Name:

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Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: [email protected]; Website: www.uc-bcf.edu.ph

MODULE 8 – Practical
Subject Teacher:
Research 1

MOST ESSENTIAL LEARNING COMPETENCIES:

At the end of the lesson, you will be able to:
1. choose appropriate quantitative research design (CS_RS12-IIa-c-1)
2. describe sampling procedure and sample (CS_RS12-IIa-c-2)
3. construct an instrument and establishes its validity and reliability (CS_RS12-IIa-c-3)
4. describe intervention (if applicable) (CS_RS12-IIa-c-4)
5. plan data collection procedure (CS_RS12-IIa-c-5)
6. plan data analysis using statistics and hypothesis testing (if appropriate) (CS_RS12-IIa-c-6)
7. present written research methodology (CS_RS12-IIa-c-7)

METHODOLOGY
QUANTITATIVE RESEARCH DESIGN

A. DESCRIPTIVE RESEARCH DESIGN

Descriptive research design is a research method that describes the characteristics or

behavior of the subjects or phenomenon that is being studied. It involves overall overview of the
variables without influencing or manipulating it in any way.

Types of Descriptive Research Design

1. Descriptive Normative Survey. This type attempts to establish norms based on a large number
of survey data. It is used to describe trends in a large population of individuals. The survey data
may be demographic data or data on average perception of a set of respondents.

Example: A group of researchers wants to know the profile of all principals of public and private
schools in the Philippines, they may include in their instruments variables like age, sex,
educational attainment, IQ, languages spoken, civil status, average family size, and others.

2. Correlational Research Study. This design is used when the researcher wishes to find out the
extent of which different variables are related to one another. In this design, you will have two
or more quantitative variables in the same group of subjects. It is design to find the similarities of
the variables, not a difference between their means.

Example: Finding the correlation between mental ability and grade in math; gender and math
performance; and advertising cost and sales.

3. Descriptive Evaluative Studies. This study focuses on judging the “goodness of a criterion
measure”. It can be done in short or long period of time.

a. Longitudinal Studies. It is a study that establish changes in criterion measure over a long
period of time.

Example: The researchers want to study the changes in IQ of 9-10 years old kids over a five-
year period, the researchers must test the same group of subject over the five-year period.

b. Cross-sectional Studies. It is a study designed to evaluate changes over time by

comparing at the same point of time, but different subject representing different stages.
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Example: The researchers test children IQ simultaneously, 9-10, 11-12, 13-14, 15-16, 17-18
years old to see changes in criterion.

4. Assessment/ Evaluation Study. It is undertaken to assess the worth, success, effectiveness, or

efficiency of a certain policy, or practices when applied to a group of subjects. Assessment
studies imply measurement of certain key indicators without attaching any judgement to
them, however evaluation implies putting judgment and valuing too the measurements
obtained. Assessment and evaluation always go together for one cannot go together without
basis for such.

Example: A research on measuring the effectiveness of K-12 program six years from today on
the basis of such factors such as cost, efficiency and impact on quality.

5. Descriptive Comparative Studies. This is a study design to establish a formal procedure to

compare and conclude that one variable is better than the other if significant difference
exists. It endeavors to find the significant differences between two or more groups of subjects
on the basis of a criterion measure.

Example: gender (male vs. female), preschool attendance vs. no preschool attendance, or
children with working mom and without working mom.

B. EXPERIMENTAL RESEARCH DESIGN

Experimental research is used to investigate cause and effect relationship between the
variables. It also known as intervention because you do more than just observe the subject.
This design manipulates one variable (dependent variables) to see if it has an effect to the
other variable (dependent variables).
A factor treatment is introduced into the research investigation and the researcher
attempt to isolate the effects of such treatment by means of control.

Types of Experimental Research Design

1. Pre-test/ Post-test Control Group Design. This design requires two groups in equal standing:
one is control group; and the other is experimental group. Both groups will be given pre-
test. During the experimental period, only the experimental group will receive the
treatment. After the experimental period, both groups will be given posttest. Then the
researcher may now compare the result of the post-test of both groups.

Take note: This design is threatened by certain factors: maturation; test-wiseness; and
natural attrition.

Group Pre-test Treatment Post-test

Experimental O X O
Control O O
Legend: O= Observation; X= Treatment
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2. Single Group Pre-test/ Post-test Design. It is used when there is a limited number of
respondents in the study. The single group will be given a pre-test followed by the usual
practices then post-test will be administered. Afterwards, same group will be given a pre-
test followed by treatment and then post-test.

Take note: This design is threatened by certain factors: maturation; test-wiseness; and
natural attrition.

Group Pre-test Treatment Post-test

Group A O X O
Group A O O O
Legend: O= Observation; X= Treatment

3. Solomon Four Group Design. It makes use of four group in equal standing (two
experimental group and two control group). The first two group followed the pretest, post-
test controlled group. The third group is given no pre-test but has treatment and post-test.
The last group given no pre-test and treatment but has post-test.

Group Pre-test Treatment Post-test

Experimental A O X O
Control A O O
Experimental A X O
Control A O
Legend: O= Observation; X= Treatment

Factors Affecting Experimental Plan

1. History. Unexpected events that occur during first and second measurement during
experimental period that affect the results of the experiment.
2. Maturation. It is the process of maturing of the participants either biological or psychological
during the course of experiment regardless of the event may affect the result of the study. For
example, if the project lasts a few years, most participants may improve their performance
regardless of treatment.
3. Testing. The subject may be aware of the contents of post-test because of the same
contents in pre-test. So the subject learns from pre-test rather than the treatment.
4. Mortality. The loss of the subject from comparison group could greatly affect the results of
the study. The subject may drop out of the experimental plan or suddenly disappeared during
the course of the study.
5. Interaction Effect. It means that the result of the study was affected by the extraneous
factors such setting, time and condition of the experimental set-up.
6. Measuring Instrument. Changes in calibration of instrument, observers, and scorers may
cause changes in the measurements of the variables.
7. Statistical Regression. It is when the pre-test of the subjects is extremely far from their score in
post-test. This threat is caused by the selection of subjects on the basis of extreme scores or
characteristics.
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8. Differential Selection. Selection of individuals with different previous knowledge or ability

which would affect the final measurement of the study.
9. John Henry Effect. Henry outperformed a machine under an experimental setting because
he was fully aware that his performance was compared with that of a machine. The subject in
the controlled group is aware of their disadvantage, thus working harder to outperform the
experimental group.

Note:
a. In manipulation, the researcher manipulates the independent variables in one or
more levels (called “treatments”), and compares the effects of the treatments
against a control group where subjects do not receive the treatment.

Examples: Treatments may include a new drug or different dosage of drug (for treating
a medical condition), a, a teaching style (for students), and so forth.

b. This type of control is achieved in experimental or quasi-experimental designs but not

in non-experimental designs such as surveys.
c. Be reminded that if subjects cannot distinguish adequately between different levels
of treatment manipulations, their responses across treatments may not be different,
and manipulation would fail.

DETERMINING THE SAMPLE (TREATMENT)

SAMPLE SIZE DETERMINATION USING SLOVIN’S FORMULA

Sample- an individual that represent the entire population of a target respondents of the study. This is
the subgroup of the population
Population- a group of individuals that the researcher is interested in studying that usually has common
or similar characteristics.
Sampling frame- a complete list of all cases in the population from which the sample will be drawn.

It is important that the researchers know the sample size of their study. It is a waste of resources
if the researchers include all the elements in their target population.

Reasons for the use of samples:

1. Using sample saves time compared to complete census

2. Using sample saves money because it is less costly
3. It allows more particular attention to be given to a number of elements than doing a census
4. Less sampling error in survey

Slovin’s formula

Slovin’s formula is a statistical formula used to obtain an accurate sample size (n) given the
population (N) and margin of error (e). Margin of error (e) is the allowable error margin in research.
Slovin's Formula calculates the number of samples required when the population is too large to directly
sample every member.
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The sample size can be obtained using the formula

𝑁
n=
1 + 𝑁𝑒 2

where n = sample size; N = total population; e= margin of error

Example 1: A researcher wants to conduct a survey. The population of a big school where the
researcher wishes to get his respondents is 11,000. Find the sample size if the margin of error is 5%.

Step 1. Using the Slovin’s formula, substitute the given data.

11,000
n = 1+(11,000)(0.05)2 5% --> 5 --> 0.05

Take note: Change the percent number to decimal number

Step 2. Solve the denominator part first. Follow PEMDAS.

11,000 11,000 11,000

n = 1+(11,000)(0.05)2 → n = 1+27.5 →n= 28..5

Step 3. Divide the data to get the sample size

11,000
n= → n= 385.96 or 386
28..5

Then the sample size that researchers need is 386.

PROBABILITY SAMPLING TECHNIQUE

Sampling Technique is the selection of components of the sample that will give a representative
view of the whole. Selecting sample can be biased or unbiased. This lesson focuses on selecting sample
unbiasedly. This is called probability sampling.

Probability Sampling refers to a sampling technique in which samples are obtained using some
objective chance mechanism, thus involving randomization.

Please take note that

1. If your population is LESS THAN 50, go away from probability sampling and
2. your sample size should be AT LEAST 30.

Types of probability sampling

1. Simple Random Sampling. The basic probability sampling design in which the chance of
selection is the same for every member of the population.

Two ways of selecting samples:

• by means of a TABLE OF RANDOM NUMBERS
• by using the LOTTERY TECHNIQUES
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2. Systematic Random Sampling. A sampling that follows regular intervals from a list. It has a
specific steps and procedures in doing the random selection of the samples.

Steps to follow:
a. Divide population to the desired sample size (population ÷ sample size= kth)
b. Choose one number from 1 to value you obtain from letter a
c. Start counting from the number you choose in letter b, you take every kth of the number
counts.

Example:

Population= 500
Sample size= 100

500 ÷ 100 = 5 (I will count every 5th in the list)

For instance, I choose 4 from 1-5. Therefore, my sample will be the student number 4, 9, 14, 19,
24… until it reaches the maximum number which is 500.

3. Stratified Random Sampling. The population is divided into groups (strata) then simple random
sampling is applied in selecting samples from each group.

Example: The target population is 1200 junior high school with the desired sample size of 300. The
researcher will get the number of students per level. Divide each number of students per level
by the total population of 1200 and then multiply by the desired sample size of 300.

JHS Population: 1200 Sample Size= 300

Grade 7 350 88
Grade 8 300 75
Grade 9 280 70
Grade 10 270 67

1styear=350/1200 X 300 = 88
2nd year = 300/1200 X300 = 75

4. Cluster Sampling. The largest scale surveys used cluster sampling method. It is used when the
target respondents in a research study is spread across a GEOGRAPHICAL LOCATION. In this
method, the population is group into what we called CLUSTER. Simple random sampling is used
in selecting the cluster.

5. Multi- Stage Sampling. Refers to the procedure as in cluster sampling which moves through a
series of stages.

Population → group into ten cluster → randomly select one cluster

randomly select five cluster from the selected one cluster

NON-PROBABILITY SAMPLING TECHNIQUE

There is a time where a researcher encounters some hindrances on his research where it is not
possible to draw random probability sampling due to lack of time or budget. This is where the non-
probability sampling can be useful.
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Research 1

If probability sampling gives equal chance of selection to all members of the population, non-
probability sampling is a sampling technique that does not give all the samples in the population equal
chances of being selected. The selection of sample is based on the subjective judgement of the
researchers.

Types of Non-Probability Sampling

1. Convenience Sampling. This is a method of selecting samples that are conveniently available
to participate to the researchers’ study. This method is also called availability sampling.

Example: The researchers conducted survey on public area like mall and park to quickly
obtain public opinion on an issue about election of public officials.

2. Purposive Sampling. This is also called judgmental or subjective sampling. In this method, the
researcher chooses only those respondents that he thinks suitable to the study.

Example: The researchers conducted a study on why Grade 11 chooses TVL tracks over
Academic tracks. They find samples by asking first the question “Are you planning to go to the
university?”, Those who will say “No” would not be included in the study.

3. Quota Sampling. A sampling technique wherein the researcher makes sure of equal or
proportionate representation of subjects depending on which trait is considered as basis of the
quota. The bases of the quota are usually age, gender, education, race, religion and
socioeconomic status.

Example: If basis of the quota is college year level and the researcher needs equal
representation, with a sample size of 100, he must select 25 1st year students, another 25 2nd
year students, 25 3rd year and 25 4th year students.

4. Snowball Sampling. A sampling technique wherein the researcher looks for a respondent to
participate in the study then ask that respondent to refer another respondent who can
participate in the study. This is used when researcher finds it difficult to locate special numbers
of a population.

Example: The researcher conduct research involving eight ethnic group called Mangyans
maybe 8,000 according to official records. But it is difficult to locate those subjects because of
distance and some have little contact with outside world.
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ADVANTAGES AND DISADVANTAGES OF THE FIVE BASIC SAMPLING TECHNIQUES

Sampling Techniques Advantages Disadvantages

Random Sampling The most accurate Unavailable list of the entire
theoretically; influenced only population sometimes or
by chance prevention of random
sampling by practical
considerations
Stratified Sampling Assures a large sample to Can be biased if strata are
subdivide on important given false weights, unless
variables; needed when the weighing procedure is
population is too large to list; used for overall analysis
can be combines with other
techniques
Systematic Sampling Similar to random sampling Sometimes permits bias
often easier than random
sampling
Cluster Sampling Easy to collect data on the Prone to bias when the
subject number is small
Quota Sampling Available when random Presence of bias not
sampling is impossible; quick controlled by the quota
to do system

INSTRUMENT DEVELOPMENT AND DATA GATHERING PROCEDURE

DATA COLLECTION PROCEDURE

Data collection refers to the process of gathering information. In quantitative research, data
collection method relies on random sampling and data collection instruments that fit various
experiences into predetermined responses categories that produce results that are easy to summarize,
compare and generalize.

Sources of data
1. Primary sources. Are known as raw data which can be collected from original source like
experimental test results, questionnaire survey, and observation.
2. Secondary sources. Data that has already been collected by someone else such as books,
reports, journals, magazines, and others.

A. INTERVIEW
This method of collecting data involves presentation of verbal reply from the respondents.
This is done by asking questions to the respondents verbally. This method assumes that the
participant’s point of view is more meaningful and their perspectives affect the success of
the project.
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1. Structured Interviews. The researcher asks a standard set of questions and nothing more.
The researcher follows a specific format with the same line of questioning. This is to ensure
that each interview is delivered in the same format and same order to every respondent.
It usually performs by well-experienced researchers.

Advantages Disadvantage
- The information at greater -Time consuming and expensive
depth
- Chance to clarify questions
to the respondents

2. Face-to-face interviews. This is the most frequently used in quantitative research method
and it can be done anywhere where.

Advantages Disadvantages
- Establish rapport between - Time consuming and expensive
researcher and participants - Impractical when large samples involved
- Chance to clarify ambiguous
questions to the respondents

3. Telephone Interviews. It is used when the researchers have no time to meet the
respondents personally. However, the response rate of the respondents is not as high as
the face-to-face interview.

Advantage Disadvantages
- Less time consuming and less - Biased to those with telephone only
expensive - Little time given to the respondents
- Bias information may be more

4. Computer-Assisted Personal Interviewing. A form of personal interview where in the

interviewer bring along laptop and directly enter the information or response of the
participant to the database.

Advantages Disadvantages
- Save researchers in bringing - Expensive to set up
hundreds of questionnaires - Required the interviewer to have laptop
- Save time in processing data

B. QUESTIONNAIRE
Its main purpose is to extract data from the respondents. It serves a standard guide of the
researchers in asking information from the respondents.

Sections of a questionnaire:

1. Respondents identification data. It includes the profile of the respondents.

2. Introduction. It may include the researcher’s request for help, and purpose of study.
3. Instruction. The respondent’s direction on how to move through the questionnaire.
4. Information. The series of questions and statements that seek response.
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Types of Questionnaire

1. Paper-pencil questionnaire. This method is commonly used by the researchers. It can

be sent to large number of respondents and save researcher’s time and money.

Advantage Disadvantage
- Respondents are truthful to their - Some of the respondents do not return the
response because their responses questionnaire
are anonymous

2. Web-page questionnaire. It is an internet-based research where in the respondents

will receive an email which contain an address that would take them to a secure
web-site to fill in the questionnaire.

Advantage Disadvantages
- Much quicker than pencil-paper - Exclusion of people who do not have computer
method - Not sure of the accuracy of respondent’s
responses

3. Self-administered questionnaire. Usually distributed through mail, filled out and

administered by respondents where they return this to the researchers via email. It can
be used to elicit detailed information from respondents who might not be accessible.

Note: Questionnaires usually make use of checklist and rating scale to help researchers
simplify and quantify respondents’ behaviors and attitude.

C. OBSERVATIONS
This is a way of collecting data by watching behavior, events or noting physical
characteristics in natural setting. This method is usually used in in the situation where the
subjects are unwilling or unable to provide the needed data through survey or interview.

1. Overt Observation. An observation where the respondents are aware that they are
being observed.
2. Covert Observation. An observation where the respondents are unaware that they
are being observed.
3. Direct Observation. The observation occurs during the interaction.
4. Indirect Observation. The observation occurs on the result of the interaction.

Note: Observation can make use of recording sheet and checklist which is the
standardized way of collecting data. Field notes are least standardized way of
collecting observation data.
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D. TESTS
This method provides a way to assess subject’s knowledge and capacity to apply
knowledge to new situations.

Types of Tests

1. Norm-referenced test. Provides information on how the subject performs against a

normative group.
2. Criterion-referenced test. Determine whether or not the subjects have attained
mastery of skills.
3. Proficiency test. Provides an assessment against level of skills attainment, but
includes standards for performance at varying levels of proficiency.

DESIGNING THE INSTRUMENT

One of the important parts of research study is the instrument because the quality of the
research findings depends on the quality of research instrument.
In research, instrument is the general term use by the researcher for measuring device such as
surveys, questionnaire, test, and etc.
On the other hand, instrumentation is the action which is the process of developing, testing and
using the instrument. Take note that instrument is the device while instrumentation is course of action
(Prieto et al., 2017).

Background

1. Do a basic research on the chosen variables or construct of the research study.

2. Choose a construct that you can use to craft the objective of the questionnaire. Construct means
the characteristics that you wish to measure or evaluate (e.g. weight, academic performance,
etc.).
3. After identifying the construct, it is easily to state the purpose or objective of the questionnaire and
the research questions as well.
4. These variables may be considered: dependent variables; independent variables; control
variables; continuous variables; and discrete variables.

Questionnaire Conceptualization
1. Choose response scale where the respondents answer the question in your study.
Example of scales are:
▪ Yes / No
▪ Yes / No / Neither
▪ Likert Scale. It is used to measure behavior quantitatively.
Here is some example of Likert Scale
Frequency of Use Agreement Frequency of Occurrence
Always Strongly Agree Very Frequently
Often Agree Frequently
Sometimes Undecided Occasionally
Rarely Disagree Rarely
Never Strongly Disagree Very Rarely
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2. Generate questions based on the objectives of the research study. These are the guidelines in
developing questions for your questionnaire:
▪ The questions should be clear, concise and simple. Avoid lengthy and confusing
questions
▪ Classify question under each statement based on your problem statement
▪ Questions should be consistent within the needs of study
▪ Avoid sensitive and debatable question ▪ Avoid jargon or unfamiliar words

3. Choose type of questions in developing the statement. It can be:

a. Dichotomous questions. A question with only two choices such as “Yes/No” or “Like/Dislike”.
b. Open-ended questions. A question that normally answers the question “why”.
c. Closed questions. It is also called multiple-choice questions. It consists of three or more
choices.
d. Rank- order Scale questions. A type of question that ask for ranking the given choices or
items.
Example: Rank the following based on their importance in work as SHS student (3= highest
and 1= lowest)

____ doing homeroom activities

____ going to library
____ using computer

e. Rating Scale questions. It is the Likert scale form.

Statement 3 2 1
I feel lazy doing homework
I am motivated to learn because of interesting learning tools

ESTABLISHING VALIDITY AND RELIABILITY OF THE INSTRUMENT

Let’s have a review!

A. Establishing the validity of the questionnaire

Validity refers to a degree to which the instrument measures what it intends to measure.
It involves collecting and analyzing data to assess the accuracy of an instrument.

1. Face Validity. A subjective type of assessment. This is the simplest and easiest type of validity
where in the validator skim the surface of the instrument in order to form an opinion.
Moreover, it is often criticized as the weakest form of validity (Stephanie, 2015).
2. Content Validity. It refers to the appropriateness of the content of an instrument. A type of
validity that most often includes expert or people familiar with the construct being measured.
The expert make judgement about the degree to which the items in the questionnaire
match the objective of the study.
3. Criterion Validity. This type of validity measures how well the relationship between a measure
and an outcome.
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Types of Criterion Validity

a. Convergent validity. Shows instrument is highly correlated with instruments measuring

similar variables. (e.g. geriatric suicide correlated to depression)
b. Divergent validity. Shows the instrument is poorly correlated to instruments that measure
different variables. (e.g. correlation is low in instrument measuring motivation and
instrument measuring self-efficacy)
c. Predictive validity. The instrument that has correlation with future criterion. (e.g. score of
high efficacy test related to preforming task should predict the likelihood of completing
task)

4. Construct Validity. Defines how well a test measures what it claims to measure. It is used to
know whether the operational definition of a construct align to the true theoretical meaning
of a concept.

Types of Construct Validity

a. Homogeneity. This means that the instrument measures one construct only.
b. Convergence. The instrument measures construct similar to other instrument.
c. Theory evidence. This is when behavior is similar to theoretical propositions of the
construct measured in the instrument.

B. Establishing the reliability of the questionnaire

Reliability refers to how accurate and precise the measuring instrument. It yields for
consistent responses over repeated measurements. In order to have a reliable instrument, you
need to have questions that yields consistent scores when asked repeatedly.

1. Stability or Test-retest reliability. This is the simplest type of reliability where in the same
questionnaire is administered twice and correlation between two set of score is
computed.
2. Split-half method. Also called equivalent or parallel forms. This is done by administering
two different set of questionnaires but with same topic and correlation between two set
of score is computed.
3. Internal consistency. This is when the instrument measures a specific concept. It is
estimate based on a single form of test administered on a single occasion.

C. Pilot testing of the questionnaire

Pilot testing is like pre-testing the instrument. You may find 10-15 people to answer the
questionnaire. In this process, participants could put remarks on some questions. This could
help you to enhance your questions.

D. Revise the questionnaire

After identifying some problem in your questionnaire, revise the questionnaire based on the
feedback of the participants during pilot testing. However, do not forget that the
questionnaire should match the research objective.
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MODULE 8 – Practical
Subject Teacher:
Research 1

HYPOTHESIS TESTING

Hypothesis testing is a process in statistics by testing an assumption regarding a population

parameter. The methodology used depends on the nature of data used and reason for analysis
(Majaski, 2019).
The goal of hypothesis testing is whether to reject or accept the hypothesis that the researcher
formulated in the study. It is used when data needs inferential analysis.

Population and Sample

• Parameter- a measure based on a population (population mean and denoted by 𝜇)

• Statistics- a measure based on a sample (sample mean and denoted by x)
Inferential statistics requires that sample be drawn by random sampling because bias
sampling have a tendency to give wrong inferences. Testing statistical significance is very
important to determine if the inference is valid.

Statistical Significance

• Statistical Significance refers to the relationship of variables caused by something.

• Significance means probably true (not due to chance).
• Level of significance means that there is a chance that finding is true.
• Statistical hypothesis testing is used to determine whether the result of a data set is statistically
significant.

Hypothesis

• Hypothesis is a preconceived idea, assumed to be true and has to be tested for its truth or
falsity.
• Inferential statistics could be a test for relationship or test for difference.
• Hypothesis has two types namely: null hypothesis; and alternative hypothesis.

a. Null hypothesis is the one that is always tested by researcher. It always indicates the there is
no significant relationship or difference between the group means.\
b. Alternative hypothesis indicates that there is a true relationship or difference between the
group means.

• Results will show that:

1. There is a meaningful relationship or difference between two groups, thus reject the
null hypothesis
2. The difference or relationship between the two group is not large enough to conclude
that the groups are different or correlated thus you fail to reject null hypothesis.

Type I and Type II Errors

a. Type I error is committed when researcher rejected null hypothesis when in fact it is true.
b. Type II error is committed when the data produce results that fail to reject the null hypothesis
when in fact the null hypothesis is false and need to be rejected.
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Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
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MODULE 8 – Practical
Subject Teacher:
Research 1

Steps in hypothesis testing

Step 1. State the hypothesis.
Null hypothesis (H0) X=Y
Alternative hypothesis (Ha) X>Y/ X<Y
Step 2. Choose the statistical test and perform the calculation. A researcher must determine the
measurement scale, the type of variable, the type of data gathered, and the number of groups.
Step 3. State the level of significance for the statistical test. Alpha (∝) is a symbol used to denoted
significance. The level most frequently use are .05, .01 and .001
Step 4. Compute the calculated value. Used appropriate formula for the significance test.
Step 5. Determine the critical value that the test statistics must attain to be significant.

Look for critical value in appropriate table for the distribution.

Critical value defines the region of rejection from acceptance of null hypothesis. Example of
distribution using ∝=.05

Reject H0 Accept H0 Reject H0

Step 6. Make a decision.

• If the calculated value is greater than critical value, reject the null hypothesis.
• If critical value is larger, you failed to reject the null hypothesis.

References:

Baraceros, E.L. (2019). Practical Research 2 (2nd ed.) Rex Book Store, Inc.

Cristobal, A. P. and De La Cruz-Cristobal, M. C. (2017). Practical Research for Senior High School 1. C &
E Publishing, Inc.

Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for
SHS). Lorimar Publishing Inc.

Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 112-114). Lorimar
Publishing Inc.

Lumen Learning (n.d.). Research Methods for the Social Sciences: Chapter 5 Research Design.
https://courses.lumenlearning.com/suny-hccc-research-methods/chapter/chapter-5-
research-design/.
 Name:
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: [email protected]; Website: www.uc-bcf.edu.ph

MODULE 8 – Practical
Subject Teacher:
Research 1