Quantitative Research 2 Module

Department of Education
Science 11
Quarter 1
Practical Research 2
Marikey Conde
Darylle CG Hilapo
Writer
Madeline Ann L. Diaz

Armida S. Oblinada
Validators
Schools Division Office – Muntinlupa City

Student Center for Life Skills Bldg., Centennial Ave., Brgy. Tunasan, Muntinlupa City
(02) 8805-9935 / (02) 8805-9940
TABLE OF CONTENTS
TOPICS PAGE
QUARTER 1
DEFINITION, CHARACTERISTICS, AND TYPES OF
QUANTITATIVE
RESEARCH…………………………………………………… ………3
STRENGTHS, WEAKNESSES, AND IMPORTANCE OF
QUANTITATIVE
RESEARCH ACROSS ……..16
FIELDS……………………………………………………
DIFFERENT VARIABLES IN QUANTITATIVE AND THEIR ……..18
USES………………
IDENTIFYING THE AREA OF ……..31
INQUIRY…………………………………………
RESEARCH PROBLEMS AND ……..33
QUESTIONS……………………………………
THE VALUE OF RESEARCH IN YOUR AREA OF ……..39
INTEREST………………….
SELECTING, CITING, AND SYNTHESIZING RELATED ……..40
LITERATURE…………
ETHICAL STANDARDS INWRITING A REVIEW OF RELATED ……..46
LITERATURE...
FORMULATION OF A CONCEPTUAL FRAMEWORK AND RESEARCH
HYPOTHESIS……………………………………………………
………………… ……..47
QUARTER 2
MEASUREMENT AND TYPES OF DATA IN QUANTITATIVE ……..62
RESEARCH…..
SAMPLING AND PROBABILITY ……..65
SAMPLING………………………………….
TYPES OF QUANTITATIVE DATA ……..71
COLLECTION……………………………..
USE OF STATISTICAL ANALYSIS IN QUANTITATIVE ……..72
RESEARCH……………
DATA COLLECTION TOOLS AND ……..85
INSTRUMENTS……………………………
DATA PROCESSING, ORGANIZATION AND ……..86
PRESENTATION…………….
THE VALUE OF RESEARCH IN YOUR AREA OF ……..94
INTEREST…………………..
SELECTING, CITING, AND SYNTHESIZING RELATED ……..95
LITERATURE…………
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DEFINITION, CHARACTERISTICS, AND TYPES
OF QUANTITATIVE RESEARCH
Quantitative research inquires people‘s views in a structured manner so that

hard evidences and statistics that may be used, e.g. in decision making, can be
generated. The researcher is centered on collecting numerical data and s/he makes
use of the data to generalize conditions from across a group of population.
Quantitative research may also be described as follows:
 It is either descriptive, wherein subjects are measured once, or experimental,
wherein subjects are measured before and after.
 Data is gathered using structured instruments. The results are based on
large sample sizes that are representative of the population and can be
replicated.
 It has clearly defined research questions to which objective answers are
sought.
 It aims to classify features, count them, and construct statistical models in an
attempt to explain what is observed.
Differentiating the Quantitative and Qualitative Research Paradigms

A qualitative research is defined as ―an inquiry process of
understanding a social or human problem based on building a complex, holistic
picture formed with words, reporting detailed views of informants, and conducted
in a natural setting.‖ A quantitative research, on the other hand, is ―an
inquiry into a social or human problem based on testing a theory composed
of variables, measured with numbers, and analyzed with statistical procedures in
order to determine whether the predictive generalizations of the theory hold true.
Four Preoccupations of Quantitative Researchers

1. Measurement
Measurement is an important factor in quantitative research, which is
why reliability and validity are embedded in its methodology. Reliability
speaks of consistency of a measure of a concept. It is reliable if it contains
the following factors:
a. Stability- this means there is ―very little variation over time in the results
obtained if it is administered to a group and re-administered again.
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b. Internal Reliability- this means ―consistency of the scale or index,
whether respondents‘ scores on any one indicator tend to be related to
their scores on the other indicators.
c. Inter-Observer Consistency- this means ―being cautious of the
possibility of the inconsistency of observers when a great deal of
subjective judgment is involved, such as in recording of observations
or translating of data into categories and when more than one
observer is involved.
Validity, on the other hand refers to the issue whether an indicator that
is developed to measure a concept really gauges that concept.
Ways to establish validity:

a. Face Validity- the measure reflects the content of the concept in
question. This may be undertaken by asking other people whether the
measure seems to be getting at the concept that is the focus of
attention.
b. Concurrent Validity- employs criterion on which cases are known to
differ and that is relevant in question.
c. Predictive Validity- uses a future criterion measure rather than a
contemporary one.
d. Construct Validity- deduces hypotheses from a theory that is relevant
to the concept.
e. Convergent Validity- the validity of a measure ought to be gauged by
comparing it to measures of the same concept developed through
other measures.
2. Causality
Most quantitative research is concerned about explanation. They are
strong on explaining why things happen in certain ways. Hence they are
interested not only about phenomenon of things but also the causes of it. In
connection with causality, you will encounter the concept of dependent and
independent variables.
3. Generalization
Quantitative researchers are usually apprehensive about findings that
cannot be generalized. They pursue findings that can be generalized beyond
the margins of a certain context in which the research was undertaken. This
area of concern reveals itself in social survey research, in the attention that is
often given to the question of how one can create a representative sample.
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4. Replication
Replication is the ability to repeat an important component of an
activity. The attempt to make the procedures highly explicit is an intervention
to make an experiment capable replication. However, replication is not a high
status activity in natural and social sciences. It is most of the time, considered
as not capable of sustaining interest. In social sciences, it is difficult to warrant
that the settings in a replication are those that are referred to in the original
study.
Types of Quantitative Research

1. Descriptive Research- designed to give ―answers to the questions of who,
what, when, and how which are linked with a research problem.‖ It is applied only
to describe what exists and to gather information about the current status of a
certain phenomenon. This type of research observes a subject or situation in a
―natural and unchanged environment.‖ It can provide a wealth of information
which can be used as basis for decision- making and improvement of certain
practices.
2. Experimental Research- 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 addition, it also sanctions researchers to
identify the cause-and-effect relationships between variables and to distinguish
placebo effects from treatment effects. Moreover, it supports the ability to limit
alternative explanations and to infer direct causal relationships in the study.
3. Survey Research
A survey is intended to acquire information from people concerning the
predominance, distribution, and interrelations of variables within an identified
group. In simple terms, surveys are done to gather evidence of people‘s
knowledge, opinions, attitudes, and values on various issues and concerns.
Surveys are used for collecting data that are mainly quantitative.
4. Correlational Research
Correlations are based on pairs of measures or scores for members of a
single sample and provide an indication of the strengths of the relationship
between two variables that embody characteristics of or performances by that
group. Moreover, a ―high correlation between scores on two tests taken by a
group measuring the same things indicates that there is a high level of
agreement between the two instruments. Correlations can in some cases, also
be used in the process of making predictions of values for one variable based
upon the values of the other.
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5. Causal-Comparative Research
It is considered as a kind of descriptive research because it describes
existing conditions. However, unlike descriptive research, causal-
comparative research endeavors to find out the causes of existing
phenomena. It is about proving the cause-effect relationships which
descriptive and correlational studies do not ascertain. This may be likened to
experimental research where cause-and-effect relationships are generated.
This may also be likened to correlational methods because both are
nonexperimental since they lack manipulation of an independent variable.
References:
Melegrito, M.F. & Mendoza, D.J. (2016). Definition, Characteristics, and Types
of Quantitative Research. Applied Research: An Introduction to Quantitative
Research Methods and Report Writing, pp. 8-30.
http://www.thirteen.org/edonline/lessons/data/b.html#close
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ACTIVITY #1: QUANTITATIVE
Poll Topic: Declaring community quarantine is the best solution to avoid the
spread of Covid- 19 in the Philippines.
Quantitative
Student records the response of at least fifteen (15) members of the family or
household or classmates (can be done via chat) to the poll topic using the
following scale.
1 2 3 4 5
Strongly Agree Don‘t Agree or Disagree Strongly
Agree Somewhat Disagree Somewhat Disagre
e
Analyzing by Averaging
Note: In order to average your findings, add up all of your responses and
then divide by the number of responses. So, if you had three different
responses of 2, 3, and 1, then you would use the following formula:
2+3+1 = 2
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Analyzing by Tallying
Or, you can create a graph that shows how many students or members of
the family chose strongly agree, how many chose agree somewhat, don’t
agree, or disagree, etc. It could look like this:
Strongly Agree Don‘t Agree Disagree Strongly

Rating
Agree Somewhat or Disagree Somewhat Disagre
e
# of students
who picked this 3 5 2 2 8
rating
In the above example, a total of 20 students answered (3+5+2+2+8).
So
:  8 students agreed, either somewhat or strongly,
 2 had no opinion,
 and 10 disagreed either strongly or somewhat.
You could simply summarize these findings by saying that more
people disagreed than agreed.
Or:  3/20 strongly agreed,
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 5/20 agreed somewhat
 2/20 didn’t agree or disagree,
 2/20 disagreed somewhat,
 and 8/20 strongly disagreed.
If you convert these numbers into percentages, you could say that 15%
strongly agreed, 25% agreed somewhat, 10% didn’t agree or disagree, 10%
disagreed somewhat, and 40% strongly disagreed.
Tip: to check your math, make sure that your percentages add up to 100%.
Note: to convert fractions to percentages, divide the numerator (top
number) by the denominator (bottom number) and then move the decimal
point over two places to the right.
Summary of Findings
Analyzing by Averaging
Computation:
Discussion (Results):
Analyzing by Tallying
Strongly Agree Don‘t Agree Disagree Strongly
Rating
Agree Somewhat or Disagree Somewhat Disagre
e
# of students
who picked this
rating
8
Discussion (Results):
When you are finished with your calculations, answer the following questions
as a group:
1. What question did you set out to answer?
2. Do you feel you gained enough information to answer the question?
3. Summarize your findings in one sentence.
4. How did you analyze your findings? How long did it take you? Did you
find that it was easy or difficult to analyze the data? Why?
5. In this study, you learned what peoples‘ opinions were. Did you also learn why
they felt the way they did? If so, how? If not, why not? Did the responses you
received raise any new questions you would like to find answers to? If so, what
were they?
6. If you were to do this poll over again, how would you improve your
analysis?
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ACTIVITY #1: QUALITATIVE
Poll Topic: Declaring community quarantine is the best solution to avoid the
spread of Covid-19 in the Philippines.
Student interviews at least 3 members of the family of classmates (via

chat) and record their comments in a chart similar to the one below.
comments
comments that that
general memorable researcher
support general contradict
response quote notes
response general
response
said Covid-19 will ―I like the male
not easily spread if solution of the agreed but
None
Filipinos stay at President with didn‘t seem
agreed home. the problem.‖ to think that
isolation was
a problem
said she feels more says ―Staying at has a
disappointed as it Filipinos are home is tendency of
still spread and hard- boring creating
disagreed continuously grow in headed debate
number even if people.
many Filipinos stayed
at home.
Analysis Questions:
Once you’ve filled in your chart, convene as a group. Create a chart like the
one above that holds all of your data and then use the following questions
as a guide to help you analyze your data.
 How many people generally agreed? Disagreed? Were non-
committal?
 Did you find that most of the statements people made actually
supported their general response? If not, do you feel you can use the
general responses to accurately summarize your findings?
 What similarities, if any, did you see between the statements of the
people who generally agreed? Between the statements of the people
who generally disagreed? Between the people who didn’t have an
opinion either way?
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 Did you see any other potential patterns emerging, e.g., the people
who had computers at home generally disagreed, twice as many
girls disagreed as boys, etc.?
 Were there any statements that seemed to come up over and over
again?
Reflection Questions:
 What question did you set out to answer?
 Do you feel you gained enough information to answer the question?
 Summarize your findings in one sentence.
 How did you analyze your findings? How long did it take you? Did you
 In this study, you learned what peoples’ opinions were. Did you also learn
why they felt the way they did? If so, how? If not, why not? Did the
responses you received raise any new questions you would like to find
answers to? If so, what were they?
 If you were to do this poll over again, how would you improve your
analysis?
Summary of Findings
comments that comments that

general memorable researcher
support general contradict
response quote notes
response general response
agreed
disagreed
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When you are finished with your calculations, answer the following questions
as a group:
1. What question did you set out to answer?
2. Do you feel you gained enough information to answer the question?
3. Summarize your findings in one sentence.
4. How did you analyze your findings? How long did it take you? Did you
5. In this study, you learned what peoples‘ opinions were. Did you also learn why
they felt the way they did? If so, how? If not, why not? Did the responses you
received raise any new questions you would like to find answers to? If so, what
were they?
6. If you were to do this poll over again, how would you improve your
analysis?
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Quiz #1
DEFINITION, CHARACTERISTICS, AND
TYPES OF QUANTITATIVE RESEARCH
I. Identification
A. Directions: Identify the terms being described in the following. Choose

the correct answer in the table below:
Concurrent Validity Quantitative research

Convergent Validity Replication
Correlational Research Stability
Descriptive Research Survey Research
Qualitative research Validity
1. It is an inquiry into a social or human problem based on

testing a theory composed of variables, measured with
numbers, and analyzed with statistical procedures in order
to determine whether the predictive generalizations of the
theory hold true.
2. It is an inquiry process of understanding a social or
human problem based on building a complex, holistic
picture formed with words, reporting detailed views of
informants, and conducted in a natural setting.‖
3. It is based on pairs of measures or scores for members
of a single sample and provide an indication of the
strengths of the relationship between two variables that
embody characteristics of or performances by that group.
4. It is designed to give ―answers to the questions of who,
what, when, and how which are linked with a research
problem.
5. It is intended to acquire information from people
concerning the predominance, distribution, and
interrelations of variables within an identified group.
6. It is the ability to repeat an important component of an
activity
7. The validity of a measure ought to be gauged by
comparing it to measures of the same concept developed
through other measures is…
8. This employs criterion on which cases are known to
differ and that is relevant in question.
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9. This means there is ―very little variation over time in the
results obtained if it is administered to a group and re-
administered again.‖
10. This refers to the issue whether an indicator that is
developed to measure a concept really gauges that
concept.
B. Directions: Given the following examples, identify ways to establish validity.

Choose the letter of the correct answer and write it on the space provided.
A. Face Validity
B. Concurrent Validity
C. Predictive Validity
D. Construct Validity
E. Convergent Validity
11. A new criterion measure of job satisfaction can be absenteeism.

To establish the measure of job satisfaction, we might look into how
people are satisfied with their job as less likely to be absent from
work.
12. Drawing upon the impact of technology on the experience of
work, the researcher might anticipate that people who are satisfied
with their job are less likely to work on routine jobs; those who are
not satisfied are more likely to work on routine jobs.
13. If we develop questionnaire measure of how much time
managers spend on various activities, we might examine its validity
by tracking a number of manages and using a structured
observation schedule to record how much time is spend in various
activities and their frequency.
14. People with expertise or experience in a certain field might be
asked to act as judge to determine whether on the face of it, the
measure seems to reflect the concept concerned.
15. The researcher would take future levels of absenteeism as
the criterion against which the validity of a new measure of job
satisfaction would be examined.
C. Directions: Given the following research focus, identify

whether
Qualitative or Quantitative research is appropriate to be used.
16. Effects of Dishonesty

17. Grade Point Average (GPA)
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18. Number of Tardiness
19. Reasons for Committing Absences
20. Test Results of Two Sections
21. Causes of Failure
22. Drop Out Rate
23. Leadership Qualities
24. NAT Results
25. Reading Comprehension Factors
II. Essay. Answer the questions in three (3) sentences. 5 pts.
21-25. Why do we need to make quantitative research?
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STRENGTHS, WEAKNESSES, AND IMPORTANCE OF QUANTITATIVE
RESEARCH ACROSS FIELDS and DIFFERENT VARIABLES IN
QUANTITATIVE AND THEIR USES
Strengths and Weaknesses of Quantitative Research

Strengths Weaknesses
 Study findings can be generalized  Many kinds of information are
to the population about which difficult to obtain through structured
information is required. data collection instruments,
 Samples of individuals, particularly information on sensitive
communities, or organizations can topics such as domestic violence or
be selected to ensure that the income.
results will be representative of the  Many groups such as drug users,
population being studied. illegal immigrants, squatters, and
 Structural factors that determine ethnic minorities are always
how inequalities (such as gender difficult to reach, but the problems
inequalities) are produced can be are often greater for quantitative
analyzed. data collection methods.
 Estimates of the magnitude and  Self-reported information
distribution of impacts can be obtained from questionnaires
obtained. may be inaccurate or
 Estimates of the costs and benefits incomplete.
of the interventions ca be obtained.  There is often no information on
 Clear documentation can be contextual factors to help interpret
provided regarding the content results or to explain variations in
and application of the survey behavior between households
instruments so that other with similar economic and
researchers can assess the demographic characteristics.
validity of the findings.  The administration of a structured
 Standardized approaches permit questionnaire creates an
the study to be replicated in unnatural situation that may
different areas or over time with alienate respondents.
the production of comparable  Studies are expensive and time-
findings. consuming, and even
 It is possible to control the effects of preliminary results are usually not
extraneous variables that might available for a long period of
result in misleading interpretations time.
of causality (although this can be  Research methods are inflexible
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challenging in the natural settings because the instruments cannot
of evaluations). be modified once the study
begins.
 Reduction of data numbers results
in lost information.
 The correlations produced (e.g.,
between costs and benefits,
gender, and access to services or
benefits) may mask or ignore
underlying causes or realities.
 Untested variables may account
for program impacts.
 Errors in the hypotheses tested may
yield misimpressions of program
quality or influential factors.
 Errors in the selection of
procedures for determining
statistical significance can result in
erroneous findings regarding
impact.
Importance of Quantitative Research

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. Analysis of quantitative data
will determine dissimilarities and similarities among the identified patterns
which will provide new patterns. Discovering patterns of behavior gives us an
idea of what people think, want, and value. These are rich sources of data
for future-related interventions.
2. If you are after objectivity, then quantitative research may be adopted
because it is less prone to bias as the findings are expressed in terms of
numbers. Quantitative analysis permits the researcher to organize data for
a clear data dissemination. Results are analyzed in percentages and
statistics and are presented in graphs and charts.
3. Quantitative research is adopted by some researchers instead of the
qualitative approach due to the following reasons:
a. It is more reliable and objective;
b. It uses statistics to generalize a finding;
c. It reduces and restructures a complex problem to a limited number
of variables;
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d. It looks at relationships between variables and can establish cause
and effect in highly controlled circumstances;
e. It tests theories and hypothesis;
f. It assumes that a sample is representative of the population;
g. The subjectivity of the researcher is recognized less; and
h. It is less detailed that qualitative research.
Different Types of Variables
Types of Variables Characteristics Examples
In terms of level of measurement
Categorical Variable A variable that is made Variable gender is
up of different types or made up of two
categories of a categories, male and
phenomenon. female.
Quantitative Variable A variable that varies in Variable annual
degree or amount of income varies from 0 to
phenomenon. a very high level of
income.
Roles of Variables
Independent Variable A variable that is Amount of studying (IV)
presumed to cause affects test grades (DV)
changes in another
variable; causal
variable.
Dependent Variable A variable that changes Amount of studying (IV)
because of another affects test grades (DV)
variable; the effect of
outcome variable.
Mediating Variable A variable that comes in Amount of studying
between other leads to input and
variables; helps to organization of
delineate the process knowledge in one‘s
through which variables long-term memory
affect one another. (mediating variable)
which affects test
grades (DV)
Moderator Variable A variable that Perhaps the
delineates how a relationship between
relationship of interest studying (IV) and test
changes under different grades (DV) changes
conditions or according to the level of
circumstances. use of a
drug such as Ritalin
(moderator variable)
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Theories which refer to models, and explanations that elaborate on why events
have occurred, and devised to describe causal relationships between actions
and or events. These may include ―a number of laws- relationships among
variables-that appear to influence events.
Four Building Blocks of Theories Description

Constructs Capture the ―what‖ of theories (i.e.,
what concepts are important for
explaining a phenomenon?).
Propositions Capture the ―how‖ (i.e., how are
these concepts related to each
other?)
Logic Represents the ―why‖ (i.e., why are
these concepts related?)
Conditions/Assumptions Examine the ―who, when, and
where‖ (i.e., under what
circumstances will these concepts
and relationships work?)
References:
Melegrito, M.F. & Mendoza, D.J. (2016). Applied Research: An Introduction
to Quantitative Research Methods and Report Writing, pp. 31-44
https://www.youtube.com/watch?v=FuVGo3AJhqA
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Activity #2
Let’s Know
Directions: Given the research topics below, make a survey (via chat) from at
least thirty (30) students (from their own track/strands) and accomplish
the following:
Topics:
1. Math as the most favorite subject (for STEM students)
2. Business as the source of income (for ABM students)
3. Students who can paint (for Arts and Design students)
4. Yes/No to President Duterte‘s Administration (for GAS students)
5. Students with own laptop (for ICT students)
6. With at least one family member who is a chef (for HE students)
7. Favorites sports being played (for Sports Track students)
8. Number of siblings (for other tracks or strands)
Survey Results:
To whom or to where the results of your survey be of help? Why/How?
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Quiz #2
STRENGTHS, WEAKNESSES, AND IMPORTANCE OF
QUANTITATIVE RESEARCH ACROSS FIELDS
DIFFERENT VARIABLES IN QUANTITATIVE AND THEIR USES
I. Identification
Directions: Identify the terms being described in the following. Choose the
correct answer in the table below.
Categorical Variable Logic
Conditions/Assumptions Mediating Variable
Constructs Moderator Variable
Dependent Variable Propositions
Independent Variable Quantitative Variable
1. A variable that changes because of another

variable; the effect of outcome variable.
2. A variable that comes in between other variables;
helps to delineate the process through which variables
affect one another.
3. A variable that delineates how a relationship of
interest changes under different conditions or
circumstances.
4. A variable that is made up of different types or
categories of a phenomenon.
5. A variable that is presumed to cause changes in
another variable; causal variable.
6. A variable that varies in degree or amount of
phenomenon.
7. Capture the ―how‖ (i.e., how are these concepts
related to each other?)
8. Capture the ―what‖ of theories (i.e., what
concepts are important for explaining a phenomenon?).
9. Examine the ―who, when, and where‖ (i.e., under
what circumstances will these concepts and relationships
work?)
10. Represents the ―why‖ (i.e., why are these concepts
related?)
II. True or False

Directions: Write TRUE if the given statement supports the preceding
statement and FALSE if not.
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Quantitative research is adopted by some researchers instead of the
qualitative approach due to the following reasons:
11. It assumes that a sample is representative of the population.
12. It is more detailed that qualitative research.
13. It is less reliable and objective.
14. It looks at relationships between variables and can establish
cause and effect in highly controlled circumstances.
15. It reduces and restructures a complex problem to a limited
number of variables.
16. It tests theories and hypothesis.
17. It uses statistics to generalize a finding.
18. The subjectivity of the researcher is recognized more.
If you are after objectivity, then quantitative research may be adopted

because…
19. It is less prone to bias as the findings are expressed in terms
of numbers.
20. It permits the researcher to organize data for clear data
dissemination.
III. Essay.
Identify one (1) weakness of quantitative research and suggest how this
can be strengthen.
21-25.
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SUMMATIVE TEST 1
Name: Date: Score:

Gr.& Section: Teacher: P.S.:
I. Multiple Choice
Directions: Read and analyze the following items. Choose the letter of the
correct answer and write it on the space provided.
1. A research report states that Group A was exposed to a new

teaching method and Group B was exposed to a traditional method.
At the end of a four-month period, each group was given the same
achievement test. Group A had a mean score that was higher than
the mean score for Group B. This is an example of…
A. Correlational Research C. Experimental Research
B. Descriptive Research D. Survey Research
2. A research worker plans to evaluate high school students'
reactions to a new policy on closed campus stations. He interviewed all
the high school students and accomplish the report after one month.
He eventually secures data from all the students and publishes his
findings as the "Reactions of high school students to a new policy for a
closed campus." What kind of research is presented in the situation?
A. Causal-Comparative Research C. Qualitative Research
B. Experimental Research D. Quantitative Research
3. A variable that varies in degree or amount of phenomenon is…
A. Categorical Variable C. Moderator Variable
B. Mediating Variable D. Quantitative Variable
4. An arithmetic test is given twice within a few days to a student. The
highest possible score is 40. He receives a score of 35 the first time
and a score of 18 the second time. If similarly varying results are
obtained with other students, the test result is probably unreliable in the
idea of…
A. Internal Reliability C. Predictive Validity
B. Inter-Observer Consistency D. Stability
5. In the research entitled ―The Effect of Playing Computer Games
to the Academic Performance of the Students‖, the independent
variable is… (Playing Computer Games)
A. Internal Reliability C. Predictive Validity
B. Inter-Observer Consistency D. Stability
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6. In this type of quantitative research, subjects are measured only once.
B. Descriptive Research D. Survey Research
7. It is an inquiry into a social or human problem based on testing a
theory composed of variables, measured with numbers, and analyzed
with statistical procedures to determine whether the predictive
generalizations of the theory hold true.
A. Causal-Comparative Research C. Qualitative Research
B. Experimental Research D. Quantitative Research
8. It is the ability to repeat an important component of an activity.
A. Causality C. Measurement
B. Generalization D. Replication
9. Most quantitative research is concerned about explanation. They
are strong on explaining why things happen in certain ways. This
preoccupation of quantitative research is about…
A. Causality C. Measurement
B. Generalization D. Replication
10. Quantitative research is adopted by some researchers instead of
the qualitative approach due to the following reasons except…
A. It is more detailed than qualitative research.
B. It is more reliable and objective.
C. It tests theories and hypothesis.
D. It uses statistics to generalize a finding.
11. It speaks of consistency of a measure of a concept.
A. Causality B. Reliability C. Stability D. Validity
12. The models and explanations that elaborate on why events have
occurred, and devised to describe causal relationships between actions
and or events are…
A. Data B. Instruments C. Theories D. Variables
13. Since quantitative research is about numeric data and statistics, it is
very beneficial in various aspects of life like…
A. Analysis of quantitative data will determine dissimilarities and similarities
among the identified patterns which will provide new patterns.
B. Quantitative analysis permits the researcher to organize data for a
clear data dissemination.
C. Results are analyzed in percentages and statistics and are presented
in graphs and charts.
D. All of these
14. The dependent variable is so called to be ―dependent‖
because…
A. scores on this variable are hypothesized to depend on, and vary with, the
value of the independent variable.
24
B. the outcome of an experiment is hypothesized to depend on the effect
that this variable has on the independent variable.
C. scores on this variable can be expected not to vary in an experiment.
D. scores on this variable depend on how they are manipulated by the
researcher.
15. This refers to the issue whether an indicator that is developed to
measure a concept really gauges that concept.
A. Causality B. Reliability C. Stability D. Validity
16. This type of research is intended to acquire information from
people concerning the predominance, distribution, and interrelations
of variables within an identified group.
B. Descriptive Research d. Survey Research
17. Which of the following is an example of a categorical variable?
A. Annual Income B. Gender C. Prizes D. Test Scores
18-20. Given the following questions, identify the building blocks of theories
appropriate for each. Choose the letter of the correct answer below.
a. Assumptions b. Constructs c. Logic d. Propositions

18. What concepts are important for explaining a phenomenon?
19. Under what circumstances will these concepts and
relationships work?
20. Why are these concepts related?
II. Directions: Given the following research focus, identify whether Qualitative or
Quantitative research is appropriate to be used.
21. Attendance 26. Metal Disorder

22. Blindness 27. Passing Rate
23. Comprehension 28. Talents
24. Family Income 29. Temperature
25. Job Satisfaction 30. Typing Speed
III. Directions: The following is the research paradigm of a research entitled

―The Reading Writing Skills and the English NAT Results of Southernsiders‖.
Identify the variables appropriate for each item.
25
Reading Skills Attendance in Reviews English NAT Results
Writing Skills
31. Dependent Variable:

32. Independent Variable:
33. Independent Variable:
34. Mediating Variable:
35. Moderator Variable:
36. Moderator Variable:
IV. Essay. Answer the question in three (3) sentences. (4 pts.)

37-40. Conducting a quantitative research is very important. Why?
26
PERFORMANCE TASK
Research Proposal
Goal – To propose a research topic related to students‘ choice of

academic strand.
Role – researchers
Audience – teachers (panelists), students
Situation – You are a member of the Philippine Higher Education

Research Consortium (PHERC). The president of the Philippines
assigned your organization to research about the present condition of the
senior high school students who will be the incoming college students. The
chairman divided all the researchers of your organization into four (4) and
your group was tasked to present a research proposal on the problems
being encountered by the senior high school students.
Product – research proposal (Hard Copy- MS Word File and a Powerpoint

Presentation)
The proposal is composed of the following:

Chapter 1: The Problem and Its Background
 Introduction
 Background of the Study
 Theoretical Framework
 Conceptual Framework
 Statement of the Problem
 Hypothesis
 Scope and Limitation
 Significance of the Study
 Definition of Terms
Chapter 2: Materials and Methods

 Research Design
 Respondents of the Study
 Research Procedure
 Research Instrument
 Statistical Treatment
Standards (rubric)
27
Research Proposal Evaluation Rubric
Component Fully met Met Partially Not met Score
(9-10) (7-8) Met (5-6) (3-4)
Proposal Effectively Develops Develops Hypotheses
overview and a set of hypotheses are not
insightfully testable . testable or
develops a and justifiable.
set of supportabl
testable, e
supportable hypotheses
and .
impactful
study
hypotheses.
Justification The The The Very little
for introduction introductio proposal support for
hypotheses section n section provides the
provides a provides a weak conceptual
cogent logical support for and
overview of overview study theoretical
conceptual of hypothese relevant to
and conceptua s the study
theoretical l and . hypotheses
issues theoretical Provides was
related to the issues some provided.
study related to evidence Provides little
hypotheses. the study of sound evidence of
Demonstrates hypothese critical sound
outstanding s thinking. critical
critical . thinking.
thinking. Demonstra
tes
competent
critical
thinking.
Supporting Provides Provides Provides Provides little
evidence clearly adequate inappropri or no
appropriate evidence ate or evidence to
evidence to to support insufficient support
support position evidence position
position to support
position
Review of Sophisticated Provides a Fails to cite Provides little
relevant integration, meaningful important or no
research synthesis, summary or relevant relevant
and critique of the scholarship scholarship.
of literature. .
literature from
28
related fields. Shows Misinterpre
Places work understand ts research
within larger ing of findings.
context. relevant
literature
Maintains The proposal The The The
purpose/foc is well proposal proposal is document
us organized has an somewhat lacks focus
and has a organizatio focused or or contains
tight and nal has minor major drifts in
cohesive structure drifts in the focus
focus that is and the focus.
integrated focus is
throughout clear
the throughout
document .
Methodolog Identifies Identifies Identifies The
y appropriate appropriat appropriat methodologi
 Sa methodologi e e es described
m es and methodolo methodolo are either
ple research gies and gies and not suited or
 Proc techniques research research poorly suited
edur (e.g., techniques techniques to test
es justifies the but some but many hypotheses.
 Meas sample, details are details are The
ures procedures, missing or missing or methodolog
 Data and vague. vague. y is under-
anal measures). The developed
y tic Data analytic methodolo and/or is not
plan plan is gy is feasible.
suitable to largely
test study incomplet
hypotheses. e.
Provides
appropriate
justification
for controls.
Project is
feasible
Grammar, The The The The
clarity, and manuscript is manuscript manuscript manuscript is
organization well written effectively communic poorly written
and ideas are communic ates ideas and
well ates ideas. adequatel confusing.
developed The writing y. The Ideas are
and is manuscript not
explained grammatic contains communicat
.
29
Sentences ally some ed
and correct, but grammatic effectively.
paragraphs some al errors.
are sections Many
grammatical lack clarity. sections
l y correct. lack clarity.
Uses
subheadings
appropriately
.
References Properly and Properly The The
and explicitly cited. May manuscript manuscript
citations cited. have a few has lacks
Reference list instances several proper
matches in which instances citations or
citations proper of includes no
citations improper citations.
are use of
missing. citations.
Contains
several
statements
without
appropriat
ely citing.
Presentation Properly and Properly Lacks Improperly
explicitly presented. proper presented.
presented. presentatio
n.
General recommendations for the research proposal defense:
30
IDENTIFYING THE AREA OF INQUIRY AND
RESEARCH PROBLEMS AND QUESTIONS
Identifying the Range of Topics in an Area of Inquiry
The basic step in conducting a research is to know what to research
and to understand the purpose of the research. Connected to the question of
what to research is a clarification on:
A. whether the research entails the discovery of ideas and insights
(exploratory);
B. whether the research defines opinion, attitude, or behavior held by a
group of people on a given subject (descriptive); and
C. whether the research identifies a cause-and-effect relationship
between variables (causal).
Identifying a Research Topic

Choosing a topic is challenging task. A topic…
a. may be extracted from something that you read about or a friend
had told you about;
b. may be something you have been curious of since you entered
senior high school, or something that is relevant to a particular group
in the society, or to the whole society in general; and
c. could also be something based on your own life experiences.
Describing the Background

The background of a research study composes of an overview of the
research topic, the area being researched, and previous studies and
relevant information on the topic. The purpose of this part of the research
paper is to demonstrate the relevance of the research question.
The following are steps in developing a research background. These
steps are outlined in the table below.
Steps Description
Conduct preliminary ―Conduct preliminary research in the beginning
research. stages of formulating a thesis, when many issues
are unclear and thoughts need to be solidified.
Conducting preliminary research on your own
area of study and specific topic will help you to
formulate a research question or thesis statement
that will lead to more specific and relevant
research. Visit your library and check the internet
and electronic databases to find preliminary
sources, such as books and
scholarly journals, for your background study.
31
Read information and ―Read information and develop a research
develop a research question or thesis statement that will guide your
question thesis. You will need to take notes and keep
accurate track of the sources that you used up to
this point. Many people use note cards, but with
current technology, there are many electronic
note-taking programs available. Use a method of
recording source information that you are
comfortable with. Be sure to cite the source of
where each piece of information came from
should you decide to use it in your thesis.
Write a thesis statement ―Write a thesis statement or research question.
or research question Think about what you‘ve read and look for issues,
problems, or solutions that others have found and
determine your own opinion as an authoritative
statement on the issue, problem, or solution. At
this point, you can do more detailed research and
find sources that are more relevant to your thesis
or research question.
Use your thesis ―Complete your research using your thesis
statement and research statement and research question as your guide. You
questions as guide will find relevant sources that will provide insights
into your specific thesis issue or problem.
Make sure that your sources provide details on
the history and past researches related to your
research question.
Create relevant sections ―Create relevant sections as you write the
as you write the background study. As you evaluate your research
background study and begin to write the background study, create
five separate sections that cover the key issues,
major findings, and controversies surrounding your
thesis, as well as sections for evaluation and
conclusion.
Identify further study that ―Conclude your background by identifying any
needs to be done further study that needs to be done in that area,
and provide possible solutions to the issue that
haven‘t been considered before.‖
Revise and edit your ―Revise and edit your background study.
background study Complete several drafts of your work,
revising and filling in information as you go. Each
32
time that you read over your work, try to leave it
better than it was before. It‘s also a great idea to
have someone else look it over.
Stating a Problem
How important is a research problem? According to Alvesson and
Sandberg (2013), ―a research problem is the main organizing principle
guiding the analysis of your paper.‖ It provides you a venue for expressing
what you want to convey and it signifies three things:
a. the core subject matter of scholarly communication;
b. the means by which you arrive at other topics of conversations; and
c. the discovery of new knowledge and understanding.
Bryman (2007) on the other hand, cited three important aims of a

problem statement. These are as follows:
Aims Description
Introduce the reader to the The reader is oriented to the
importance of the topic being studied significance of the study and the
research questions or hypotheses to
follow.
Place the problem in a particular The parameters of what is to be
context investigated are defined.
Provide the framework for reporting Indicate what is probably necessary
the results to conduct the study and explain
how the findings will present this
information.
According to Bryman (2007), the research problem establishes the
means by which you must answer the ―so that‖ question. Bryman likewise
underscores that to survive the ―so what‖ question, problem statements
must have the following:
 clarity and precision and researchable topics or issue
 use of value-laden words or terms and with small sets of questions
 key concepts and terms
 study‘s boundaries, parameters or limitations
 bringing results into general use
 conveyance of the study‘s importance, benefits and justification
 no unnecessary jargons or overly complex sentence constructions
 provides not only a snapshot of the issue or phenomenon under study
In a nutshell, a research problem conveys a sense of emerging

design by stating…
33
a. the purpose of the study-whether to describe, understand, develop, or
discover something;
b. the central idea that you want to describe, understand, or develop;
c. the method by which you plan to collect and analyze data; and
d. the unit of analysis and/or the research site principle.
Categories of Research Questions

Type Relevant Questions Examples
Descriptive What events or outcomes are What is the frequency of the
occurring? use of different training
What are the characteristics methods in industry?
of a category of persons or How prevalent is the use of
organizations? drugs among prison inmates?
How prevalent or wide- What are the reasons given
spread are the events or for absences from school
phenomena? among senior high school
students?
Explorative Which characteristics or How do voting patterns of a
details relate to observed given community compare to
events, phenomena, or the results of the most recent
reasoning? elections?
Is there any relationship
between age and
perceptions of quality of
music?
Evaluative How will/did a process or Which of several possible
procedure work? Such a programmers had the greatest
question tends to be more impact on reducing long-term
applied than basic, but it still unemployment?
ought to be founded on an Do the subjects young
established model or theory, people study at school
or form the basis for a new differentially increase the
one. probability of subsequent
employment?
Predictive What will happen if one If family size increases, is
variable changes? We do not there necessarily an increase
always have control over or decrease in family income?
variables. Things happen and Are there any relationships
we are observers. between social class,
educational achievement,
and drug use among high
school students?
34
Explanatory What are the causes of an Which side of the brain is
observed outcome? Here we predominantly responsible for
are interested in testing computer mouse
proposed causal manipulation?
relationships and identifying Do genetic traits or
one or more potential environmental conditions
independent variables and have the greatest impact on
their effect on the dependent the tendency of male children
variable. of alcoholics to become
alcoholics
themselves?
Control What will happen to a Can stress patients about
second proposed undergo surgery be reduced
dependent variable if the by specific types of nurse
suspected independent intervention?
variable is changed? Are Will tranquilizers enhance
there any side effects to the examination performance of
independent variable of highly stressed students?
interest? We could test the Would an increase in tax
application of a relationship allowances for low-income
described in a theory to a families or separate payment
new situation, or replicate for the day care of children or
another study that has tested retired parents have the
a causal relationship. greatest impact on reducing
unemployment?
References:
http://www.slideshare.net/drjayeshpatidar/research-problem-20719286
35
Activity #3
Given the following focus, create your own research title and problems.
A. Bullying and Academic Performance (5 pts.)
Research
Title:
Research Questions:
1.
2.
Research Problem:
1.
B. Behavior and Final Rating (5 pts.)
Research
Title:
Research Questions:
1.
2.
Research Problem:
1.
C. Talents and Extra-Curricular Activity’s Involvement
Research
Title:
Research Questions:
1.
2.
Research Problem:
1.
D. Age and Intelligence Quotient (IQ)
Research
Title:
Research Questions:
1.
2.
Research Problem:
1.
36
Quiz #3
I. Identification
Directions: Given the following research questions, identify its categories.

Choose the correct answer in the table below.
Control Explanatory
Descriptive Explorative
Evaluative Predictive
1. Can stress patients about undergo surgery be
reduced by specific types of nurse intervention?
2. Do genetic traits or environmental conditions have the
greatest impact on the tendency of male children of
alcoholics to become alcoholics themselves?
3. Do the subjects young people study at school
differentially increase the probability of subsequent
employment?
4. How do voting patterns of a given community
compare to the results of the most recent elections?
5. If family size increases, is there necessarily an increase
or decrease in family income?
6. What are the reasons given for absences from
school among senior high school students?
II. Sequencing
Directions: The following are steps in developing a research background.
Number these steps 1,2,3,4,5,6,7 according to their sequence.
7. Conduct preliminary research.
8. Create relevant sections as you write the background study.
9. Identify further study that needs to be done.
10. Read information and develop a research question.
11. Revise and edit your background study.
12. Use your thesis statement and research questions as guide.
13. Write a thesis statement or research question.
III. Directions: Write (√) if the given statement supports the preceding
statement and (X) if not.
Bryman (2007) likewise underscores that to survive the ―so what‖ question,
problem statements must have the following:
14. Use of value-laden words or terms and with small sets of questions.
15. Bringing results into particular use.
16. Clarity and precision and researchable topics or issue.
17. Conveyance of the study‘s importance, benefits and justification.
37
18. Key concepts and terms.
19. With unnecessary jargons or overly complex sentence constructions.
20. Provides only a snapshot of the issue or phenomenon under study.
21. Study‘s boundaries, parameters or limitations.
IV. Essay
Directions: Answer the question in three sentences. (4 pts.)
22-25. What is the basic step in conducting a research? Why?
38
THE VALUE OF RESEARCH IN YOUR AREA OF INTEREST
SELECTING, CITING, AND SYNTHESIZING RELATED LITERATURE
The Value of Research
There are two things that we need to consider concerning the value
of research in a particular area of interest, namely:
a. contribution in the field of knowledge or literature; and
b. benefits to the users of the knowledge generated.
Georghiou (2015) said there are ―multiple ways in which research
achieves impact and creates value. Among these key pathways are those
outlined below:
a. increasing the stock of useful knowledge
b. training skilled people
c. creating new scientific instrumentation, methodologies, and
collaboration with users
d. coproduction of knowledge
e. knowledge spillover
f. market spillover
Citing Benefits and Beneficiaries

When citing benefits and beneficiaries, apply the following tips may
apply. These which were outlined by Johnson (2011).
1. List any academic beneficiaries from the research and give details on
how they will benefit and how the results of the proposed research will
be disseminated.
2. Specific beneficiaries might be:
 Researchers in the investigator‘s immediate professional circle
carrying out similar or related research
 Researchers in other disciplines
 Researchers in other academic institutions
3. Describe the relevance of the research to its beneficiaries.
 Identify the potential academic impact of the proposed work
 Show how the research will benefit other researchers
 Identify whether the research will produce data or materials of
benefit to other researchers. Explain how these will be stored,
maintained, and made available.
 Explain any collaboration with other researchers and their role in
the project.
39
Definition and Aims of Review of Related Literature
A literature review is defined as an examination of relevant books, scholarly
articles, and any other sources pertinent to an area of research. It is a consolidation
of key ideas and evaluation of the literature available in view of the research problem.
It also provides an overview of the sources you have explored while researching a
particular topic and demonstrates to your readers how your research fits within a
larger field of study.
Function of Literature Review
a. It shares with the reader the results of other studies that are closely related to
the study being reported.
b. It relates a study to the larger, ongoing dialogue in the literature about a
topic, filling in gaps and extending prior studies.
c. It provides a framework for establishing the importance of the study, as
well as a benchmark for comparing the results of a study with other
findings.
Forms of Review of Related Literature
1. Integrated Review- are simply summaries of past research; largely
found in dissertation proposals and dissertations.
2. Theoretical Review- wherein the researcher focuses on extant theory that
relates to the problem being studied; demonstrated best in journal articles.
3. Methodological Review- provides not only a summary of the studies but
also an actual critique of the strengths and weaknesses of the methods sections;
found in dissertations and review of related literature sections in journal articles.
Guidelines and Uses of Review of Related Literature

Guidelines about the use and creation of literature review, particularly
for quantitative research, and provided in the table below:
Guidelines Uses
1. Include a To provide direction for the research questions or
substantial amount hypotheses.
of literature
2. In planning a The literature is used to introduce a problem and
quantitative study is advanced as a basis for comparison with the
results to be found in the study
3. Review of related Is used deductively as framework for the research
literature questions or hypotheses
4. If a separate Considers whether the literature will be described
review of the as integrative summaries, theoretical reviews, or
literature is used. methodological reviews.
40
Tasks that require your attention:
Whether qualitative or quantitative research, there are two things that
require your attention:
1. How to go about reviewing literature- focus on the varied types of materials
or literature that you can consider in your literature review.
2. How to limit the scope of the literature review- emphasize the kind and
amount of information that can be taken from the materials available and
should be included in your literature review.
How to go about writing a Review of Related Literature?

1. Decide on what reference style to use.
a. Chicago Manual of Style (1993) by the University of Chicago Press
b. Publication Manual of the American Psychological Association (APA, 1984)
c. Modern Language Association (MLA) Style
2. Establish your priority.
3. Limit the scope of your literature review
A standard literature review section may be organized in a way
that will highlight the following:
a. Literature related to the independent variable (Topic 1)
b. Literature related to the dependent variable (Topic 2)
c. Literature related to the independent and dependent variable (Topic
3)
d. Summary
4. Organize a visual research map of the literature that highlights key
works and findings relevant to your study.
Maps are visual renderings of the literature and they can be organized
in different ways. The central idea is that the researcher begins to build a
visual picture of existing research about a topic.
Some more tips:

1. Use evidence
2. Be selective
3. Use quotes sparingly
4. Summarize and synthesize
5. Keep your own voice
6. Use caution when paraphrasing
7. Keep in mind these things to avoid:
a. Unrelated sources
b. Spending insufficient time for research
c. Relying on secondary sources
41
d. Uncritically accepting another researcher‘s findings and
interpretations
e. Not describing the research procedures
f. Reporting isolated statistical results
g. Including only research that validates assumptions
References:
42
Activity #4
A. In your area of interest, choose three (3) terms to be given meaning. In the
internet, find two references (books, journals, newspapers, etc.) where you
can find the meaning/s of your chosen terms. Then, cite and synthesize
your related literature.
Example Terms:
STEM (science, computer, logic, variable,
etc.) ABM (assets, store, organization, etc.)
GAS (government, writing, humanities, etc.)
Arts and Design (dance, lyrics, drafting, etc.)
ICT (programming, webpage, internet, etc.)
Sports (dance, music, sports, etc.)
HE (nutrition, food, presentation, etc.)
Term 1:
Citations:
1.
2.
Term 2:
Citations:
1.
2.
43
Term 3:
Citations:
1.
2.
B. Write all your references using MLA style for term 1, APA style for Term 2, and
Chicago Style for Term 3. (Note: References must be arranged alphabetically
and follow the proper indention). (10 pts.)
References:
44
Quiz #4
I. Identification. Identify the terms being described in the following. Write the
letter of the correct answer in the space provided.
A. Integrated Review
B. Literature review
C. Maps
D. Methodological Review
E. Theoretical Review
1. It is defined as an examination of relevant books, scholarly articles,
and any other sources pertinent to an area of research.
2. It is wherein the researcher focuses on extant theory that relates to the
problem being studied; demonstrated best in journal articles.
3. It provides not only a summary of the studies but also an actual
critique of the strengths and weaknesses of the methods sections;
found in dissertations and review of related literature sections in journal
articles.
4. These are simply summaries of past research; largely found in
dissertation proposals and dissertations.
5. These are visual renderings of the literature and they can be
organized in different ways
II. Directions: Write (√) if the statement is a tip to go about writing a related
literature and (X) if not.
6. Avoid spending insufficient time for research.
7. Be selective.
8. Describe the research procedures.
9. Include only research that validates assumptions.
10. Keep your own voice.
11. Rely on secondary sources.
12. Report isolated statistical results.
13. Summarize and synthesize.
14. Take in unrelated sources.
15. Uncritically accept another researcher‘s findings and interpretations.
16. Use caution when paraphrasing.
17. Use evidence.
18. Use quotes sparingly.
III. Essay. Answer the question in three (3) sentences. (2 pts.)

19-20. What is the value of research? Explain.
45
ETHICAL STANDARDS IN WRITING A
REVIEW OF RELATED LITERATURE
FORMULATION OF A CONCEPTUAL FRAMEWORK
AND RESEARCH HYPOTHESIS
Ethical Standards in Writing a Review of Related Literature
In research writing, systematic reviews of related literature require
citation- proper citation. Improper or no citation at all may fall under an
ethical issue which we call as intellectual dishonesty. There is a need to
recognize the sources of the information that we are citing, and there are
proper ways to do this.
The primary ethical issue that we often encounter is the issue on
plagiarism. Plagiarism is defined as ―using somebody else‘s words,
images, data, ideas, or other original creations without acknowledgement or
permission and claiming them as your own original work.‖
What is Citation?
A citation is the way you tell your readers that certain materials in your work
came from another source. It also gives your readers the information necessary to
find the source you used as it provides the following information:
1. The name of the author
2. The title of the work
3. The name and location of the company that published your copy of
the source
4. The date your copy was published
5. The page numbers of the material you are borrowing
Styles of Citation
1. Chicago/Turabian Documentation Style- these are sometimes called
documentary note or humanities style. They place bibliographic citations
at the bottom of a page or at the end of a paper.
Example:
Steven Nadler, A Book Firged in Hell: Spinoza’s Scandalous Treatise and the
Birth of the Secular Age (Princeton: Princeton University Press, 2011), 8
2. American Psychological Association (APA) Style- provides a standard

system for giving credit to others for their contribution to your work. It‘s
46
what we call a ―parenthetical” documentation style, meaning that
citations to original sources appear in your text. This allows the reader
to see immediately where your information comes from, and it saves
you the trouble of having to make footnotes or endnotes.
The APA style calls for three kinds of information to be included
in in-text citations. The author‘s last name and the work‘s date of
publication must always appear, and these items match exactly the
corresponding entry in the reference list. The third kind of information,
page number, appears only in a citation to a direct quotation.
Three options for placing citations:

1. Idea-focused
Place the author(s) and date(s) in parenthesis at an
appropriate place in or at the end of a sentence.
Example:
Researchers have studied how children represent mathematical
problems (Alibali, Philips, & Fisher, 2009; Siegler, 1976).
2. Researcher-focused
Place only the date in parenthesis.
Example:
Alibali, Philips, and Fischer (2009) asked, ―Did the participants adopt
the taught strategies?‖ (p.96)
3. Chronology-focused
Integrate both the author and date into your sentence.
Example:
In 2009, Alibali, Philips, and Fischer reported that third and fourth-grade
students improved their problem representation when they were taught the
equalize strategy but did not improve their problem representation when
they were taught the add-subtract strategy.
Formulation of a Conceptual Framework and Research Hypothesis
What is a conceptual framework?

It is a bit like a recipe or a blueprint. It provides an outline of how you
plan to conduct the research for your thesis, but it goes further than that by
also positioning your work within the larger field of research. Writing a
conceptual framework can not only help to guide your thesis to ensure that
your research stays on track, but it also helps to guide fellow researchers
or advisers who are analyzing your thesis.
What are the steps in developing a conceptual framework?

1. Conduct a review of related literature.
47
2. Create a flowchart.
3. Write a narrative.
In a nutshell, a conceptual framework is…

a. A set of coherent ideas to make it easy to communicate to others;
b. An organized way of thinking about how and why a project takes
place and about how we understand its activities;
c. A basis for thinking about what we do and about what it means,
influenced by the ideas;
d. An overview of ideas and practices or a set of assumptions,
values, and definitions; and
e. Encapsulates why we use certain methods and how we would
analyze the data.
What is Hypothesis?
Hypothesis is an informed speculation, which is set up to be tested,
about the possible relationship between two or more variables. The nature
of hypothesis can be described as follows:
1. It can be tested.
2. It is not an ethical issue.
3. It is not too specific and not too general.
4. It is a prediction of consequences.
5. It is considered valuable even if proven false.
How Do We Formulate a Hypothesis?

1. If you can‘t measure it, then you can‘t form a hypothesis about it.
2. A hypothesis takes the form of an if-then statement.
3. Assess the hypothesis.
4. Operationalization.
References:

to Quantitative Research Methods and Report Writing, pp. 87-100.
https://www.scribbr.com/thesis/the-theoretical-framework-of-a-thesis-what-
and-how/
48
Activity #5
What is Your Hypothesis?
A. Make a hypothesis for the following research problems.

1. Is there any relationship between age and perception of quality of
music?
2. Do employers have the same perception of aims for schools as does

the general population?
3. If family size (number of children) increases, is there necessarily an

increase or decrease in family income?
4. During periods of high unemployment, does the perceived threat of

unemployment reduce spending among those employed?
5. Can stress in patients about to undergo surgery be reduced by

specific types of nurse intervention?
6. If the organization changes to flexitime, will productivity increased

compared to present levels?
7. Would an increase in tax allowances for low-income families or separate

payment for the day care of children or retired parents have the greatest
impact on reducing unemployment?
8. Will tranquilizers enhance examination performance of highly stressed

students?
9. Do people who are good in Mathematics, Science, or Technical subjects

tend to be poor at English?
10. Is there a relationship between behavior and academic performance?
B. Using the last research problem (problem #10). Make a conceptual

framework (paradigm) and discuss it briefly. (5 pts.)
49
Quiz #5
ETHICAL STANDARDS IN WRITING A REVIEW OF RELATED LITERATURE
FORMULATION OF A CONCEPTUAL FRAMEWORK AND RESEARCH HYPOTHESIS
I. Identification.
A. Directions: Identify the terms being described in the following. Choose
the correct answer in the table below.
American Psychological Association (APA) Style Citation
Chicago/Turabian Documentation Style Hypothesis
Conceptual Framework Intellectual dishonesty
Parenthetical Documentation Plagiarism
1. Improper or no citation at all may fall under an

ethical issue which we call as
2. It is a bit like a recipe or a blueprint. It provides an
outline of how you plan to conduct the research for your
thesis, but it goes further than that by also positioning
your work within the larger field of research.
3. It is an informed speculation, which is set up to be
tested, about the possible relationship between two or
more variables.
4. It is defined as ―using somebody else‘s words,
images, data, ideas, or other original creations
without acknowledgement or permission and
claiming them as your own original work.‖
5. It is the way you tell your readers that certain
materials in your work came from another source.
6. It provides a standard system for giving credit to
others for their contribution to your work.
7. These are sometimes called documentary note or
humanities style.
8. This means that citations to original sources
appear in your text.
B. Direction: Given the following examples of citations, identify the

options used in citing. Choose the letter of the correct answer.
a. Idea-focused
b. Researcher-focused
c. Chronology-focused
50
9. Alibali, Philips, and Fischer (2009) asked, ―Did the participants
adopt the taught strategies?‖ (p.96)
10. In 2009, Alibali, Philips, and Fischer reported that third and fourth-
grade students improved their problem representation when they
were taught the equalize strategy but did not improve their problem
representation when they were taught the add-subtract strategy.
11. Researchers have studied how children represent mathematical
problems (Alibali, Philips, & Fisher, 2009; Siegler, 1976).
II. Direction: Write () if the statement supports the preceding statement and
(X) if not.
The nature of hypothesis can be described as follows:

12. It is a prediction of consequences.
13. It is an ethical issue.
14. It is considered invaluable if proven false.
15. It is not too specific and not too general.
16. It can be tested.
III. Enumeration.
Direction: Enumerate the following:
17-21. A citation also gives your readers the information necessary to find the
source you used as it provides the following information:
17.
18.
19.
20.
21.
IV. Essay
Direction: answer the question in three (3) sentences. (4
pts.) 22-25. How do we formulate a hypothesis?
51
SUMMATIVE TEST 2
Name: Date: Score:

I. Multiple Choice
1. A research that entails the discovery of ideas and insights is…

A. Causal C. Exploratory
B. Descriptive D. None of these
2. Among the following reference styles used in writing related
literature, which is commonly practiced by the researchers?
A. Chicago Manual of Style (1993) by the University of Chicago Press
B. Publication Manual of the American Psychological Association (APA, 1984)
C. Modern Language Association (MLA) Style
D. All of these
3. An example of a citation written using Modern Language
Association style is…
A. A recent newspaper article demonstrated just how thoroughly the
neighborhood's gruesome past has been forgotten by its residents (Jackson).
B. According Wilkinson (2009), research title must not be longer than 12 words.
C. In the study conducted by Jean Piaget (1983),…
D. None of these
4. Choosing a topic is challenging task. Atopic…
A. may be extracted from something that you read about or a friend
had told you about;
B. may be something you have been curious of since you entered
senior high school, or something that is relevant to a particular group
in the society, or to the whole society in general; and
C. could also be something based on your own life experiences.
D. All of these
5. It is defined as an examination of relevant books, scholarly articles,
and any other sources pertinent to an area of research.
A. Integrated Review C. Theoretical Review
B. Literature Review D. Methodological Review
6. It is wherein the researcher focuses on extant theory that relates to
the problem being studied; demonstrated best in journal articles.
52
B. Methodological Review D. Rhetorical Review
7. It provides not only a summary of the studies but also an actual
critique of the strengths and weaknesses of the methods sections;
found in dissertations and review of related literature sections in
journal articles.
organized in different ways.
A. Cliparts B. Charts C. Maps D. Theories
10. This type of research identifies a cause-and-effect relationship
between variables.
11. Using APA style, the correct citation of the statement ―Research
problem is the main guiding principle in the analysis of research paper
by Alvesson and Sandberg last 2013 is…
A. According to Alvesson and Sandberg (2013), ―Research problem is
the main guiding principle in the analysis of research paper.
B. Research problem is the main guiding principle in the analysis of
research paper. (Alvesson and Sandberg)
C. Research problem is the main guiding principle in the analysis of
research paper (Source: Alvesson and Sandberg)
D. None of these
12. When a research defines opinion, attitude, or behavior held by
a group of people on a given subject, it is…
13. Which of the following key pathways will NOT make a research
achieves impact and create value?
A. increasing the stock of useless knowledge
B. training skilled people
C. coproduction of knowledge
D. knowledge spillover
53
14. Which of the following tips must not be applied when citing
beneficiaries?
A. List any academic beneficiaries from the research and give details on how they
will benefit and how the results of the proposed research will be disseminated.
B. Exclude the relevance of the research to its beneficiaries.
C. Identify whether the research will produce data or materials of benefit
to other researchers.
D. Explain any collaboration with other researchers and their role in the
project.
15-20. Given the following research questions, identify its categories. Choose
the correct answer in the table below.
a. Control d. Explanatory
b. Descriptive e. Explorative
c. Evaluative f. Predictive
15. Will tranquilizers enhance examination performance of highly
stressed students?
16. Which side of the brain is predominantly responsible for computer
mouse manipulation?
17. Which of several possible programmers had the greatest impact
on reducing long-term unemployment?
18. Is there any relationship between age and perceptions of quality
of music?
19. If family size increases, is there necessarily an increase or
decrease in family income?
20. What is the frequency of the use of different training methods in
industry?
II. Directions: Write (√) if the given statement supports the preceding
statement and (X) if not.
Bryman (2007) likewise underscores that to survive the ―so what‖

question, problem statements must have the following:
21. Conveyance of the study‘s importance, benefits and justification.
22. Provides only a snapshot of the issue or phenomenon under study.
23. Study‘s boundaries, parameters or limitations.
24. Use of value-laden words or terms and with small sets of questions.
25. With unnecessary jargons or overly complex sentence constructions.
In writing a related literature…
26. Be selective.
54
27. Keep your own voice.
28. Report isolated statistical results.
29. Take in unrelated sources.
30. Use caution when paraphrasing.
III. Directions: Given the focus ―Reading/Writing Skills and NAT Results‖,
make your own research title, research questions and problem. (5 pts.)
31-32. Research Title:
33-34. Research Questions:

33.
34.
35. Research Problem:
IV. Essay. Answer the question in three (3) sentences. (5

pts.) 36-40. Why is it important to cite related literature?
55
QUARTER EXAM
Name: Date: Score:

I. Multiple Choice
1. "Students taught first aid by programmed instruction will achieve at
a higher level than those taught first aid by the traditional method."
This hypothesis will be tested using…
a. Correlational Research c. Experimental Research
b. Descriptive Research d. Survey Research
2. A research worker plans to evaluate the behavior of ADHD
patients at Alabang Medical Center. Which of the following kinds of
research is appropriate to use?
a. Causal-Comparative Research c. Qualitative Research
b. Experimental Research d. Quantitative Research
3. A variable that varies in degree or amount of phenomenon is…
a. Categorical Variable c. Moderator Variable
b. Mediating Variable d. Quantitative Variable
4. An arithmetic test is given twice within a few days to a student. The
highest possible score is 40. He receives a score of 35 the first time
and a score of 18 the second time. If similarly varying results are
obtained with other students, the test result is probably unreliable in the
idea of…
a. Internal Reliability c. Predictive Validity
b. Inter-Observer Consistency d. Stability
5. In the research entitled ―Playing Computer Games and the
Observable Behaviors of STEM Students‖, the dependent variable is…
a. Academic Performance c. Playing Computer Games
b. Observable Behaviors d. STEM Students
6. In this type of quantitative research, subjects are measured only
once.
7. It is an inquiry into a social or human problem based on testing a
theory composed of variables, measured with numbers, and analyzed
with statistical procedures to determine whether the predictive
generalizations of the theory hold true.
a. Causal-Comparative Research c. Qualitative Research
b. Experimental Research d. Quantitative Research
56
8. Which of the following is a way to assess the predictive validity of a
calculus test?
a. Correlate test scores with teacher ratings in calculus
b. Correlate test scores with success as an engineer
c. Correlate test scores with calculus grades
d. Correlate test scores with scores on calculus homework
9. A researcher who wanted to determine the benefits of using a
new beginning algebra study technique obtained permission from a
school district to select 50 high school students. The researcher
selected 50 beginning algebra students at random. The researcher
selected 25 of these 50 students to participate in the new study
program. The researcher gave a training session on traditional study
techniques to the other 25 students and asked them to use these
methods. The most likely target population in this study is…
a. Algebra students in the district c. All algebra students
b. All students in the district d. The 25 students who
learned new
technique
10. Some researchers adopt quantitative research instead of the
qualitative approach due to the following reasons except…
a. It is more detailed than qualitative research.
b. It is more reliable and objective.
c. It tests theories and hypothesis.
d. It uses statistics to generalize a finding.
11. It speaks of consistency of a measure of a concept.
a. Causality b. Reliability c. Stability d. Validity
12. The models and explanations that elaborate on why events have
occurred, and devised to describe causal relationships between actions
and or events are…
a. Data b. Instruments c. Theories d. Variables
13. Since quantitative research is about numeric data and statistics, it
is very beneficial in various aspects of life like…
a. Analysis of quantitative data will determine dissimilarities and
similarities among the identified patterns which will provide new patterns.
b. Quantitative analysis permits the researcher to organize data for
a clear data dissemination.
c. Results are analyzed in percentages and statistics and are presented
in graphs and charts.
d. All of these
14. A research report states that Group A was exposed to a new
teaching method and Group B was exposed to a traditional method.
At the end of a four-month period, each group was given the same
achievement test. Group A had a mean score that was higher than
57
the mean score for Group B. The dependent variable in this study was
the:
a. achievement scores of the students c. type of teaching
b. motivation of the students d. length of the period of
instruction
15. Validity can be assessed by finding the correlation between
scores on:
a. a test and some independent, widely accepted measure of
that variable
b. one form of a test and another form of that test
c. the even-numbered items on a test and the odd-numbered items
on that test
d. two administrations of the same test.
16. A researcher wants to know the favorite sports of all the
Southernsiders. Which of the following is appropriate to be used?
17. Which of the following is NOT an example of a categorical
variable?
a. Family Status b. Gender c. Religion d. Test Scores
18-20. Given the following questions, identify the building blocks of theories
appropriate for each. Choose the letter of the correct answer below.
a. Assumptions b. Constructs c. Logic

d. Propositions
18. What concepts are important for explaining a phenomenon?
19. How are these concepts related?
20. Why are these concepts related?
21. A research that defines opinion, attitude, or behavior held by a
group of people on a given subject is…
a. Causal b. Descriptive c. Exploratory d. None
of these
22. In writing related literature, researcher commonly practiced the
use of which of the following reference styles?
a. Chicago Manual of Style (1993) by the University of Chicago Press
b. Publication Manual of the American Psychological Association (APA, 1984)
c. Modern Language Association (MLA) Style
d. All of these
23. Which of the following citations is not written using the American
Psychological Associations (APA) reference style?
58
a. A recent newspaper article demonstrated just how thoroughly the
neighborhood's gruesome past has been forgotten by its residents (Jackson).
b. According Wilkinson (2009), research title must not be longer than 12 words.
c. In the study conducted by Jean Piaget (1983),…
d. None of these
24. In general, when selecting factors for a study, you want to be
sure of which of these?
a. They have been investigated before
b. They are available to investigate
c. They are not of interest to you
d. They do not lead to another question
25. It is defined as an examination of relevant books, scholarly
articles, and any other sources pertinent to an area of research.
a. Integrated Review c. Theoretical Review
b. Literature Review d. Methodological Review
26. Andrew cited the Cognitive Learning Theory of Jean Piaget in his
study entitled ―IQ and Performance of High School Students.‖ In this
situation, Andrew applied the…
b. Methodological Review d. Rhetorical Review
27. Which source should NOT be cited in a formal academic
literature review?
a. Newsweek c. Handbook of Child Psychology
b. Review of Educational Research d. Journal of Educational Finance
b. Methodological Review d. Rhetorical Review
organized in different ways.
a. Cliparts b. Charts c. Maps d. Theories
30. This type of research identifies a cause-and-effect relationship
between variables.
a. Causal b. Descriptive c. Exploratory d. None
31. Using APA style, the correct citation of the statement ―Research
problem is the main guiding principle in the analysis of research paper‖
by Alvesson and Sandberg last 2013 is…
a. According to Alvesson and Sandberg (2013), ―Research problem is
the main guiding principle in the analysis of research paper.‖
59
b. Research problem is the main guiding principle in the analysis of
research paper. (Alvesson and Sandberg)
c. Research problem is the main guiding principle in the analysis of
research paper (Source: Alvesson and Sandberg)
d. None of these
32. The significance level reported in a research study can be
explained by which of the following?
a. Importance of the results to the benefit of society
b. a statistical method
c. Risk associated with not being 100% confident the difference is due to
the treatment
d. Importance of the results to the benefit of an individual
33. Which of the following key pathways will NOT make a research
achieves impact and create value?
a. increasing the stock of useless knowledge
b. training skilled people
c. coproduction of knowledge
d. knowledge spillover
34. Which of the following tips must not be applied when citing
beneficiaries?
a. List any academic beneficiaries from the research and give details on
how they
will benefit and how the results of the proposed research will be
disseminated.
c. Exclude the relevance of the research to its beneficiaries.
d. Identify whether the research will produce data or materials of benefit
to other researchers.
e. Explain any collaboration with other researchers and their role in the
project.
35-40. Given the following research focus, identify the MOST appropriate
type of research to be applied. Choose the correct answer below.
a. Causal d. Descriptive
b. Correlational e. Survey Research
c. Experimental f. All of these
35. Connection of salary and employees job satisfaction

36. Effectiveness a new teaching strategy
37. Effects of bullying to students‘ performance
38. Favorite TV show of southernsiders
39. Relationship of parental guidance and pupils‘ behavior
40. Test a new medicine
60
II. Direction: Given a research title ―The Amount of TV Viewing on Children‘s
Aggressiveness‖, write (√) if the following questions can be asked in the
Statement of the Problem and (X) if not.
41. How long do the children watch TV?

42. Is there a significant relationship between the amount of TV
viewing and the children‘s level of aggressiveness?
43. What is the level of children‘s aggressiveness?
44. When was the last time you watched TV?
45. Why do you watch TV?
III. Direction: Identify the variable for the following research titles.
46. Title: The Relationship of Gender Differences and Verbal Ability Dependent
Variable:
47. Title: Multiple Intelligences: Its Influence to the Performance in MAPEH

Dependent Variable:
48. Title: Technology Integration: A Factor that Influence the Teachers‘

Evaluation Rating
Independent Variable:
49. Title: Children‘s Time in Day Care and their Level of Class Participation
50. Title: Technology Integration: A Factor that Influence the Teachers‘

Evaluation Rating
Quantitative Variable:
IV. Direction: Given the following research focus, identify whether Qualitative
or Quantitative type of research is applicable.
51. Intelligence Quotients (IQ)

52. Personality
53. Strengths and Weaknesses
54. Test Scores
55. Typing Speed
V. Essay. Answer the question in three (3) sentences. (5
pts.) 56-60. Who specifically benefit research works? How?
61
MEASUREMENT AND TYPES OF DATA IN QUANTITATIVE RESEARCH
SAMPLING AND PROBABILITY SAMPLING
Why Measure?
 Measurement allows us to delineate fine differences between people in
terms of the characteristic in question.
 Measurement gives us a consistent device or yardstick for making
distinctions. A measurement device provides a consistent instrument
for gauging differences.
 Measurement provides the basis for more precise estimates of the
degree of relationship between concepts.
Levels of Measurement
1. Nominal Level
 Identifies variables whose values have no mathematical interpretation;
they vary in kind or quality, but not in amount.
 Variables whose categories cannot be rank-ordered and have name
value only.
 Variables of this type have at least two categories, as with sex,
profession, school attended, country of residence, race, and religion.
Inclusion in a category is binary: a subject either belongs or does not
belong.
2. Ordinal Level
 Variables whose categories can be rank-ordered but the distances
between the categories are not equal across the range.
 Examples are social class, opinions solicited on a questionnaire, or
job position in a hierarchy. The intervals between ranks are not
assumed to be equal, thus the difference the between the first and
second is not necessarily the same as the difference between the
second and third.
3. Interval Level
 Variables where the distances between the categories are identical
across the range but there is no zero point where the trait does not
exist.
 An example is IQ scores, for which zero would have no meaning.
4. Ratio Level
 Variables where distances between the categories are identical across
the range, but there is an absolute zero and it has meaning- there is
nothing there.
62
 For example, scores on an achievement test (how many points out of
10) can have a score of zero, indicating a total lack of skills and
knowledge on the topic.
Scales and Indexes

Rating Scale- is used to capture a respondent‘s reactions or responses to a
given item in the scale. The more common rating scales are…
1. Binary Scale- consisting of binary items that assume one of two possible
values, for example, yes or no, true or false, and so on.
Table 1: A Six-Item Binary Scale for Measuring Political Activism
Have you ever written a letter to a public official? Yes No
Have you ever signed a political petition? Yes No
Have you ever donated money to a candidate running for public Yes No
office?
Have you ever written a political letter to the editor of a newspaper Yes No
or magazine?
Have you ever persuaded someone to change his/her voting Yes No
plans?
Source: Adpated from Bhattacherjee, 2012, p.47
2. Likert Scale- it was designed by Rensis Likert. These are simply-

worded statements to which respondents can indicate their extent of
agreement or disagreement on a five or seven-point scale ranging from
―strongly agree‖ to ―strongly disagree.‖
Table 2: A Six-Item Likert Scale for Measuring Employment Self-Esteem
Strongly Somewhat Neutral Somewhat Strongly
Disagree Disagree Agree Agree
I feel good about 1 2 3 4 5
my job.
I get along well with 1 2 3 4 5
others at work.
I‘m proud of my 1 2 3 4 5
relationship with my
supervisor at
work.
I can tell that other 1 2 3 4 5
people at work are
gald to have me
there.
I can tell that my 1 2 3 4 5
coworkers respect
63
me.
I feel like I make a 1 2 3 4 5
useful contribution
at work.
3. Semantic Differential Scale- is a composite or multiitem scale. In the

scale, respondents are typically asked to indicate their opinions or feelings
toward single statement using different pairs of adjectives framed as polar
opposite or two extremes.
Table 3: A Semantic Differential Scale for Measuring Attitude Toward National
Health Insurance
Question: How would you rate your opinions on national health insurance?
Very Somewhat Neither Somewhat Very
Much Much
Good      Bad
Useful      Useless
Caring      Uncaring
Interesting      Boring
4. Guttman Scale- is another type of a composite or multiitem scale

designed by Louis Guttman. What makes this composite scale different
from the other composite scales is that it uses a series of items increasing
order of intensity of the concept of interest, from least intense to most
intense. Each item in the series has a weight which varies with the intensity
of that item. The weighted combination or summation of each response is
used as the aggregate measure of an observation.
Table 4: A Guttman Scale for Measuring Attitude Toward Immigrants
Do you mind immigrants being citizens of your country? Yes No
Do you mind immigrants living in your neighborhood? Yes No
Would you mind living next door to an immigrant? Yes No
Would you mind having an immigrant as your close friend? Yes No
Would you mind if someone in your family married an immigrant? Yes No
Sampling and Probability Sampling

Sampling- is the statistical process of selecting a subset (called a sample) of
a population of interest for purposes of making observations and statistical
inferences about that population.
64
Population- is the group you want to generalize to and the sample refers to
the actual units selected for observation.
Table 5
ASummary Comparison of Probability Sampling Technique or Procedures
Sampling Description Advantages Disadvantages
Technique
Simple Random sample Highly representative if Not possible without
Random from whole all subjects participate; complete list of
population the ideal population
members; potentially
uneconomical to
achieve; can
be
disruptive to isolate
members from a
group; time-scale
may be too long,
data/sample could
change.
Stratified Random sample Can ensure that More complex;
Random from identifiable specific groups are requires greater
groups (strata), represented, even effort than simple
subgroups, etc. proportionally, in the random; strata must
sample(s) (e.g., by be carefully defined.
gender) by selecting
individuals from strata
list.
Cluster Random samples of Possible to select Clusters in a level
successive clusters randomly when no must be equivalent
of subjects (e.g.., by single list of population but some natural
institution) until small members exists but local ones are not for
groups are chosen lists do; data collected essential
as units. on groups may avoid characteristics (e.g.
introduction of geographic:
confounding by isolating numbers equal but
members. unemployment rates
differ).
Stage Combination of Can make probability Complex, combines
cluster (randomly sample by random at limitations of cluster
selecting clusters) stages and within and stratified
and random or groups; possible to random sampling.
stratified random select random sample
sampling of when population lists
individuals. are very localized.
Source: Black (1999, p.138)
65
Activity #1-A
CONSTRUCTING SCALES
Directions: Construct scales using the following. Groups are expected to

present and comment on each other‘s outputs. Use the worksheets. (5 pts. each)
1. Construct a five-item binary scale for measuring religiosity.

Worksheet 1: AFive-Item Binary Scale for Measuring Religiosity
Yes No
Yes No
Yes No
Yes No
Yes No
2. Construct a five-item Likert Scale for measuring academic performance.

Worksheet 2: AFive-Item Likert Scale for Measuring Academic
Performance
Strongly Somewhat Neutral Somewhat Strongly
Disagree Disagree Agree Agree
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
3. Construct a semantic differential scale for measuring attitude toward the

conduct of national and local elections in the Philippines.
Worksheet 3: A Semantic Differential Scale for Measuring Attitude Toward the
Conduct of National and Local Elections in the Philippines
Question: How would you rate your opinions on Philippine national and local
elections?
Very Somewhat Neither Somewhat Very
Much Much
    
    
    
    
66
4. Construct a five-item Guttman scale measuring attitude toward
homosexuality.
Worksheet 4: AGuttman Scale for Measuring Attitude Toward Homosexuality
Question: How will you rate your opinions on the following statements about
homosexuality?
Yes No
Yes No
Yes No
Yes No
Yes No
Activity #1-B
SAMPLES AND SCALES
Instruction: Based on your output in the Activity #1-A, design a sampling

plan wherein you can apply the scale that your group constructed.
Follow the three stages in the sampling process. (5 pts. each)
Worksheet 1
Sampling Plan for a five-Item Binary Scale for Measuring Religiosity
Define your target population:
Choose a sampling frame:
Decide on your sample size:
Choose a sampling technique:
Justify your choice of sampling technique:
Worksheet 2
Sampling Plan for a Five-Item Likert Scale for Measuring Academic
Performance
Decide on your size:
67
Worksheet 3
Sampling Plan for a Semantic Differential Scale for Measuring Attitude
Toward the Conduct of National and Local elections in the Philippines
Worksheet 4
Sampling Plan for a Five-Item Guttman Scale for Measuring Attitude Toward
Homosexuality
68
Quiz #1
MEASUREMENT AND TYPES OF DATA IN QUANTITATIVE RESEARCH
SAMPLING AND PROBABILITY SAMPLING
A. Directions: Identify the level of measurement of the following variables.

Write N- Nominal, O- Ordinal, I- Interval, and R- Ratio.
1. Age 6. Religion
2. Education Level 7. Residence
3. Happiness 8. Sex
4. Honesty 9. Temperature
5. Job Position 10. Test Scores
B. Directions: Identify the terms being described in the following. Choose the
Binary Scale Ordinal Level
Cluster Ratio Level
Interval Level Sampling
Likert Scale Sematic Differential
Nominal Level Scale Stage
11. Combination of cluster (randomly selecting

clusters) and random or stratified random
sampling of individuals.
12. Consisting of binary items that assume one of
two possible values, for example, yes or no, true or
false, and so on.
13. In the scale, respondents are typically asked to
indicate their opinions or feelings toward single
statement using different pairs of adjectives framed
as polar opposite or two extremes.
14. It is the statistical process of selecting a subset
(called a sample) of a population of interest for
purposes of making observations and statistical
inferences about that population.
15. Random samples of successive clusters of
subjects (e.g.., by institution) until small groups are
chosen as units.
16. These are simply-worded statements to which
respondents can indicate their extent of
agreement or disagreement on a five or
seven-
69
point scale ranging from ―strongly agree‖ to
―strongly disagree.‖
17. Variables where distances between the
categories are identical across the range, but there
is an absolute zero and it has meaning-there is
nothing there.
18. Variables where the distances between the
categories are identical across the range but there
is no zero point where the trait does not exist.
19. Variables whose categories can be rank-
ordered but the distances between the categories
are not equal across the range.
20. Variables whose categories cannot be rank-
ordered and have name value only.
C. Complete the following statement in three sentences. (5

pts.) In research, measurement is important because…
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TYPES OF QUANTITATIVE DATA COLLECTION
USE OF STATISTICAL ANALYSIS IN QUANTITATIVE RESEARCH
Types of Quantitative Data Collection
A. Survey Research
Survey research is a research method involving the use of standardized
questionnaires or interviews to collect data about people and their preferences,
thoughts, and behaviors in a systematic manner. It has strengths that are simply
missing in other methods.
 Surveys are an excellent vehicle for measuring wide variety of
unobservable data, such as people‘s preferences, traits, attitudes, beliefs,
behaviors, or factual information.
 Survey research is also ideally suited for remotely collecting data about a
population that is too large to observe directly.
 Due to their unobstrusive nature (respondents can respond at their
convenience), questionnaire surveys are preferred by some respondents.
 Interviews may the only way of reaching certain population groups such
as the homeless or illegal immigrants for which there is no sampling frame
available.
 Large sample surveys may allow detection of small effects even while
analyzing multiple variables.
 Survey research is economical in terms of researcher time, effort, and
cost that other methods such as experimental research and case
research.
B. Experiment
There are two broad categories of experimental research, namely, true
experimental designs and quasi-experimental designs. Both designs
require treatment manipulation, but while true experimental also require
random assignment, quasi-experiments do not.
Basic Concepts:
 Treatment and Control Groups. In experimental research, some
subjects are administered one or more experimental stimulus called a
treatment (treatment group) while other subjects are not given such a
stimulus (control group). The treatment may be considered successful if
subjects in the treatment group rate more favorably on outcome
variables that control subjects.
 Treatment Manipulation. Treatments are the unique feature of
experimental research that sets this design apart from all other
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research methods. Treatment manipulation helps control for the
―cause‖ in cause-effect relationships.
 Random selection and assignment. Random selection is the process of
randomly drawing a sample from a population or a sampling frame. This
approach is typically employed in survey research and assures that each
unit in the population has a positive chance of being selected into the
sample.
C. Official Statistics
The use and analysis of official statistics for purposes of social research is
another alternative to collecting quantitative data. Official statistics offer
social researchers certain advantages over some other forms of quantitative
data.
 The data have already been collected. Therefore, as with other kinds
of secondary analysis of data, considerable time and expense may be
saved. Also, the data may not be based on samples, so that a complete
picture can be obtained.
 Since people who are the source of the data are not being asked
questions that are part of a research project, the problem of reactivity
will be much less pronounced that when data are collected by interview
or questionnaire.
 There is the prospect of analyzing the data both cross-sectionally and
longitudinally. When analyzing the data cross-sectionally, we could
examine crime rates (and indeed the incidence of specific crimes) in terms
of such variables as social class, income, ethnicity, age, gender, and
region.
 There is the prospect as well cross-cultural analysis since the official
statistics from different nation states can be compared for a specific are
of activity.
D. Content Analysis
Content analysis is another data collection method in quantitative research.
It is ―an approach to the analysis of documents and texts that seeks to quantify
content in terms of predetermined categories and in a systematic and replicable
manner.‖
Statistics
 It is concerned with the use of mathematical principles and probability
theory in the development and testing of methodology for the treatment of
variability.
 It is the employment of already developed and accepted statistical
methodology as an aid in the research effort.
 The specific procedures developed by statisticians for the mathematical
treatment of variability.
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Descriptive Statistics
Under descriptive statistics, you can do univariate analysis as well as
bivariate analysis. Univariate analysis, or analysis of a single variable, refers to a
set of statistical techniques that can describe the general properties of
one variable. This includes:
1. The frequency distribution of a variable is a summary of the frequency (or
percentages) of individual values or ranges of values for that variable.
2. Central Tendency is an estimate of the center of a distribution of values.
There are three major estimates of central tendency: mean, median, and
the mode. The arithmetic mean is the simple average of all values in a
given distribution. The median is the middle value within a range of values
in distribution. Lastly, the mode is the most frequently occurring value in the
distribution of values.
3. Dispersion refers to the way values are spread around the central
tendency, for example, how tightly or how widely are the values clustered
around the mean. Two common measures of dispersion are the range
and standard deviation.
Inferential Statistics
Inferential statistics are the statistical procedures that are used to reach
conclusions about associations between variables.
1. The Pearson product-moment correlation coefficient is a measure of the
strength of the linear relationship between two variables. It is referred to as
Pearson's correlation or simply as the correlation coefficient.
2. A t-test is an analysis of two populations means through the use of statistical
examination; a t-test with two samples is commonly used with small sample
sizes, testing the difference between the samples when the variances of two
normal distributions are not known.
3. A z-test is a statistical test used to determine whether two population means
are different when the variances are known and the sample size is large. The
test statistic is assumed to have a normal distribution, and nuisance parameters
such as standard deviation should be known for an accurate z- test to be
performed.
4. Analysis of variance (ANOVA) is a collection of statistical models used
to analyze the differences among group means and their associated
procedures (such as "variation" among and between groups), developed
by statistician and evolutionary biologist Ronald Fisher.
5. Multiple regression is an extension of simple linear regression. It is used
when we want to predict the value of a variable based on the value of two or
more other variables. The variable we want to predict is called the dependent
variable (or sometimes, the outcome, target or criterion variable).
73
Activity #2
I. Create a research title about the variables: bullying and academic

performance. Then, complete the following requirements.
Research Title:
Dependent Variable:
Statement of the Problem:

1.
2.
3.
Statistical Treatments:
1.
2.
3.
Survey Questionnaire:
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Quiz #2
I. Identification
A. Identify the terms being described in the following. Choose the
Analysis of Variance Pearson r
Content Analysis Statistics
Dispersion Survey
Frequency Distribution Research t-Test
Inferential Statistics Univariate Analysis
Multiple Regression z-Test
1. It is a research method involving the use of

standardized questionnaires or interviews to collect
data about people and their preferences,
thoughts, and behaviors in a systematic manner.
2. It is ―an approach to the analysis of documents
and texts that seeks to quantify content in terms of
predetermined categories and in a systematic and
replicable manner.‖
3. It is a collection of statistical models used
to analyze the differences among
group means and their associated procedures (such
as "variation" among and between groups),
developed by statistician and evolutionary biologist
Ronald Fisher.
4. It is a measure of the strength of the linear
relationship between two variables.
5. It is a statistical test used to determine whether
two population means are different when the
variances are known and the sample size is large
6. It is an analysis of two populations means
through the use of statistical examination; a t- test
with two samples is commonly used with small sample
sizes
7. It is used when we want to predict the value of a
variable based on the value of two or more other
variables.
75
8. The specific procedures developed by
statisticians for the mathematical treatment of
variability is...
9. These are the statistical procedures that are used
to reach conclusions about associations between
variables.
10. This is a summary of the frequency (or
percentages) of individual values or ranges of
values for that variable.
11. This refers to the way values are spread around
the central tendency, for example, how tightly or how
widely are the values clustered around the mean.
12. This refers to a set of statistical techniques that
can describe the general properties of one variable
B. Identify the appropriate statistical treatment to solve the following.
Choose the letter of the correct answer.
a. Analysis of Variance
b. Mean
c. Multiple Regression
d. Pearson r
e. t-test
f. z-test
13. The average grade of the respondents

14. The relationship of two variables
15. The significant difference of two mean scores of less than 30
respondents
16. The significant difference of two mean scores of more than 30
respondents
17. The significant difference of two or more mean scores
18. The value of demographic profile to another variable
C. Identify if the following statistical treatment is Descriptive or Inferential

statistics.
19. Analysis of Variance
20. Mean
21. Multiple Regression
22. Pearson r
23. Percentage
24. t-test
25. Median
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26. z-test
27. Mode
II. Essay
Answer the question in three sentences. (3 pts.)
28-30. What is the use of statistics in quantitative research?
77
SUMMATIVE TEST 1
Name: Date: Score:

I. Multiple Choice
1. To get a sample from the population of grade eleven students,
Clarissa used first the cluster sampling. After obtaining two groups
from the population, she used the stratified random sampling to
obtain valid number of representatives from the groups. Clarissa
applied which of the following sampling techniques?
a. Cluster b. Simple Random c. Stratified d. Stage
2. Jeila was assigned to make a survey questionnaire for their
group‘s thesis. Since their research objective is to know the level
of religiousity of students, she made 10 questions answerable by
yes or no. The scale she applied in her survey questionnaire
was…
a. Binary b. Likert c. Guttman d. Semantic
3. In the scale, respondents are typically asked to indicate their
opinions or feelings toward single statement using different pairs of
adjectives framed as polar opposite or two extremes.
4. Mrs. Guevarra was selected in the English department to make a
record of the erroneous terms used in all English books of grade
seven students. Which of the following types of data collection
methods must be done by Mrs. Guevarra?
a. Content Analysis c. Official Statistics
b. b. Experiment d. Survey Research
5. It is a collection of statistical models used to analyze the
differences among group means and their associated procedures
(such as "variation" among and between groups), developed by
statistician and evolutionary biologist Ronald Fisher.
a. ANOVA b. Multiple Regression c. T-Test d. Z-Test
6. Angelika wants to know the relationship between study habits and
academic performance of the grade seven students of Southernside
Montessori School. She must used the…
a. ANOVA b. Chi-Square c. Pearson r d. T-Test
7. It is a research method involving the use of standardized
questionnaires or interviews to collect data about people and their
preferences, thoughts, and behaviors in a systematic manner.
78
b. Experiment d. Survey Research
8. It is a statistical test used to determine whether two population
means are different when the variances are known and the
sample size is large.
9. Mr. Agot wants to know how effective is the use of genyo e-
learning in the performance of his grade ten students, which of the
following data collection method is appropriate for his study?
c. Content Analysis c. Official Statistics
d. Experiment d. Survey Research
10. It is the statistical process of selecting a subset (called a sample)
of a population of interest for purposes of making observations and
statistical inferences about that population.
a. Sampling c. Specimen Test
b. Subset Collection d. None of these
11. It is used when we want to predict the value of a variable based
on the value of two or more other variables.
12. When a population is very big but divided into groups. Which of
the sampling techniques must done first?
13. The specific procedures developed by statisticians for the
mathematical treatment of variability is...
a. Sampling b. Statistics c. Calculation d. Analysis
14. These are simply-worded statements to which respondents can
indicate their extent of agreement or disagreement on a five or
seven-point scale ranging from ―strongly agree‖ to ―strongly
disagree.‖
a. Binary Scale b. Likert Scale c. Guttman Scale d. Semantic Scale
15. These are the statistical procedures that are used to reach
conclusions about associations between variables.
a. Descriptive Statistics c. Inferential Statistics
b. Differential Statistics d. All of these
16. This is a summary of the frequency of individual values or
ranges of values for that variable.
a. Central Tendency b. Dispersion c. Percentages d. None of these
17. These are variables where distances between the categories are
identical across the range, but there is an absolute zero and it has
meaning-there is nothing there.
a. Interval b. Ordinal c. Nominal d. Ratio
79
18. These are variables where the distances between the
categories are identical across the range but there is no zero point
where the trait does not exist.
19. These are variables whose categories can be rank-ordered but
the distances between the categories are not equal across the
range.
20. These are variables whose categories cannot be rank-ordered
and have name value only.
II. Directions: Identify the levels of measurement of the following variables. Write
N- Nominal, O-Ordinal, I-Interval, and R- Ratio.
21. Economic Status 26. Political Position
22. Family Income 27. Religion
23. Favorite Color 28. Resiliency
24. Humility 29. Test Scores
25. Nationality 30. Typing Speed
III. Directions: Identify the appropriate statistical treatment to solve the

following. Choose the correct answer in the table below.
Analysis of Pearson r
Variance Mean t-test
Multiple Regression z-test
31. The average age of therespondents
32. The relationship of playing computer games
and students‘ behavior
33. The significant difference of two posttest mean
scores of 16 respondents
34. The significant difference of two pre-test mean
scores of 500 respondents
35. The significant difference of the mean scores
of students grouped according to religion
36. The value of religion to students‘ school
performance
IV. Essay. Answer the question in three (3) sentences. (4

pts.) 37-40. Why do we need ―statistics‖ in quantitative
research?
80
PERFORMANCE TASK
Research Final Defense
Goal – To present the results of the students‘ choice of research topics.
Role – Researchers
Audience – Teachers (panelists), Students
Situation – You are a member of the Philippine Higher Education

Research Consortium (PHERC). The president of the Philippines assigned
your organization to research about the present condition of the senior high
school students who will be the incoming college students. The chairman
divided all the researchers of your organization into two (2) and your group
was tasked to present the results of your research on the problems being
encountered by the senior high school students.
Product – Research (Hard Copy- MS Word File and a Powerpoint

Presentation)
Standards (rubric)
Assessment Exceptional Strong Marginal Unaccepta Score
Criteria 9-10 7-8 5-6 ble
3-4
Part I: Written Defense Draft
1. Mastery of Consistently Frequently Somewhat Does not
fundamental applies applies applies apply
knowledge fundamental fundamental fundament fundament
in the field and and some al concepts al concepts
advanced advanced to topics in to topics in
concepts to concepts to subject subject
topics in topics in area. area.
subject subject
area. area.
2. Ability to Command Relates and Aware of Knowledge
access and and understand the is unrelated
integrate understandin s the research to the
information g of the current literature in current
into a current research the field. research
cohesive research literature in literature in
overview of literature in the field. the field.
current the field.
81
knowledge;
ability to
critically
evaluate the
meaning,
value, and
contribution
of published
literature in
the field
3. Problem/pur Problem/purp Problem/pu Problem/pu
Imagination pose of ose of study rpose of rpose of
and study very original study study
originality of creative or or creative; moderately lacked
thought original with Design/appro original or creativity or
new and ach creative; not new;
innovative appropriate or Design/ Duplication
ideas; innovative. approach of previous
Explored moderately work.
original topic appropriate
and or
discovered innovative.
new
outcomes.
4. Ability to Data Data Data Data
design and interpretatio interpretation interpretatio interpretatio
implement n is is appropriate n is n is
an appropriate and uses appropriate inappropria
appropriate and many correct and uses te and/or
collection creatively methodology; limited uses
and analysis uses correct identifies some number of incorrect
of data or methodolog weaknesses correct methodolo
ability to y; identifies in methodolo gy;
articulate a weaknesses interpretation gy; identifies no
critical in Demonstrates identifies no weaknesse
response to interpretatio a an ability to weaknesse s in
dramatic or n; Demon- articulate a s in interpretatio
artistic strates a an critical interpretatio n
theory, advanced response to n Demonstrat
literature, ability to dramatic or Demonstrat es a lack of
design and articulate a artistic theory, es a an ability to
performance critical literature, limited articulate a
in one's own response to design and ability to critical
work or that dramatic or performance articulate a response to
of another artistic in one's own critical dramatic or
artist theory, work or that response to artistic
of another
82
literature, artist dramatic or theory,
design and artistic literature,
performanc theory, design and
e in one's literature, performanc
own work or design and e in one's
that of performanc own work
another artist e in one's or that of
own work another
or that of artist
another
artist
5. Ability to Discussion Discussion Major topics Little
draw was sufficient and or concepts discussion
reasoned superior, with few inaccuratel of project
conclusions accurate, errors; y findings/out
from a body and Greater described; comes;
of engaging; foundation Considerabl Displayed
knowledge Conclusions/ needed from e relevant poor grasp
summaries past work in discussion of material;
and area; missing; Conclusion/
recommend Conclusions/s Conclusion summary
ations ummary s not
appropriate based on /summary supported
and clearly outcomes and not entirely by
based on appropriate, supported findings/out
outcomes. included some by comes.
recommendat findings/out
ions. comes.
6. Impact of Thesis or Thesis or Thesis or Thesis or
research on dissertation is dissertation dissertation dissertation
the field very relevant has fair only has little
or relevance or moderate relevance
has significance/a relevance or
significant uthenticity to or significance
importance/ field and will significance /authenticit
authenticity make a good /authenticit y
to field and contribution to y to field to field and
will make an field. and will will make
important make a little
contribution nominal contribution
to field. contribution to field.
to field.
Part II: Oral Defense
83
Thesis or Masterfully Competently Adequately Does not
dissertation defends defends defends adequately
has little research by research research; defend
relevance providing by providing answers research;
or clear and very questions, does not
significance/ insightful helpful but often answer key
authenticity answers to answer with little questions;
to field and questions; s insight; frequently
will make Uses to questions; frequently shows a
little presentation may shows a need for
contribution resources occasionally need for deeper
to field. as a guide, manifest deeper reflection
gives need for reflection on vital
detailed further on minor points;
explanations reflection on points; Reads the
, is easily minor Relies too material
understanda points; Uses much on from
ble, and presentation presentatio presentatio
keeps resources as n and has n to make
appropriate a guide, is difficulty the report
eye contact easily speaking and is
with the understandabl freely to the clearly not
audience. e, and keeps audience, comfortabl
eye contact and is e with the
with the somewhat topic.
audience with comfortabl
the audience. e with the
topic.
84
DATA COLLECTION TOOLS AND INSTRUMENTS
DATA PROCESSING, ORGANIZATION AND PRESENTATION
Data Collection Techniques
1. Structured Interview. It is also called standardized interview. It entails the
administration of an interview schedule by an interviewer, that is, either the
researchers or anyone trained to administer the interview schedule.
The aim of interview is for all interviewees to be given exactly the same
context of questioning. It means that each respondent receives exactly the
same interview stimulus as any other in order to ensure that interviewees‘
replies can be aggregated.
The following are some of the common sources of error in the construction
of an interview schedule:
a. a poorly worded question
b. the way the question is asked by the interviewer
c. misunderstanding on the part of the interviewee
d. memory problems on the part of the interviewee
e. the way the information is recorded by the interviewer
f. the way the information is processed
2. Self-Completion Questionnaire. It is sometimes referred to as a self-
administered questionnaire. In many ways, the self-completion questionnaire
and the interview schedule are very similar methods of social research. the
obvious difference is that the self-completion questionnaire has no interviewer
to read the questions to the respondents. Respondents must read the questions
themselves and answer the questions, hence label self-completion or self-
adiministered.
Advantages:
a. cheaper to administer
b. quicker to administer
c. absence of interviewer effect
d. no interviewer variability
e. convenience of respondents.
Disadvantages:
a. cannot prompt, probe, or ask questions that are not salient to
respondents
b. difficulty in asking other kinds of questions
c. may be answered by someone other than the targeted respondent
d. cannot collect additional data since it is difficult to ask lots of questions
e. may not be appropriate for some kinds of respondents, hence, there is
a greater risk of missing data and lower response rates
85
Tips to Design Self-Completion Questionnaire:
1. Do not cramp the presentation.
2. Clear presentation.
3. Vertical or horizontal closed answers?
4. Clear instructions about how to respond.
5. Keep questions and answers together.
Data Preparation
Data preparation in quantitative research follows a standard set of
procedures to facilitate the conduct of quantitative analysis. These
procedures include:
1. Data Coding. It involves translating entries on questionnaires (or
interview schedules) to letters or numbers. To facilitate the coding process,
a codebook should be created to guide the coding process. A codebook is a
comprehensive document containing detailed description of the following:
a. each variable in a research study
b. items or measures for that variable
c. the format of each item (numeric, text, etc.)
d. the response scale for each item (i.e., whether it is measured on a
nominal, ordinal, interval, or ratio scale)
e. whether such scale is a five-point, seven-point, or some other type of
scale
g. how to code each value into a numeric format
2. Data Entry or Data recording. It is another procedure in the coding
process. It involves the transfer of information from questionnaires, interview
schedules, or code sheets to computer files for processing. It is done more
quickly and more accurately if two persons work together- one reading and
another typing/entering the information.
3. Data Transformation. It is necessary to transform data values before they
can be meaningfully interpreted.
4. Data Cleansing. It involves double-checking the data entries on the
computer files. It is done most especially if there are large number of
respondents. At the most basic level. Data cleansing can include looking for
outlandish responses such as an age of 501 years which is/can be a typing
error. A computer program processing such data is unlikely to find such
errors.
Graphs and Charts

Descriptive statistics, particularly graphs and charts, have the potential to
enhance the understanding of the outcomes of quantitative research, if
presented with care. One criterion for deciding on the most
86
appropriate type of graph or chart to use depends on the type of data that
you have collected. Table 1 identifies the appropriate types of data for
each of the four varieties of graphs and charts that are commonly used,
namely, bar chart, pie chart, histogram, and frequency polygon.
Table 1
Appropriate Usage of Charts and Graphs for Frequency Data
Bar Chart Pie Chart Histogram Frequency

Polygon
Nomin √ √
al
Ordinal √
Interval √ √
Ratio √ √
Source: Adapted from Black (1999, p.306)
Histograms have their bars touching indicating equal intervals, whereas in

bar charts, some space separates the bars, suggesting that the categories are
not separated by equal intervals. The difference between these is consistent
with the differences in the definitions of ordinal and interval/ratio data. Pie charts
on the other hand, are only of value when presenting nominal data, since the
sections represent percentages of a whole, the full circle, encompassing 100%.
Frequency polygons (line graphs) are an alternative to histograms for interval/ratio
data, providing a clearer picture in some cases.
References:
to Quantitative Research Methods and Report Writing, pp. 149-173.
https://www.youtube.com/watch?v=Coe0N2xb8kk
87
Activity #3
FREQUENCIES AND GRAPHICS
Instructions: Construct frequency (and percentage) tables for each set of

information and present the quantitative results graphically.
Set A. Incidence of reporting of election problems in ARMM, by sub-region.
BASULTA (Basilan, Sulu, and Tawi-Tawi)

Yes-154 Refused-260
No-844 Total-1609
Don‘t Know-351
LAMARMA (Lanao and Maguindanao)
Yes-109 Refused-111
No-750 Total-1027
Don‘t Know-57
Set B. Incidence of reporting of election problems in ARMM, by gender

Male
Yes-124 Refused-100
No-509 Total-877
Don‘t Know-144
Female
Yes-139 Refused-271
No-1085 Total-1759
Don‘t Know-264
Set C. Incidence of reporting of election problems in ARMM, by province

and subregion.
BASULTA (Basilan, Sulu, and Tawi-

Tawi) Barangay-116
Police-12
Religious Leaders-
9 Media-3
Government Officials/Agencies-6
Influential Private Citizens/Agencies-2
LAMARMA (Lanao and
Maguindanao) Barangay-27
Police-15
88
Religious Leaders-
6 Media-1
Government Officials/Agencies-12
Influential Private Citizens/Agencies-2
Table 1
Election Problems in ARMM by Sub-Region
BASULTA (Basilan, LAMARMA (Lanao Combination
Sulu, and Tawi- and Maguindanao)
Tawi)
Table 2
Election Problems in ARMM by Gender
Male Female Combination
Table 3
Election Problems in ARMM by Province and Sub-Region
BASULTA (Basilan, LAMARMA (Lanao Combination
Sulu, and Tawi- and Maguindanao)
Tawi)
89
Figure 1. Election Problems in ARMM by Sub-Region
Figure 2. Election Problems in ARMM by Gender
Figure 3.Election Problems in ARMM by Provinceand Sub-Region
90
Quiz #3
DATA COLLECTION TOOLS AND INSTRUMENTS
DATA PROCESSING, ORGANIZATION AND PRESENTATION
I. Identification.
A. Identify the terms being described in the following. Choose the
correct answer in the table below:
Bar charts Frequency polygons
Data Cleansing Histograms
Data Coding Pie charts
Data Entry or Data recording Self-Completion Questionnaire
Data Transformation Structured Interview
1. In some space separates the

bars, suggesting that the categories are not
separated by equal intervals.
2. It involves double-checking the data entries on
the computer files. It is done most especially if there
are large number of respondents.
3. It involves the transfer of information from
questionnaires, interview schedules, or code sheets
to computer files for processing.
4. It involves translating entries on questionnaires (or
interview schedules) to letters or numbers.
5. It is also called standardized interview. It entails
the administration of an interview schedule by an
interviewer, that is, either the researchers or anyone
trained to administer the interview schedule.
6. It is necessary to transform data values before
they can be meaningfully interpreted.
7. It is sometimes referred to as a self-administered
questionnaire.
8. These are an alternative to histograms for
interval/ratio data, providing a clearer picture in
some cases.
9. These are only of value when presenting nominal
data, since the sections represent percentages of a
whole, the full circle, encompassing 100%.
10. These have their bars touching indicating equal
intervals.
91
B. Identify the type of data appropriate for the following types of graphs.
Choose the letter of the correct answer.
a. Interval
b. Nominal
c. Ordinal
d. Ratio
11-12. Bar Chart 14-15. Histogram

11. 14.
12. 15.
13. Pie Chart 16-17. Frequency Polygon

13. 16.
17.
II. Examine the table below that shows the freedom levels in the 10 countries
of Southeast Asia or the 10 member countries of Association of Southeast
Asian Nations (ASEAN). Answer the questions that follow. (13 pts.)
92
18. What is the key concept or construct in the table?
19-22. What are the variables in the table?

19.
20.
21.
22.
23-26. In what levels of measurement are the variables in the table?

23.
24.
25.
26.
27-30.
27.
28.
29.
30.
93
MAKING AND FORMULATIING CONCLUSIONS AND
RECOMMENDATIONS and LISTING REFERENCES
Formulating Conclusions
Generally, a research conclusion may be briefly described as the last
and ending part of the paper. It wraps up the different parts or components of the
paper. A good conclusion must be connected well with the data analysis. It must be
written well to ensure coherence with the information written in the report. More
importantly, it must answer the questions in the research problem and contain the
findings and results of the study.
How to write an effective conclusion?

1. Implicitly restate your thesis/position.
2. Emphasize the importance of your subject by placing it in a large context.
3. End with a relevant and powerful quote or anecdote that serves to ―sum up
your paper.
4. Do not bring in new material.
5. Do not weaken your position by apologizing for what you have already
argued.
6. Do not end on a ―cliff hanger,‖ leaving the reader feeling unsatisfied.
For the Recommendation

The research recommendation is the part of the paper where you make
suggestions about some resolutions as a response to the research problem.
It must be consistent with the conclusion. It must also propose specific
solutions connected with the findings of the study and it must be supported
by relevant and specific data from the findings.
Below are some tips on how to write recommendations:
1. You should not recommend anything that you have not previously discussed in
the discussion. The rule ―new material‖ in your conclusion is also applicable to your
recommendations.
2. Recommendations are not the same as conclusions. Recommendations go
one step further than conclusions as
(a) something;
(b)someone;
(c) needs to do
3. There may be different levels within your set recommendations for
(a)academics (i.e. more research is needed into…);
94
(b) for policy-makers (e.g. data protection act needs to change to
accommodate…)
(c) practitioners (i.e. managers in local government need to consider
the mental well-being of their staff); as well as recommendation for
(d) training/education
Listing References
When writing a research, you have to treat references judiciously and
make sure that you apply the required format. Different formats apply depending
on the nature and requirements of the paper. Journals may require a distinct
format contingent on the publishers.
The references serve as the bases of your citation, without which
questions on your paper‘s integrity might be raised. To guide researchers in
citing works of others, a referencing style may be applied. What is a referencing
style? It is a set of guidelines indicating how you should recognize the words,
images, ideas and works of other people.
Some of the various referencing styles that a researcher may used are
the:
1. American Chemical Society (ACS) style- is a set of standards for writing
documents relating to chemistry, including a standard method of citation
in academic publications, developed by the American Chemical Society (ACS).
2. Australian Guideto Legal Citation (AGLC) style. isareferencing style for
legal citations that consists of: citations in the body of the page, using a
superscript (raised) number and a list of footnotes at the bottom (foot) of each
page, for all citations on that page.
3. American Medical Association (AMA) style. is a system that allows
academic authors to show where another author‘s work has contributed to or
supported a finding or theory within their work. The AMA referencing style was
designed by the American Medical Association specifically for use in their
publications. The style is now widely used and has a number of variations for
different universities and publications.
5. Chicago Manual of Style (CMS). is a style guide for American English
published since 1906 by the University of Chicago Press. Its sixteen editions
have prescribed writing and citation styles widely used in publishing.
6. Council of Science Editors (CSE) style. is a standard citation style used
across many disciplines in the physical and life sciences.
7. Harvard Style. is a citation stylein which partial citations—for example,
"(Smith 2010, p. 1)"—are enclosed within parentheses and embedded in the
text, either within or after a sentence.
8. Institute of Electrical and Electronic Engineer (IEEE) style. is a widely
accepted format for writing research paper, commonly used in technical fields,
particularly in computer science. IEEE style is based on the
95
Chicago Style.In IEEE style, citations are numbered, but citation numbers
are included in the text in square brackets rather than as superscripts. All
bibliographical information is exclusively included in the list of references at
the end of the document, next to the respective citation number.
9. Modern Language Association of America (MLA) style. is the
style recommended by the Modern Language Association for preparing scholarly
manuscripts and student research papers. It concerns itself with the mechanics
of writing, such as punctuation, quotation, and documentation of sources
10. Vancouver Style. also known as Vancouver reference style or the author–
number system, is a citation style that specifies punctuation, casing of titles, and
italics. It is popular in the physical sciences and is one of two referencing systems
normally used in medicine, the other being the author–date, or "Harvard",
system.
11. American Psychological Associating (APA) style. is a writing style and
format for academic documents such as journal articles and books. It is
described in the style guide of the American Psychological Association (APA),
which is titled the Publication Manual of the American Psychological Association.
96
Activity #4
MAKING AND FORMULATING CONCLUSIONS AND RECOMMENDATIONS
Direction: In a research entitled, ―Bullying and the Academic Performance of

Sports Track Students, the following results were obtained. Answer the
questions posited in the Statement of the Problem and formulate a conclusion
and recommendation. (20 pts.)
Statement of the Problem

1. What is the demographic profile of the respondents in terms of:
1.1. gender; and
1.2. age?
Figure 1. Respondents’ Gender
97
Explanation:
Figure 1. Respondents’ Age
Explanation:
2. What is the level of respondents‘ bullying experiences?

Questions Mean Interpretation
1
2
3
4
5
6
7
8
9
10
O-Mean
98
Explanation:
3. What is the mean grade of the respondents for the S.Y. 2019-2020?
Min Max Mean Interpretation
Explanation:
4. Is there a significant relationship between bullying and academic

performance?
Variables Mean Computed r- Interpretation
value
Level of Bullying
Academic Performance
Test of significance
Variables Mean Computed t- Interpretation
value
Level of Bullying
Academic Performance
Explanation:
Hypothesis:
H0: There is no significant relationship between bullying and academic
performance of the respondents.
Summary of Findings:
99
Conclusions:
Recommendations:
100
Seatwork #4
MAKING AND FORMULATING CONCLUSIONS AND RECOMMENDATIONS
LISTING REFERENCES
I. Identification.
The following reference styles stand for:
1. ACS-
2. AGLC- -
3. AMA-
4. APA-
5. CMS-
6. CSE-
7. HS-
8. IEEE-
9. MLA-
10. VS-
II. Write (√) if the statement supports the given statement and (x) if not.
11-17. To write an effective conclusion…

11. Bring in new material.
12. Emphasize the importance of your subject by placing it in
a large context.
13. End on a ―cliff hanger,‖ leaving the reader feeling unsatisfied.
14. End with a relevant and powerful quote or anecdote that
serves to ―sum up‖ your paper.
15. Implicitly restate your thesis/position.
16. Weaken your position by apologizing for what you have
already argued.
17-19. To write recommendations…
101
17. Recommendations go one step further than conclusions.
18. There may be different levels within your set recommendations.
19. Recommend anything that you have not previously
discussed in the discussion.
20-21. When writing a research, you have to…

20. Make sure that you apply the required format.
21. Treat references judiciously.
III. Essay.
Answer the question in three sentences. (4 pts.)
22-25. What is the best technique is writing references? Why?
102
QUARTER EXAM
Name: Date: Score:

I. Multiple Choice
1. In some space separates the bars, suggesting
that equal intervals do not separate categories.
a. Bar Chart b. Frequency Polygon c. Histogram d. Pie Chart
2. After obtaining two groups from the population of Junior High
School students of Southernside Montessori School, Ana used the
stratified random sampling to obtain a valid number of
representatives from the groups. Which of the following sampling
techniques was employed in her study?
3. Before summarizing the result, Allen and Jean double-checked
all their encoded data and made sure that inputs were all correct.
In the data preparation, the step they followed was…
a. Data Coding c. Data Transformation
b. Data Entry or Recording d. Data Cleansing
4. Cathia was assigned to make a survey questionnaire for their
group‘s thesis. Since their research objective is to know the level
of participation of students, she made 10 questions answerable by
yes or no. The scale she applied in her survey questionnaire
was…
5. It involves the transfer of information from questionnaires, interview
schedules, or code sheets to computer files for processing.
6. In this scale, respondents are typically asked to indicate their
opinions or feelings toward single statement using different pairs of
adjectives framed as polar opposite or two extremes.
7. Before encoding the data, Naomi translates all entries on their
questionnaires to letters or numbers. This process is called…
8. Mr. Diaz was selected in the Math department to make a record
of the erroneous formulas used in all Math books of grade seven
103
students. Which of the following types of data collection methods
must be done by Mr. Diaz?
9. Kyla wants to know straight from the victims of a bus accident,
how traumatic it was for them. She prepared 10 questions to be
asked, tape recorder, and a schedule to meet the target respondents
for this research. The preparation she employed for data collection
was…
a. Self-Completion Questionnaire c. Structured Interview
b. Experimental Research d. Content Analysis
10. Xian wants to know the relationship between study habits and
academic performance of the grade seven students of Southernside
Montessori School. She must use the…
a. ANOVA b. Chi-Square c. Pearson r d. T-Test
11. Why do we need measurement in research? The following are
reasons EXCEPT…
a. Measurement allows us to delineate fine differences between people in
terms of the characteristic in question.
b. Measurement gives us a consistent device or yardstick for making
distinctions.
c. Measurement provides the basis for more precise estimates of the
degree of relationship between concepts.
d. None of these
12. To have a very meaningful interpretation, Andrea transforms
the coded entries in their tally sheets into the exact variable name.
This process is done in the…
13. It is a research method involving the use of standardized
questionnaires or interviews to collect data about people and their
preferences, thoughts, and behaviors in a systematic manner.
14. It is a statistical test used to determine whether two population
means are different when the variances are known and the sample
size is large.
15. Mr. Bernido wants to know how effective is the use of genyo e-
learning in the performance of his grade ten students, which of the
following data collection method is appropriate for his study?
104
b. Experiment d. Survey Research
16-20. Direction: Identify the reference styles described in the following.

Choose the letter of the correct answer below.
A. Australian Guide to Legal Citation (AGLC) style
B. American Medical Association (AMA) style
C. Harvard Style
D. Institute of Electrical and Electronic Engineer (IEEE) style
E. Vancouver Style
16. Itisareferencing stylefor legal citationsthat consists of: citations
in the body of the page, using a superscript (raised) number and
a list of footnotes at the bottom (foot) of each page, for all citations
on that page
17. It is a system that allows academic authors to show where
another author‘s work has contributed to or supported a finding or
theory within their work.
18. It is a widely-accepted format for writing research
paper, commonly used in technical fields, particularly in computer
science
19. It is a citation style in which partial citations—for
example, "(Smith 2010, p. 1)"—are enclosed within
parentheses and embedded in the text, either within or after
a sentence.
20. It is a citation style that specifies punctuation, casing of titles,
and italics.
21-25. The following are tips to make an effective part of a research. Identify
as to which of these tips will fit the parts of a research paper in the choices
below. Write the letter of the correct answer.
A. Conclusion
B. Instrumentation
C. Presentation
D. Recommendation
E. Summary
21. Do not cramp the whole content of the research.
22. End with a relevant and powerful quote or anecdote that serves
to ―sum up‖ your paper.
23. Follow a standard set of procedures to facilitate the conduct of
quantitative analysis.
24. Include not the whole tally sheet, but the data that will only
answer the research problems.
25. Propose specific solutions connected with the findings of the
study.
105
II. Direction: Identify the levels of measurement of the following variables. Write
N- Nominal, O-Ordinal, I-Interval, and R- Ratio.
26. Attendance 34. Eye Color
27. Birth Order 35. Freedom Status
28. Commitment 36. Job Position
29. Compensation 37. Religion
30. Country 38. Sex
31. Daily Allowance 39. Test Scores
32. Dropout Rate 40. Weight
33. Educational Attainment
III. Direction: Identify whether the following statistical treatments are

Descriptive or Inferential statistics.
41. ANOVA 46. Mean
42. Dispersion 47. Pearson r
43. Frequency 48. Standard Deviation
44. Median 49. T Test
45. Regression 50. ANCOVA
IV. Direction: Identify the acronym meaning of the following reference styles.
51. AGLC-
52. APA-
53. ACS-
54. CMS-
55. VS-
V. Essay. Answer the question in three (3) sentences. (5 pts.)

56-60. What should be considered first when presenting data through graphs
or charts? Why?
106

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Department of Education

Madeline Ann L. Diaz

Schools Division Office – Muntinlupa City

Quantitative research inquires people‘s views in a structured manner so that

Differentiating the Quantitative and Qualitative Research Paradigms

Four Preoccupations of Quantitative Researchers

Ways to establish validity:

Types of Quantitative Research

2. Experimental Research- a type of quantitative research that authorizes

Strongly Agree Don‘t Agree Disagree Strongly

In the above example, a total of 20 students answered (3+5+2+2+8).

Or:  3/20 strongly agreed,

2. Do you feel you gained enough information to answer the question?

3. Summarize your findings in one sentence.

Student interviews at least 3 members of the family of classmates (via

comments that comments that

2. Do you feel you gained enough information to answer the question?

3. Summarize your findings in one sentence.

A. Directions: Identify the terms being described in the following. Choose

Concurrent Validity Quantitative research

1. It is an inquiry into a social or human problem based on

B. Directions: Given the following examples, identify ways to establish validity.

11. A new criterion measure of job satisfaction can be absenteeism.

C. Directions: Given the following research focus, identify

16. Effects of Dishonesty

II. Essay. Answer the questions in three (3) sentences. 5 pts.

21-25. Why do we need to make quantitative research?

Strengths and Weaknesses of Quantitative Research

Importance of Quantitative Research

Four Building Blocks of Theories Description

2. Business as the source of income (for ABM students)

3. Students who can paint (for Arts and Design students)

4. Yes/No to President Duterte‘s Administration (for GAS students)

5. Students with own laptop (for ICT students)

6. With at least one family member who is a chef (for HE students)

7. Favorites sports being played (for Sports Track students)

8. Number of siblings (for other tracks or strands)

To whom or to where the results of your survey be of help? Why/How?

1. A variable that changes because of another

II. True or False

If you are after objectivity, then quantitative research may be adopted

Name: Date: Score:

1. A research report states that Group A was exposed to a new

a. Assumptions b. Constructs c. Logic d. Propositions

21. Attendance 26. Metal Disorder

III. Directions: The following is the research paradigm of a research entitled

31. Dependent Variable:

IV. Essay. Answer the question in three (3) sentences. (4 pts.)

Goal – To propose a research topic related to students‘ choice of

Audience – teachers (panelists), students

Situation – You are a member of the Philippine Higher Education

Product – research proposal (Hard Copy- MS Word File and a Powerpoint

The proposal is composed of the following:

Chapter 2: Materials and Methods

Identifying a Research Topic

Describing the Background

Bryman (2007) on the other hand, cited three important aims of a

In a nutshell, a research problem conveys a sense of emerging

Categories of Research Questions

Directions: Given the following research questions, identify its categories.