PRACTICAL

RESEARCH 2

FIRST SEMESTER, FIRST QUARTER

SY: 2019-2020
 Nature of Inquiry and
Research
LEARNING COMPETENCIES
T h e learner:
1. describes characteristics, strengths, weaknesses,
and kinds of quantitative research

CS_RS12-Ia-c-1
 Introduction to Quantitative
Research
– The word research was coined from the French word
“cerchier” which means seek. The prefix “re” means to
repeat. Literally, research is to repeat looking for
something. Research signifies finding the truth again
about ideas and problems which were in existence before
in different perspectives.
– Research is a natural day-to-day activity of gathering
information. There is one form of research, however,
which is more disciplined in its methodology and more
scientific in its procedure. It is called academic research.
An academic research can be quantitative in its approach.
It means that information are obtained and presented in
numerical form and analyzed through the use of
statistics.
– By definition, quantitative research is an objective,
systematic empirical investigation of observable
phenomena through the use of computational techniques.
It highlights numerical analysis of data hoping that the
numbers yield unbiased results that can be generalized to
some larger population and explain a particular observation.
Simply, quantitative research is concerned with numbers
and its relationship with events.
 CHARACTERISTICS

1. Objective. Quantitative research seeks accurate

measurement and analysis of target concepts. Data
are gathered before proposing a conclusion or
solution to a problem.
 CHARACTERISTICS

2. Clearly Defined Research Questions. In

quantitative research, the researchers know in
advance what they are looking for. The research
questions are well-defined for which objective
answers were sought. All aspects of the study are
carefully designed before data are gathered.
 CHARACTERISTICS

3. Structured Research Instruments. Data are

normally gathered using structured research tools
such as questionnaires to collect measurable
characteristics of the population like age, socio-
economic status, number of children, among
others.
 CHARACTERISTICS

4. Numerical Data. Data are in the form of numbers

and statistics, often organized and presented using
tables, charts, graphs, and figures that consolidate
large numbers of data to show trends,
relationships, or differences among variables.
 CHARACTERISTICS

5. Large Sample Sizes. To arrive at a more reliable

data analysis, a normal population distribution
curve is preferred. This requires a large sample size,
depending on how the characteristics of the
population vary. Random sampling is recommended
in determining the sample size to avoid researcher’s
bias in interpreting results.
 CHARACTERISTICS

6. Replication. Reliable quantitative studies can be

repeated to verify or confirm the correctness of the
results in another setting. This strengthens the
validity of the findings thus eliminating the
possibility of spurious conclusions.
 CHARACTERISTICS

7. Future Outcomes. By using complex

mathematical calculations and with the aid of
computers, if-then scenarios may be formulated,
thus predicting future results.
 STRENGTHS

1. It is objective. Since it provides numerical data, it

can’t be easily misinterpreted.
 STRENGTHS

2. The use of statistical techniques facilitates

sophisticated analyses and allows you to
comprehend a huge amount of vital characteristics
of data.
 STRENGTHS

3. The numerical data can be analyzed in a quick

and easy way.
 STRENGTHS

4. Quantitative studies are replicable.

 WEAKNESSES

1. Quantitative research requires a large number of respondents.

2. It is costly.
3. Much information are difficult to gather using structured
instruments.
4. If not done seriously and correctly, data from questionnaires
may be incomplete and inaccurate.
 IMPORTANCE OF
QUANTITATIVE RESESRACH
1. Find solutions to problems.
2. Enhance ways of doing things.
3. Disprove or provide a new hypothesis or simply to find
answers to questions or solutions to problems in daily life.
4. Research findings can affect people’s lives, way of doing
things, laws, rules and regulations, as well as policies.
 KINDS OF QUANTITATIVE
RESEARCH DESIGN
EXPERIMENTAL- allows the researcher to control the situation
-allows the researcher to answer the question, “what causes
something to occur?”
-allows the researcher to identify cause and effect relationships
between variables and distinguish placebo effects from treatment
effects.
-supports the ability to limit alternative explanations and to infer
direct casual relationships in the study
 KINDS OF QUANTITATIVE
RESEARCH DESIGN
Non-experimental(descriptive or correlational), which means that you
are either describing a situation or phenomenon simply as it stands, or
you are describing a relationship between two or more variables, all
without any interference from the researcher. This means that you do not
manipulate any variables (e.g., change the conditions that an
experimental group undergoes) or randomly assign participants to a
control or treatment group. Without this level of control, you cannot
determine any causal effects. While validity is still a concern in non-
experimental research, the concerns are more about the validity of the
measurements, rather than the validity of the effects.
KINDS OF VARIABLES
AND THEIR USES
 DEFINITION:

– The root word of the word variable is “vary” or simply “can

change”. Variables are among the fundamental concepts of
research, alongside with measurement, validity, reliability, cause
and effect and theory.
– The most common variables in social research are age, sex,
gender, education, income, marital status and occupation.
– Other experts define variable as anything that can vary .
ATTRIBUTE- is a specific value on a variable
Ex: the variable gender has two attributes: male and female
Or the variable agreement might be defined as having 5
attributes:
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
– Variables are units of analysis, some of which include
gender, age, socio-economic status, attitudes or behaviors
such as bullying, racial discrimination, among others.
– A variable specifically refers to a characteristics, or attribute
of an individual or an organization being studied (Creswell,
2002)
 THE NATURE OF VARIABLES
AND DATA
– Quantitative researchers try to count human behaviors, that is, they
attempt to count multiple variables at the same time.
4 types of variable:
1. Nominal variables(CATEGORIAL) represent categories that cannot be
ordered in any particular way.
 EXAMPLE OF NOMINAL
VARIABLES
1. Political affiliation (POLITICAL PARTIES)
2. Basketball fan affiliation
3. Real state types of property (house, condo, bungalow
EXAMPLE OF NOMINAL VARIABLES

4. Dichotomous variables are nominal variables which have only two

categories or levels. For example, if we were looking at gender, we
would most probably categorize somebody as either "male" or
"female".
5. Another example might be if we asked a person if they owned a
mobile phone. Here, we may categorize mobile phone ownership as
either "Yes" or "No"
EXAMPLE OF NOMINAL VARIABLES

6. In the real estate agent example, if type of property had been

classified as either residential or commercial then "type of
property" would be a dichotomous variable.
 TYPES OF VARIABLES

2. Ordinal variables (CATEGORIAL)- represent categories that can be

ordered from greatest to smallest.
 EXAMPLE OF ORDINAL
VARIABLES
1. educational level(freshman, sophomore, Grade XI, Grade XII)
2. income brackets(salary grade 11, 12, 13)
3. if you asked someone if they liked the policies of the Democratic
Party and they could answer either "Not very much", "They are OK"
or "Yes, a lot" then you have an ordinal variable. Why? Because you
have 3 categories, namely "Not very much", "They are OK" and "Yes,
a lot" and you can rank them from the most positive (Yes, a lot), to
the middle response (They are OK), to the least positive (Not very
much).
 EXAMPLE OF ORDINAL
VARIABLES
3. If you asked someone if they liked the policies of the Democratic
Party and they could answer either "Not very much", "They are
OK" or "Yes, a lot" then you have an ordinal variable. Why? Because
you have 3 categories, namely "Not very much", "They are OK" and
"Yes, a lot" and you can rank them from the most positive (Yes, a
lot), to the middle response (They are OK), to the least positive (Not
very much).
 TYPES OF VARIABLES

3. Interval variables(CONTINOUS) are variables for which their

central characteristic is that they can be measured along a
continuum and they have a numerical value (for example,
temperature measured in degrees Celsius or Fahrenheit). So the
difference between 20C and 30C is the same as 30C to 40C.
However, temperature measured in degrees Celsius or Fahrenheit is
NOT a ratio variable.
 TYPES OF VARIABLES

4. Ratio variables (CONTINOUS) are interval variables, but with the

added condition that 0 (zero) of the measurement indicates that
there is none of that variable. So, temperature measured in degrees
Celsius or Fahrenheit is not a ratio variable because 0C does not
mean there is no temperature. However, temperature measured in
Kelvin is a ratio variable as 0 Kelvin (often called absolute zero)
indicates that there is no temperature whatsoever. Other examples
of ratio variables include height, mass, distance and many more.
MAJOR KINDS OF VARIABLES

1. INDEPENDENT VARIABLES- sometimes called

an experimental or predictor variable, is a variable
that is being manipulated in an experiment in order
to observe the effect on a dependent variable,
sometimes called an outcome variable.
MAJOR KINDS OF VARIABLES

2. DEPENDENT VARIABLES- those that depend on

the independent variables
 EXAMPLE OF DEPENDENT AND
INDEPENDENT VARIABLES
– Imagine that a tutor asks 100 students to complete a math test.
The tutor wants to know why some students perform better than
others. The tutor does not know the answer to this, she thinks
that it might be because of two reasons: (1) some students spend
more time revising for their test; and (2) some students are
naturally more intelligent than others. As such, the tutor decides
to investigate the effect of revision time and intelligence on the
test performance of the 100 students.
 EXAMPLE OF DEPENDENT AND
INDEPENDENT VARIABLES
The dependent and independent variables for the study are:
– Dependent Variable: Test Mark (measured from 0 to 100)
– Independent Variables: Revision time (measured in
hours) Intelligence (measured using IQ score)

https://statistics.laerd.com/statistical-guides/types-of-variable.php
 RESEARCH DESIGN

– Research design deals with the ways in which

data are gathered from subject
 KINDS OF QUANTITATIVE
RESEARCH DESIGN
1. Experimental research: In experimental research, the aim is to
manipulate an independent variable(s) and then examine the
effect that this change has on a dependent variable(s). Since it is
possible to manipulate the independent variable(s), experimental
research has the advantage of enabling a researcher to identify a
cause and effect between variables.
 Experimental Research

For example, take our example of 100 students completing a math exam where the
dependent variable was the exam mark (measured from 0 to 100), and the independent
variables were revision time (measured in hours) and intelligence (measured using IQ
score). Here, it would be possible to use an experimental design and manipulate the
revision time of the students. The tutor could divide the students into two groups, each
made up of 50 students. In "group one", the tutor could ask the students not to do any
revision. Alternately, "group two" could be asked to do 20 hours of revision in the two
weeks prior to the test. The tutor could then compare the marks that the students
achieved.
.
CLASSES OF EXPERIMENTAL
RESEARCH

1. QUASI-EXPERIMENTAL DESIGN
2. TRUE EXPERIMENTAL DESIGN
3. NATURAL EXPERIMENTAL DESIGNJ
4. NATURALISTIC EXPERIMENTAL DESIGN
 Non-Experimental Research

2. Non-experimental research: In non-experimental research, the researcher does

not manipulate the independent variable(s). This is not to say that it is impossible
to do so, but it will either be impractical or unethical to do so..
 Non-Experimental Research

For example, a researcher may be interested in the effect of illegal,

recreational drug use (the independent variable(s)) on certain types of
behaviour (the dependent variable(s)). It would be unethical to ask
individuals to take illegal drugs in order to study what effect this had on
certain behaviours. As such, a researcher could ask both drug and non-
drug users to complete a questionnaire that had been constructed to
indicate the extent to which they exhibited certain behaviours.
 NON- EXPERIMENTAL
RESEARCH

DESCRIPTIVE RESEARCH DESIGN

Concerned with the current or past status of something
❖ Describes achievement, attitudes, behaviors, or other
characteristics of a group of subjects
❖ Does not involve manipulation of independent variable
 USES OF DESCRIPTIVE
RESEARCH
❖ Provide data for initial investigation of an area of study or
phenomenon
❖ Examples of descriptive research questions include
– How much do college students exercise?
-What do teachers think about merit pay? –
- How do students spend their time during independent study
 TYPES OF DESCRIPTIVE
RESEARCH DESIGN
1. Comparative Studies
❖ Examines the differences between two or more groups on one variable
❖ For example,
A. RESEARCH QUESTION: What are the differences in usage behaviour on
Facebook between male and female of LYFJSHS students?
B. RESEARCH QUESTION: Is there a difference in the level of acceptance
towards internet banking security between adolescents and pensioners?
 TYPES OF DESCRIPTIVE
RESEARCH DESIGN
2. Survey research designs are procedures in
quantitative research in which investigators
administer a survey to a sample or to the entire
population of people to describe the attitudes,
opinions, behaviors, or characteristics of the
population.
3. CORRELATIONAL RESEARCH
 POSSIBLE RESEARCH TOPICS
RELATED TO DAILY LIFE
– Unemployment
– Gender Equality
– Development of the Youth
– All forms of Violence
– Livelihood projects
– Entrepreneurial ventures
– Health care
– Traffic Situation
 PRODUCT OF REASEARCH

– The VAW (Violence Against Women)

– 4Ps (Pangtawid Pamilya Pilipino Program)
 DECIDING ON A RESEARCH
TOPIC
Before you make a final decision on your topic, reflect on these
questions:
1. What area/s not covered in classroom lessons/discussions do I
still want to know/investigate in my specific track?
2. If I do this research project, how useful will it be to me as a senior
high school graduate and to the community where I belong, and
even to the larger community, the Philippines, ASEAN, and the
 ELEMENTS OF YOUR
RESEARCH
1. PLANNING
2. EXECUTION OF PLANS
3. TIME
4. MANPOWER
5. BUDGET
6. KNOWLEDGE, SKILLS AND ATTITUDE
7. SUCCESSFUL SENIOR HIGH SCHOOL GRADUATE
 MAIN BENEFICIARIES OF
YOUR STUDY
ABM-Accounting, Business and Management
STEM-Science, Technology, Engineering and Mathematics
HUMSS-Humanities and the Social Sciences
Sports
Information and Communication Technology
Arts and Design
TVL
 WRITING A RESEARCH TITLE

– RESEARCH TITLE is not like that will fall from heaven.

– It is a product of real world observations, dilemmas, wide reading,
selective viewing(television programs, films, documentaries,
videos, etc.), meaningful interactions with significant others, and
deep reflections.
 WRITING A RESEARCH TITLE

– When you finally decide on a research topic, make sure that your
research topic and research questions match. Too broad topics will
lead you nowhere. In order to narrow down broad topics to
specific ones, the purpose or intent of the study must be clear.
RESEARCH TITLE
The title is the part of a paper that is most read,
and it is usually read first. Hence, the title must not
just convey the idea, but also attract the readers.
 Guidelines in the Formulation of
Research Title
1. The title must contain the following elements:
– the subject matter or research problem
– the setting or locale of the study
– the respondents or participants involved in the study
– the variables or theoretical issues under investigation and the
relationship between them; and
– the time or period when the study was conducted
– *but if the title becomes too long, some of the elements may be omitted
 Guidelines in the Formulation of
Research Title
2. It must be concise, simple, and with style
3. If the title contains more than one line, it should be written in inverted
pyramid.
4. When typed or encoded in the title page, all words in the title should be in
capital letters
5. If possible, the title should not be longer than 15 substantive words
6. Use no punctuation at the end of the title
7. Do not underline the title of the research or enclose it in quotation marks
 BROAD TOPICS TO SPECIFIC
TOPICS
B - Blended Learning in English Classes
S – A Correlation Study on the Use of Blended Learning in Freshmen
English Classes and Student Achievement
B – Presidential Election Results
S – Campaign Events and Materials and their Impact on Presidential
Election Results
B – Agri-business
S – The Impact of Agribusiness on the Philippine Economy
 SAMPLE TITLE

ASSESSMENT OF MASTER TEACHERS ADHERENCE

TO PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (DEPED ORDER NO. 42, S. 2017): BASIS
FOR A PROPOSED MASTER TEACHER TRAINING
DEVELOPMENT PROGRAM
 FORMAT OF RESEARCH
PAPER
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction(background of the study
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BACKGROUND OF THE STUDY
– The background of the study is basically an overview of the
research study and explains why you, as researchers, are
doing the study. It provides information that is important or
essential to understand the main body of the research
investigation.
– The background of the study also locates or
situates your study in the context of your specific
field and other related fields. It should focus on
the importance and validity of the problem, the
general orientation to the problem area, a brief
ratonale to justify the problem.
– It includes:
– discussion of the problem in general and the specific situations
observed and experienced by the researcher (macro to micro
approach)
– concepts or ideas related to the problem including clarification
of important terminologies; and
– discussion of the existing or present conditions and what is
aimed to be the future or the gap to be filled-in by the
research.
 How to write an introduction for
a research paper
– Introduce your topic.
– Create some context and background.
– Tell your reader about the research you plan to carry out.
– State your rationale. (the researcher's reason for conducting
the research in the first place)
– Explain why your research is important.
– State your hypothesis
Conceptual Framework

The conceptual framework serves as a “map” that will guide you towards
realizing the objectives or intent of your study.
FIGURE 1. PARADIGM OF THE STUDY
I P O
INPUT PROCESS OUTPUT
STATEMENT OF THE PROBLEM
– It has two main elements:
– the objective
– research questions
– The objective or the purpose of the study is the first part of the
problem where the researcher states the objective. This is a
statement of a long-term objective expected to be achieved by
the study. This is derived by the identification of the research
problems and as reflected in the title. It is prefized by the
introductory phrase: “The main objective of the study is to ....”
followed by the researh questions. These questions will also be
the basis for the hypothesis, research paradigm, related studies
and literature, methodology, etc.
 Statement of the problem

– RESEARCH QUESTIONS
The specific questions to be answered in the study are called
Research Questions and may be written in question or statement
form. They specify the scope and method in collecting and
analysing data and give direction to the research. The answers to
the research questions should lead to the solution of the research
problem.
– If the research questions are not clearly
formulated, or have no direction, you will find
yourself with too much data, and yet, not
knowing what to do with them.
 Types of Quantitative Research
Question
– Descriptive research questions – ask questions on the kind,
qualification, and categories of the subjects or participants
– Relation questions – are questions about the nature and manner
of connection between or among variables
– Causal questions – focuses on reasons behind the effects of the
independent variable on the dependent variable
Statement of the Problem(EXAMPLE)
The major purpose of the study is to assess the proficiency level of the
Master Teachers in the province of Cavite based on the Philippine
Professional Standards for Teachers gearing toward the development of a
Master Teacher Professional Development Training Program in Cavite.
Specifically, this study will answer the following questions:
1. What is the profile of the master teachers in the province of Cavite in terms
of:
a. age,
b. gender,
c. years of experience, and
d. educational attainment?
2. What is the proficiency level of the Master Teachers in the
province of Cavite based from Philippine Professional Standards for
Teachers?
3. Is there a significant difference between the proficiency of the
Master Teachers based from Philippine Professional Standards for
Teachers in terms of their:
a. age,
b. gender,
c. years of experience, and
d. educational attainment?
Hypothesis
– a tentative explanation or answer to a question about
variables, their relationships, and other facts involved in
the research
Scope and Delimitation of the Study
– The scope describes the coverage of the study. It specifies what
is covered in terms concept, number of subjects or population
included in the study, independent variables, sources of data,
methodology, control for internal and external validity, as well as
the timeline when the study was conducted.
Scope and Delimitation of the Study
– Delimitation cites factors or variables that are not to be included in
the study and sets the boundary in terms of time frame, number of
subjects, participants or respondents who are excluded.
– Limitation refers to the elements over which the researcher has NO
control. These are the potential weaknesses in the study and
explain how the researcher intends to deal with the limitations so
as not to affect the outcome.
Scope and Delimitation of the Study
Basic Questions to Set the Parameters
– WHAT – the topic of investigation and the variables included
– WHERE – the venue or setting of the research
– WHEN – the time frame by which the study was conducted
– WHY – the general objectives of the research
– WHO – the subject of the study, the population and sampling
– HOW – the methodology of research which may include the research design,
methodology, and research instrument
Significance of the Study
– Significance of the Study is the part of research where the researcher
defines who will benefit out of the findings of the study. It describes how
the problem will be solved and specifically pinpoints who will benefit from
such findings or results.
– Usually, the beneficiaries of the study are those experts concerned about
the problem, the administrators or policy-makers who makes the decisions
or implement programs, the subject themsleves, the future reseaserchers,
and those who are directly or indirectly affected by the problem.
– One may also look into any contribution of the study to the field of
specialization or discipline, any advancement or new knowledge that the
study contributes to the science or the state of the art.
– This part also justifies the rationale of the undertaking.
Tips:
– Refer to the statement of the problem
– Your problem statement can guide you in identifying the specific
contribution of your study. You can do this by observing a one-to-one
correspondence between the statement of the problem and the
significance of the study.
– Write from general to specific contribution
– Write the significance of the study by looking into the general
contribution of your study, such as its importance to society as a whole,
then proceed downwards—towards its contribution to individuals and
that may include yourself as a researcher. You start off broadly then
taper off gradually to a specific group or person.
Significance of the Study(example)
The outcome of this study can reveal the proficiency level of the public
school master teachers in the province of Cavite based from the Philippine
Professional Standards for Teachers that can provide information necessary
for planning and decision making concerning the appropriate master teacher
professional development program. The schools division office will be in
better positions to help all the master teachers enhance their proficiency
level based from PPST. Consequently, the latter will know what proficiency
level they possess and what competencies they need to enhance. Hopefully,
they will strive to improve their proficiency level as what is expected of them
to possess based from the new standards.
The result of the study can benefit the following:
 Students. To be a recipient of quality education from the quality Master Teachers
of the division of Cavite as set from the Philippine Professional Standards for Teachers.
Teachers. The findings of this study can contribute to the improvement of the
master teacher professional development program. It can also be the basis of the
master teachers’ professional needs that can be addressed through trainings and
seminars.
School Administrators. This study can serve as a reference to administrators of
the schools in addressing the needs of the master teachers in meeting their proficiency
level set by the Department of Education and be a basis for the School Learning Action
Cell session in the school.
Schools Division Office of Cavite. The result of the study will serve a reference or
a basis of the appropriate training program that can be designed for the master teachers
included in the Human Resource, Training and Development (HRTD) Plan.
Definition of Terms
For a better understanding of the study, the following words
are defined:
Master Teacher. This person holds a position of Master
Teacher I to IV with a given duties and responsibilities under the
highly proficient career stage stipulated in the Philippine
Professional Standards for Teachers.
Philippine Professional Standard for Teachers. This defines
teacher quality in the Philippines. The standards describe the
expectations of teachers’ increasing levels of knowledge, practice
and professional engagement.
 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains information gathered from
books, journals, other periodicals, on-line sources, and
varied unpublished materials that provided the researcher
with the exhaustive review of the topic and the necessary
background knowledge to pursue the study.
SOURCES FOR THE LITERATURE
REVIEW
– The term sources refers to print, electronic or visual materials
necessary for your research.
– Classification of research
a. PRIMARY-letters, correspondences, diaries, memories,
autobiographies, official or research topics
b. SECONDARY-academic journal articles, books, documentaries
c. TERTIARY-encyclopedias, dictionaries, handbooks
STYLES OF CITATION

APA
 CHAPTER III
METHODOLOGY
This chapter presents the research method, population and
sampling, respondents of the study, research instruments,
validation of instrument, data gathering procedure, and statistical
tools that were used in the study.