Practical Research 2 – Grade 11

Quarter 4 – Module 1: Descriptive Research Design

First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Charlene B. Ballera
Editor: Dyan S. Escuadra
Reviewers: Liza A. Alvarez, EPS – Research
Illustrators: Renee Rose C. Reyes & Edison P. Clet
Layout Artist: Micaelle Lauren V. Tenorio
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Revera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta, EdD
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon, EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde, EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera, EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio, PhD (EsP)
Dulce O. Santos, PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao, EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
Practical
Research 2
11
Quarter 4
Self-Learning Module 1
Descriptive Research Design
Introductory Message

For the facilitator:

Welcome to the Practical Research 2 for Grade 11 Self-Learning Module on

Descriptive Research Design!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from Schools Division Office of Pasig City headed by its Officer-
In-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin in
partnership with the Local Government of Pasig through its mayor, Honorable Victor
Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum
using the Most Essential Learning Competencies (MELC) while overcoming their
personal, social, and economic constraints in schooling.

This learning material hopes to engage the learners into guided and
independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the learner:

Welcome to the Practical Research 2 Self-Learning Module on Descriptive

Research Design!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - These are what you will be able to know after

completing the lessons in the module

Pretest - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

Recap - This section will measure what learnings and skills

that you understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and

applications of the lessons.
Valuing-this part will check the integration of values in the
learning competency.

Posttest - This will measure how much you have learned from
the entire module.
 EXPECTATIONS
This module is designed and written with you in mind. It aims to help
you master the lesson on descriptive research design and its types that might
be helpful once you conduct a quantitative type of research.

After going through this module, you are expected to:

a. identify the descriptive research design and its types;
b. classify the types of descriptive research design applied in different
situations; and
c. examine a sample quantitative research depicting the types of
descriptive research design.

PRETEST

Directions: Read and analyze the following statements. Choose the letter of
the best answer and write it in your notebook.
1. What type of descriptive research design is used to compare two or more
groups of samples on one or more distinct variables?
A. Correlational C. Descriptive evaluative
B. Descriptive comparative D. Descriptive normative

2. What type of descriptive research design is used when the researcher

wishes to find out the extent to which different variables are related to one
another?
A. Comparative C. Normative
B. Correlational D. Survey

3. What type of descriptive research design must be used to assess the

effectiveness of Enhanced Community Quarantine implemented by the
national government in reducing the number of Covid-19 transmissions?
A. Comparative C. Evaluation
B. Correlational D. Ex-Post Facto

4. Gaby conducted a study to know if there is a significant relationship that

exists between students’ anxiety in math and their class performance in math
class. What type of descriptive research design should Gaby apply to his
study?
A. Assessment C. Correlational
B. Comparative D. Normative
5. The researcher aims to determine the effects of online classes set by the
Department of Education for School Year 2020-2021. He compares the
students’ performance of two groups (one group with a strong internet
connection at home and one group with no internet connection at home).
What type of descriptive research design has been used by the researcher?

A. Assessment C. Correlational
B. Comparative D. Normative

RECAP

In the previous quarter, you have learned the difference between

quantitative research and qualitative research. Can you still recall how they
differ from one another? Let’s have a simple activity to refresh your mind.
Below are two boxes in which you will write anything that you have
remembered about how quantitative research differs from qualitative
research.
Qualitative Research Quantitative Research

LESSON

Research design refers to the entire process of planning and carrying

out a research study (Choudhurg 2017). It is like the blueprint of your
research study because it serves as the backbone of your research. Always
bear in mind that a good research design produces good results for the
research study. In quantitative research, you could either have a descriptive
research design (also known as non-experimental research design) or
experimental research design. This module focuses on the descriptive type of
research design.
Descriptive Research Design

Descriptive research design is a research method that describes the

characteristics or behavior of the subjects or phenomenon that is being
studied. It includes an overall impression of the variables without influencing
or manipulating other variables in any way (Faltado et al. 2017, 61).

Additionally, this design does not attempt to answer “why” and is not
used to discover inferences, make predictions, or establish causal
relationships (Bhat 2020). This is mainly because it is important to have a
proper understanding of what a research problem is about before
investigating why it exists in the first place. Researchers collect data without
making changes or introducing treatments. This design is very helpful if the
aim of the researcher is to identify characteristics, frequencies, trends,
correlations, and categories (FormPlus Blog 2020).

Characteristics of Descriptive Research Design

Bhat (2020) stated some of the distinctive characteristics of descriptive
research design:
• Quantitative research: It attempts to collect data that could quantify for
statistical analysis of population sample.
• Uncontrolled variable: No manipulation of variables is done in this
design unlike in experimental research.
• Basis for further research: The result of the study can be further
analyzed and can be used in other research method.

Types of Descriptive Research Design

According to Faltado et al. (2017) and Mariano (n.d.), below are the
types of descriptive research design used in quantitative research.

1. Survey. This design is used to gather information from a group of samples

chosen from population. This is useful when the researchers aim to see the
general picture of the population in terms of their social and economic status,
opinions, and knowledge about the behavior towards certain phenomenon.
Remember when conducting a survey study, it is important that the people
questioned are randomly sampled because it gives more accurate findings
across greater range of respondents.
For example, the researcher conducted a survey to determine the socio-
economic characteristics of the Pasigueños.
2. Descriptive Normative Study. This type attempts to establish norms
based on a large number of survey data. It is used to describe trends in a large
population of individuals. Also, it describes the norm level of characteristics
for a given behavior. The results of the study should be compared with the
norm.
For example, a group of researchers wanted to determine the level of
skills of the incoming Senior High students, so they gave them a skills test
(per group depending on their tracks). The result of the test was compared
with the standard range of score to describe the level of their skills.

3. Correlational Research Study. This research design is used when the

researcher aims to find out the extent to which different variables are related
to one another. In this design, you will have two or more quantitative variables
in the same group of subjects. Correlational does not mean causation. It does
not mean that one variable causes change to other variables.
For example, the researcher attempts to know the correlation between
mental ability and grade in math of the students. Also, the researcher tries to
find out the relationship between gender and math performance of the
students.

4. Descriptive Evaluative Study. This study focuses on judging the

“goodness of a criterion measure”. It can be done in a short or long period of
time.
Longitudinal Studies. It is a study that establishes changes in criterion
measure over a long period of time using same subject. For example, the
researchers want to study the changes in IQ of 9-11 years old kids over a
three-year period, the researchers must test the same group of subjects over
the three-year period.
Cross-sectional Studies. It is a study designed to evaluate changes over
time by comparing at the same point of time, but different subject
representing different stages. For example, the researchers tested children’s
IQ simultaneously (respondents whose 9 years of age, 10 years of age, and 11
years of age) to see changes in criterion.

5. Assessment/Evaluation Study. It is undertaken to assess the worth,

success, effectiveness, or efficiency of a certain policy, or practice when
applied to a group of subjects. Assessment studies imply measurement of
certain key indicators without attaching any judgment to them however,
evaluation implies putting judgment and valuing to the measurements
obtained. Assessment and evaluation always go together for one cannot go
without a basis for such. The purpose of this research design is to see if a
given program is effective and successful according to the goals set for it.
For example, a group of curriculum specialists study the effectiveness
of the K-12 program six years from today based on factors such as cost,
efficiency, and impact on quality.

6. Descriptive Comparative Study. This is a study designed to establish a

formal procedure to compare and conclude the differences between variables.
It includes comparing two or more groups of samples on one or more
variables, often at a single point of time. Specifically, comparative study is
used to compare two distinct groups on the basis of selected attributes such
as knowledge level, perceptions, and attitudes, physical or psychological
symptoms.
For example, a comparative study was conducted by the researchers to
compare the health problems among rural and urban people in Region 1,
Philippines.

7. Ex-Post Facto or Causal-Comparative Study. It derives conclusion from

observations and manifestations that already occurred in the past
and now compared to some dependent variables. It discusses why and how
a phenomenon occurs.
For example, a researcher is interested on how weight influences the
stress-coping level of adults. Here the subjects would be separated
into different groups (underweight, normal, overweight) and their stress-
coping levels measured. This is an ex-post facto design because a pre-existing
characteristic(weight) was used to form the groups.

ACTIVITIES

Directions: Accomplish the following activities in your research notebook.

A. Read and analyze the following statements. Write T if the statement is

correct and F if the statement is incorrect.
____ 1. A descriptive research design focuses more on the “what” of the
research subject rather than the “why” of the research subject.
____ 2. Assessment is a study that focuses on judging the “goodness of a
criterion measure”.
____ 3. Correlational research attempts to find out how one variable causes
change to another variable.
_____4. Descriptive comparative desires to determine a significant difference
between two or more groups.
_____5. Correlational research determines relationship between variables.
_____6. Ex-post facto is the same with comparative study.
_____7. Descriptive research involves correlational, observational, and
experimental.
_____8. A cross-sectional study takes a long period of time to be done.
_____9. A normative study involves a wide class of data when establishing
norms or standards on it.
____10. A descriptive evaluative study determines the degree of the
relationship between two variables.

B. Classify the type of descriptive research design best used in each of the
following situations. Choose the letter of the best answer from the choices
inside the box.

A. Descriptive Normative E. Comparative Study

B. Correlational Study F. Evaluation Study
C. Longitudinal Study G. Ex-Post Facto
D. Cross-sectional Study H. Survey

____ 1. A group of students wishes to correlate the performance of the STEM

students between Science subject and Mathematics subject.
____ 2. The researcher wants to know the efficiency of using digital classroom
for the learning of ICT students.
____ 3. The researchers want to know if the percentage of women diagnosed
with breast cancer increases with age. He gathers three groups of
women of different ages and conducts a survey at the same point in
time.
____ 4. Mrs. Soles conducts a research study on the English Proficiency Skills
of the Grade 10 students and compares the result to the standards of
DepEd.
____ 5. The teacher wants to know if there is a difference between the height
and weight of the of children living with their parents and children living
with their relatives.
____ 6. Researchers want to observe participants from childhood to adulthood
in order to understand how growing up in different environments
influences their traits, habits, and personalities.
____ 7. A group of college students wants to establish a general opinion of the
students and parents in accessing school news and information
through school portal.
____ 8. The researcher aims to determine how gender affects the leadership
performance of barangay councils in Pasig. He selects a group of
participants of different gender and compares their leadership
performance.
____ 9. The researcher wants to determine the impact of distance learning on
the performance of the students enrolled in public schools in Pasig.
____ 10. Researchers aim to know how people with different income levels
react to the enhanced community quarantine imposed by the national
government.

C. Examine two (2) samples of quantitative research from at least two (2) of
the following: a family member, a relative, and/or friend who has conducted
quantitative research that makes use of descriptive research design, ask
him/her a copy of his/her study and complete the following table.

Type of research
design he/she Description of the
Name of the Title of Research
applied in research according
Researcher/s Study
his/her to its type
research study?
The Relationship This study aims to
of Gender to the determine if there is
Leadership a significant
Correlational
Charlene B. Performance of relationship exists
Research
Ballera Senior High between gender and
Design
School Students leadership
in Rizal High performance of the
School students.

1.

2.
 WRAP–UP

Summarize the learnings you have gained in today’s lesson by

supplying information on the flower petals. You may add petals if you wish
to. Do this in your notebook.

Types of Descriptive Research Design

Descriptive
Research
Design

VALUING

Use the questions below as a guide in writing your reflective learning

essay. Write your answer in your research notebook.

Figure 1. Word Cloud

(Source: Needpix.com)

• People usually judge others by describing them. Can we consider

judging constructive or destructive? Explain.
• How about doing descriptive research? Is doing it helpful to the lives
of people? How?
 POSTTEST

Directions: Read and analyze the following statements. Choose the letter of
the best answer and write it in your notebook.
1. What type of research design is used if the researcher collects information
on different subjects at the same point in time to study the changes in
different stages?

A. Assessment/Evaluation C. Descriptive normative

B. Cross-Sectional Study D. Longitudinal Study

2. This design is used to assess the worth, success, effectiveness, or efficiency

of policies, or practices when applied to a group of subjects.
A. Evaluation C. Normative
B. Ex-Post Facto D. Survey

3. Which of the following research topic is suitable for a correlational research

study?
A. The efficiency of RHS website in disseminating information
B. The effectiveness of “Malunggay” extract as an alternative ink
C. The difference between gender and academic excellence of students
D. The relationship between academic productivity and academic rank in
Practical Research 2

4. The researchers want to compare the effectiveness of three groups of

managers in some fast food restaurants in NCR and determine if there is a
difference between their management strategy? What type of descriptive
research design is best to apply in this scenario?
A. Assessment C. Correlational
B. Comparative D. Normative

5. The researchers aim to study how age affects the performance of the
employees in a certain supermarket. The researchers create an age range
group and measure the performance of the employees on their work. What
type of descriptive research design has been used by the researchers?

A. Comparative C. Evaluation
B. Correlational D. Ex-Post Facto
 KEY TO CORRECTION
10. E 5. G 1O. F 5. T
9. F 4. A 9. T 4. T
8. E 3. D/E 8. F 3. F
7. H 2. F 7. F 2. F
6. C 1. B 6. F 1. T
B Activity A Activity
Activities

5. D B
5.
4. B C
4.
3. D C
3.
2. A B
2.
1. B 1. B
Post test Pretest

References
Ballera, Charlene B., Mary Jane A. Dalisay, Jonalyn D. Gungon, and Renee Rose C.
Reyes. 2019. Practical Research 2: Learning Module for Senior High School.
Unpublish.

Bhat, Adi. (2020). Descriptive research: Definition, characteristics, methods,

examples, and advantages. Question Pro.
https://www.questionpro.com/blog/descriptive-research/

Choudhurg, Akash. (2017). Research design: 6 things to know about research

design. Your Article Library. https://www.yourarticlelibrary.com/social-
research/research-design/research-design-6-things-to-know-about-
research-design/64496

Faltado III, Reuben E., Medardo B. Bombita, Helen B. Boholano, and Angeline
Pogoy. 2017. Practical Research 2 (Quantitative Research for SHS), 61-63.
Cubao, Quezon City: Lorimar Publishing Inc.

Formplus Blog. 2020. Descriptive research design: Types, examples & methods.
https://www.formpl.us/blog/descriptive-research

Mariano, Jay-Ar Mario V. n.d. Practical Research 2 Module.

https://www.studocu.com/ph/document/eastern-visayas-state-
university/engineering-economy/lecture-notes/356714282-practical-
research-2-module/6457343/view?fbclid=IwAR0oLP7MlV-
bzCoa9s1xVP7Cke9y8zId7QCbO2Oxjf-s44E87YTTHlWTy9k