypothesis.
The alternative or experimental hypothesis reflects that there will be an observed effect for the experiment. This will only
be written if and only if the null hypothesis is rejected.

Examples of Hypothesis

Testable Problem: Is Liquid Sea Weed Fertilizer effective in growing vegetables?

Null Hypothesis: Liquid Sea Weed Fertilizer is not effective in growing vegetables.
Alternative Hypothesis: Liquid Sea Weed Fertilizer is not effective in growing vegetables.

Testable Problem: Is there a significant relationship between the academic performance and emotional well-being of the
respondents?
Null Hypothesis: There is no significant relationship between the academic performance and emotional well-being
of the respondents
 PAGE 24

Alternative Hypothesis: There is a significant relationship between the academic performance and emotional
well-being of the respondents

Testable Problem: Is there a significant difference between the pre-test and post-test of the respondents?
Null Hypothesis: There is no significant difference between the pre-test and post-test of the respondents
Alternative Hypothesis: There is a significant difference between the pre-test and posttest of the respondents

Developing a Hypothesis
1. Ask a question. Hypothesis begins with a research question that you want to answer. The question should be
specific and researchable.
2. Do some preliminary research of the previous studies. Your initial answer to the question should be based on
what is already known about the topic. Look for theories and previous studies to help you form educated
prediction.
3. Formulate your hypothesis. Foresee the idea of what you expect to find. Write your initial answer to the question
in a concise sentence.

Reading on Related Literature

Related literature is the sail that would give direction to whatever research you’re engaged in. Reading on related
literature will help you decide on what specific topic from the broad subjects that’s making your research daunting.
Moreover, going through varied primary, secondary or even tertiary sources gives you pointers on formulating your
research objectives and questions.

Reading substantial body of literature, provides more background to your investigation, allowing more
understanding of the chosen research topic. Furthermore, literature review gives you warning against copying existing
researches, but could duplicate with the intention of identifying and filling the gaps in other studies.

According to Kim, YS (2018), review of related literature aids to “provide a context for the research, justify the
research, ensure the research hasn’t been done, show where the research fits into the existing body of knowledge, enable
the researcher to learn from previous theory on the subject, illustrate how the subject has previously been studied,
highlight flaws in previous research, outline gaps in previous research, show that the work is adding to the understanding
and knowledge of the field, help refine, refocus or even change the topic.”
Hence, after contemplating on research topic and before writing the introduction, statement of the problem and other
preliminary parts in research, it is imperative that you do extensive reading/viewing of varied literatures so that you would
be ready and equipped with background knowledge of your research.

Review of Related Literature

Reviewing related literature is one major activity in research that makes you examine or study again concepts or
ideas related to your research that people managed to publish in books, journals, or other reading materials in the past.

Review of related literature involves analysis of different literature such as published/ printed materials like:
reference books, textbooks, manuals, encyclopedia, dictionaries, broadsheets, journals, periodicals electronic references
from the Internet that have some bearing to the research topic being studied.

Review of related study allows the research to compare and contrast his/her findings with those of past studies.
The studies can be in the form of theses, dissertations or journal articles, among others.

Foreign and local literature and studies are part of your review of related literature. As much as possible there
should be a balance between these two. Just like related literature and related studies, in the discussion part of RRL, you
may combine foreign and local literature and studies so long as you have arranged them thematically, chronologically,
methodological or theoretical.

In most formats (institution research format followed by a school), the review of related literature (RRL) is placed
on the second chapter in between introduction and methodology. However, there are formats that follow the
Introduction, Methodology, Results and Discussion (IMRAD) orientation wherein the RRL is integrated with the
Background of the Study. If your institutional research format does not have a dedicated chapter for RRL, this means that
RRL should be integrated to your background of the study.
 PAGE 25

Importance of RRL
When you write a thesis, dissertation, or research paper, you will have to conduct a literature review to situate
your research within existing knowledge. The literature review gives you a chance to:
a. Demonstrate your familiarity with the topic and scholarly context.
b. Develop a theoretical framework and methodology for your research.
c. Position yourself in relation to other researchers and theorists.
d. Show how your research addresses a gap or contributes to a debate.

Writing the RRL

A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current
knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.
Writing a literature review involves finding relevant publications (such as books and journal articles), critically analyzing
them, and explaining what you found. There are five key steps:
1. Search for relevant literature - identify the keywords of your study in order to identify what words you will use
when searching for a relevant literature.
2. Evaluate sources - always validate the sources you are going to get; reliable sources are often posted by
scholarly websites (see page 5).
3. Identify themes, debates and gaps - identify the connections between each literature you collected.
4. Outline the structure - list the pieces of literature according to geographical (foreign to local) and chronological
order.
5. Write your literature review - pieces of literature taken should be summarized and fully cited.

Characteristics of a good Literature Review

1. Materials/ the literature used must be as recent as possible.
2. Materials/ the literature used must be as objective and as unbiased as possible.
3. Materials/ the literature used must be relevant to the study.
4. Materials/ the literature used must not be too few nor too many.

Components of the literature review

1. Objective of the literature review
2. Overview of the subject under consideration.
3. Clear categorization of sources selected into those in support of your particular position, those opposed, and
those offering completely different arguments.
4. Discussion of both the distinctiveness of each source and its similarities with the others.

Citing Sources
Writing a literature review can be a daunting task for students as it entails lots of reading to the part of the student
researcher. Alongside with lots of reading, it is necessary recognize the authors of the literatures that you have selected
which have some bearing to the study. Prieto (2017) provides this guide to help student researchers in citing sources:
1. Primary sources are original materials on which other research is based, including: original written works –
poems, diaries, court records, interviews, surveys, and original research/fieldwork, and research published in
scholarly/academic journals.
2. Secondary sources are those that describe or analyze primary sources, including: reference materials –
dictionaries, encyclopedias, textbooks, and books and articles that interpret, review, or synthesize original
research/fieldwork.
3. Tertiary sources are those used to organize and locate secondary and primary sources.
Indices – provide citations that fully identify a work with information such as author, titles of a book, article, and/or
journal, publisher and publication date, volume and issue number and page numbers.
Abstracts – summarize the primary or secondary sources,
Databases – are online indexes that usually include abstracts for each primary or secondary resource, and may
also include a digital copy of the resource.

A citation is a way of giving credit to individuals for their creative and intellectual works that you utilized to support
your research. It can also be used to locate particular sources and combat plagiarism. Typically, a citation can include the
author's name, date, location of the publishing company, journal title, or DOI (Digital Object Identifier). There are two
types of citation:
1. In-Text Citation – this technique is used to cite the author and the year the information was
published within the body of your research paper. In-text citation commonly takes the text-
oriented citation format “(SURNAME OF AUTHOR/ORGANIZATION/Title of Article [if the author is
not mentioned], YYYY)”.
Example: (Dela Cruz, 2021); (UNICEF, 2020); and (Gamification in ESL Learning, 2017)
 PAGE 26

In some cases, research paper use author-oriented citation.

Example: According to Dela Cruz (2011); UNICEF (2020) stated that…
2. Reference List/Bibliography – this is a list of cited materials in the study placed after the last
chapter of the research paper.

Most of the time, citations needed to be paraphrased in order to avoid plagiarism. As a researcher, it is important
to know how to paraphrase citations.

Paraphrasing tips
These are four tips a researcher can use in paraphrasing an idea:
1. Start your first sentence at a different point from that of the original source
2. Use synonyms (words that mean the same thing)
3. Change the sentence structure (e.g. from active to passive voice, simple to compound or complex, etc.)
4. Break the information into separate sentences

However, not all ideas can be paraphrased. Rarely, ideas change its context when it is paraphrased. For
example, the phrase “It is not what the country can do to you, it is what you can do for your country” which
was said by John F. Kennedy cannot be paraphrased since its meaning may change if it was paraphrased.
These kinds of ideas may remain as it is given that it is presented as a quotation. Quotation is a phrased
enclosed in a quotation mark (“”). It is when the researcher directly copied the statement and included it in his
paper while citing its original author. This can be used if and only if the original statement will change its
meaning or context once it is paraphrased.

The examples below show a quotation and a paraphrased version.

Original quote:
“But the hearing was about more than Facebook; it exposed a critical turning point as the power,
sophistication and potential exploitation of technology outpaces what users, regulators or even its creators
expected or seem prepared to handle” (Roose & Kang, 2018).

Paraphrased version:
The hearing made it apparent that the expectations of creators, regulators and users have been rapidly
eclipsed by technology in general, not only Facebook. Such technologies now extend beyond what these
parties are able to manage, due to their immense influence, potential for exploitation and sophistication
(Roose & Kang, 2018).

A citation style dictates the information necessary for a citation and how the information is ordered, as well as
punctuation and other formatting.

How to Do I Choose a Citation Style?

There are many different ways of citing resources from your research. The citation style sometimes depends on
the academic discipline involved. The most common among this type of citation is the American Psychological Association
(APA) format.
APA (American Psychological Association) used by Education, Psychology, and Sciences, is an author/date-based
style. This means emphasis is placed on the author and the date of a piece of work to uniquely identify it.
Terms: Material Type - where the literature was taken; In-Text Citation - how the literature will be cited in the actual text;
Bibliography - how the literature will be cited in the reference list

Material Type In-Text Citation Bibliography

a book (Sapolsky, 2017) Sapolsky, R. M. (2017). Behave: The biology of humans at
our best and worst. Penguin Books.
Chapter in an edited book (if (Dilliard, 2020) Dillard, J. P. (2020). Currents in the study of persuasion. In
the chapter is from an M. B. Oliver, A. A. Raney, & J. Bryant (Eds.), Media effects:
authored book, use the Advances in theory and research (4th ed., pp. 115–129).
book citation) Routledge.
An article (print journal) (Weinstein, 2009) Weinstein, J. (2009). “The market in Plato’s Republic.”
Classical Philology, 104(4), 439-458.
An article (electronic (Grady et. al., Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J.
journal) 2019) (2019). Emotions in storybooks: A comparison of storybooks
that represent ethnic and racial groups in the United States.
 PAGE 27

Psychology of Popular Media Culture, 8(3), 207–217.

https://doi.org/10.1037/ppm0000185
A website (Bologna, 2019) Bologna, C. (2019, October 31). Why some people with
anxiety love watching horror movies. HuffPost. https://
www.huffpost.com/entry/anxiety-love-watching-horror-
movies_l_5d277587e4b02a5a5d57b59e

Key Points:
• A hypothesis is a statement that can be tested by scientific research. The two categories of hypothesis are Null
and Alternative hypothesis
• Review of related literature involves analysis of different literature such as published/ printed materials.
• Review of related study allows the research to compare and contrast his/her findings with those of past studies.
• A citation is a way of giving credit to individuals for their creative and intellectual works that you utilized to
support your research.
• Quotation is a phrased enclosed in a quotation mark
• A citation style dictates the information necessary for a citation and how the information is ordered, as well as
punctuation and other formatting.

ADDITIONAL RESOURCES
Direction: To get more information about the topic, you may also check these following online resources through
YouTube. Copy the links below and search it on your preferred browsers. Screenshots are also presented below for easy
navigation.
Link: How to Write a Literature Review: 3 Minute Step-by-step Guide | Scribbr 🎓 - YouTube
Screenshot of online resource:

Link: Part 1 - How to Write the Review of Related Literature - YouTubeScreenshot of online resource:
 PAGE 28

ASSESSMENT AND EVALUATIONS

NOTE: PLEASE DETACH THIS PART OF MODULE BEFORE SUBMITTING. DO NOT SUBMIT THE ENTIRE MODULE,
ONLY THE ACTIVITY SHEETS.
NAME: __________________________________________GRADE/STRAND/SECTION: ___________________________

ASSESSMENT 1
Read the questions carefully. Encircle the letter of the best answer which corresponds to the question.

1. The critical analysis of the relationship among different works is called ________________?
A. Abstract B. Introduction C. Literature Review D. Method

2. The review of related literature includes which of the following type of research sources?
A. Primary Sources C. Online Sources
B. Secondary Sources D. All of the options

3. What is the purpose to do a literature review about your research topic?

A. To show command of the subject area and understanding of the problem, to learn information about a
literature topic, to be informed of your results.
B. To demonstrate skills on library searching, to find information about your subjects, to identify your
sample.
C. To form the foundations of the research, to show command of the subject area and understanding of the
problem, to justify the research topic, design and methodology.
D. To justify the research topic, design and methodology, to justify your selection of the topic, to justify
your academic studies.

4. What information must your ‘the review of literature’ have?

A. The use of all relevant sources and resources or evidence from the literature.
B. The results obtained from the analysis of a literature topic.
C. The use of all relevant research instruments existing in the literature.
D. The results obtained from the application or research instruments and data analysis.

5. Which of this is a question which the literature review world NOT answer?
A. What are the key sources?
B. What are the major issues and debates about the topic?
C. What are the major research approaches and procedures?
D. What are the epistemological and ontological grounds for the discipline?

6. Which one is an example of an in-text citation?

A. Robert Stevens Branson
B. Leki, I. (1998). Academic writing: Exploring processes and strategies. (2nd Ed). UK: CambridgeUniversity
Press.
C. Academia writing
D. (Silva and Matsuda, 2002)

7. Which one is an example of a quotation?

A. As Eguchi & Eguchi (2006) and Icassatti (2006) mentioned students showed enthusiasm while using these
strategies,
B. This tool focuses on ‗creative expression ‘since students have opportunity to express their ideas.
C. “…privileging linguistic features over ideas” (Silva and Matsuda, 2002 p.259.)
D. Students had to fulfil the elements a magazine should include (see appendix A)

8. The review of related literature allows us to identify the questions that are still needed to be answered regarding
a research topic. Which of the following roles of RRL does this refer to?
A. The RRL leads to definitions of problems, selection of methods, and interpretation of findings.
B. The RRL reports contribution of others to the study.
C. The RRL states the stand of the researcher on conflicting views relative to the study.
D. The RRL provides sources of significant problems.
 PAGE 29

9. The review of related literature prevents researchers to reiterate the discussions that had already been made by
previous researchers. Which of the following roles of RRL does this refer to?
A. The RRL points out authoritative evidences supportive of the study.
B. The RRL states the stand of the researcher on conflicting views relative to the study.
C. The RRL leads to definitions of problems, selection of methods, and interpretation of findings.
D. The RRL helps us conceptualize and justify the research because an extensive review can assure no
duplication.

10. The review of related literature enables researchers to look through research instruments from previous
researches that can also be used to answer their own research questions. Which of the following roles of RRL does
this refer to?
A. The RRL helps us conceptualize and justify the research because an extensive review can assure no
duplication.
B. The RRL leads to definitions of problems, selection of methods, and interpretation of findings.
C. The RRL provides source of significant problems.
D. The RRL states the stand of the researcher on conflicting views relative to the study.

SUMMARY AND REFLECTION

INSTRUCTION: Write a one (1) paragraph essay based on the question that was given. Write your reflection at the back of
this answer sheet.
QUESTION: Give 3 reasons why it is relevant to give rightful citation to authors in getting information from their research
work.
 PAGE 30

EVALUATION 1

BIG TASK!

Think of a topic that is related to your field of study and make an appropriate research title. Afterwards, think of a
problem which needs to be resolved. Identify your aim in solving that problem and three (3) specific questions which
needs to be answered in order to form the solution you need.

Once you accomplish this, look for one foreign and one local source/research that talks about the topic that you have
identified. Make sure to cite your references properly. Summarize your reference in at least two (2) sentences. Write
your answers on the space provided.

TOPIC TITLE: __________________________________________________________________

AIM OF THE STUDY:

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

Specific Questions

1. ___________________________________________________________________________________________
___________________________________________________________________________________________
2. ___________________________________________________________________________________________
___________________________________________________________________________________________
3. ___________________________________________________________________________________________
___________________________________________________________________________________________

Related Literature

Foreign:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Local:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

References:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
 PAGE 31

SUMMATIVE ASSESSMENT
PRACTICAL RESEARCH 2
GRADE 12 TVL/ACAD

Note: Please detach this section from the module. Only the Activity Sheets will be passed to the teacher.

NAME: ____________________________________________ GRADE/STRAND: _____________________

TEST 1: MULTIPLE CHOICE

INSTRUCTION: Read and comprehend each statement. Encircle the letter of the correct answer using the answer sheet
provided.
1. Which among the following situation BEST portrays the idea of conducting a quantitative research?
a. Students counting the number of sprouts of mung beans planted without fertilizer
b. A boy conducting an experiment to provide solutions for mitigating mosquito growth in their area
c. A group of teachers writing a reflective journal about the classroom situation of their class
d. A child browsing the internet to find answer for his assignment

2. The researcher conducted an interview and the respondent’s opinion will be the data for the study. What makes the
situation NOT suited for quantitative research?
a. It is not predictive c. The researcher did not used systematic instrument
b. The data which will be used may contain bias d. The sample size is not large enough

3. A quantitative study must also have a clearly defined research question. Why so?
a. To allow identification of appropriate study design c. To predict possible outcomes
b. To statistically treat the data collected d. To have more reliable representation of population

4. Which among the following is NOT a property of QUANTITATIVE research?

a. It heavily relies on words and figures
b. It eliminates the presence of bias
c. The data is in the form of numerical representation
d. Instruments use certain scales to quantify the data collected

5. These are original materials on which other research is based. Examples are original written works, scholarly works,
and researches.
a. Primary Source c. Tertiary Source
b. Secondary Source d. Traditional Scientific Literature

6. The research title is the first part that will be read by the readers in a research paper. Which among the following
portrays the most EFFECTIVE research title?
a. Bromine as an Alternative for Disinfecting Swimming Pool
b. A study on the Smoking Habits of Elementary Pupils of ABC Elementary School
c. History of the Philippines
d. Correlation Study between Academic Performance and Work Ethics of Fresh Graduates

7. The researcher proposed an experimental study. What would be the required essential elements that should be
present in their research title?
a. Participants and Locale c. Independent Variable and Dependent Variable
b. Output of the Study d. Two Variables that would be compared

8. Which among the following proposals would best use the Input-Process-Output Paradigm?
a. A study which tests the efficacy of Allium tuberosum in disinfecting wounds
b. Testing the relationship between demographic profile and Math proficiency which yields to a math workbook
c. Understanding the fears of seafarers when they go on board
d. Analyzing the effect of energy drink on a person’s endurance that affects physical performance
 PAGE 32

9. Which among the following statements describe what a research question is?
a. It is a paragraph which provides information that would elaborate the problem and knowledge gap of the field
b. These statements are specific statements in question form that is ought to be answered
c. This is a statement of a long-term objective expected to be achieved by the study.
d. It is the model presentation of the research pattern

10. Which among the following is an example of an operational term?

a. RADAR refers to Radio Detection and Ranging
b. Stars refer to a fixed luminous point in the night sky which is a large, remote incandescent body like the sun
c. Reflector telescope refers to an instrument used by the researchers to observe the stars
d. Observatory refers to a place of observation

11. Which among the following follows the APA format for citing book/journals as references?
a. James, Henry. The Ambassadors. Serenity, 2009.
b. Albert Einstein, The Meaning of Relativity (Princeton: Princeton University Press, 1923), 44–45.
c. Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented
speech. Journal of Multilingual and Multicultural Development, 23(4), 245-259.
d. Kenko, Y. A Cup of Sake Beneath the Cherry Trees. Penguin Classics. 2013

12. If the researcher asks the respondents to provide their demographic profile information (age, sex, nationality, etc.),
what kind of specific question does the researcher ask?
A. Factor-Isolating Question B. Factor-Relating Question
C. Situation-Relating Question D. Situation-Producing Question

13. If the researcher includes a specific question that asks for the relationship of two variables, what specific question
does this refers to?
A. Factor-Isolating Question B. Factor-Relating Question
C. Situation-Relating Question D. Situation-Producing Question

14. The researcher wanted to test the effect of one variable to another variable through experimentation. What specific
research question would reflect this situation?
A. Factor-Isolating Question B. Factor-Relating Question
C. Situation-Relating Question D. Situation-Producing Question

15. This type of specific questions proposes an output based on the outcomes of the study.
A. Factor-Isolating Question B. Factor-Relating Question
C. Situation-Relating Question D. Situation-Producing Question

TEST 2: STRENGTH AND WEAKNESS OF QUANTITATIVE RESEARCH

INSTRUCTION: Write S if the situation shows the strength of quantitative research and W if it portrays its weakness.
___1. Gina selects 300 samples from a school for her survey because her initial proposal of 20 respondents was
rejected for not being large enough.
___2. The respondents have to situate themselves based on the questions provided in the survey.
___3. The study requires narratives from the respondents regarding their situation as urban poor.
___4. The study was conducted to confirm the results produced by the study.
___5. The survey only provides questions with prepared options.
___6. The researcher needed funds to conduct a regionwide survey.
___7. The researcher was able to manipulate the variable to which it produced several unique results.
___8. During the proposal of the study, validators found that the method was inappropriate.
___9. The results of the study were found applicable to another set of respondents.
___10. The questionnaire was re-evaluated since it was not sufficient in achieving the objectives.

TEST 3: METACOGNITIVE ESSAY

INSTRUCTION: Give your thoughts on the following ideas presented. Write your answers at the back of this answer
sheet.
1. Plagiarism is an act of scientific misconduct in which an individual use or modifies an idea without the permission the
original author or without crediting the owner of the idea used in any academic papers. What makes citation important
in a research paper? (10pts)

2. How does the Statement of the Problem impact the research paper? (10pts)