SENIOR HIGH SCHOOL

PRACTICAL RESEARCH 2

SELF-LEARNING PACKAGE
Quarter 1 | Week 5 & 6

Quantitative Research

SHS—Practical Research 2
Competency/ies: Illustrates and explain conceptual framework (CS-RS12-1f-j-6);
Defines terms used in study ( CS-RS12-1f-j-7); List research hypothesis (if appropri-
ate) (CS-RS12-1f-j-8); and Presents well written review of related literature and
conceptual framework (CS-RS12-1f-j-9)
Practical Research – SHS
Self-Learning Package
Quantitative Research
First Edition, 2020

Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City
SCIENCE
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Quarter 1| Lesson 1
This Self-Learning Package is published to be utilized by the Schools Division of
Iloilo.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written
permission from the Schools Division of Iloilo.

Development Team of Self-Learning Package

Writers: Hizzle B. Paguntalan

Illustrator: Armand Glenn S. Lapor

Layout Artists: Lilibeth E. Larupay, Armand Glenn S. Lapor, Zaldy M. Tondo

Reviewer: Zaldy M. Tondo

Division Quality Assurance Team: Lilibeth E. Larupay, Zaldy M. Tondo

Armand Glenn S. Lapor

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Zaldy M. Tondo

SHS—Practical Research 2
Competency/ies: Illustrates and explain conceptual framework (CS-RS12-1f-j-6);
Defines terms used in study ( CS-RS12-1f-j-7); List research hypothesis (if appropri-
ate) (CS-RS12-1f-j-8); and Presents well written review of related literature and
conceptual framework (CS-RS12-1f-j-9)
Introductory Message
Welcome!

The Self-Learning Package for Senior High School is developed to guide you
our dear learners to meet the standards set by the K to 12 Curriculum.

The Self-Learning Package aims to guide our learners in accomplishing

activities at their own pace and time. This also aims to assist learners in developing
SCIENCE
and achieving the lifelong learning skills while considering their needs and situations.

For learning facilitator: Quarter 1| Lesson 1

The Self-Learning Package is developed to address the current needs of the
learner to continue learning in the comforts of their homes or learning centers. As the
learning facilitator, make sure that you give them clear instructions on how to study
and accomplish the given activities in the material. Learner’s progress must be
monitored.

For the learner:

The Self-Learning Package is developed to help you, dear learner, in your needs
to continue learning even if you are not in school. This learning material aims to
primarily provide you with meaningful and engaging activities for independent
learning. Being an active learner, carefully read and understand to follow the
instructions given.

REMEMBER ….
To answer the given exercises, questions and assessment, USE your Activity
Notebook or Answer Sheet. When you are DONE, wait for the teacher/volunteer to
collect your activity notebook/ answer sheet.

Good luck and God bless.

SHS—Practical Research 2
Competency/ies: Illustrates and explain conceptual framework (CS-RS12-1f-j-6);
Defines terms used in study ( CS-RS12-1f-j-7); List research hypothesis (if appropri-
ate) (CS-RS12-1f-j-8); and Presents well written review of related literature and
conceptual framework (CS-RS12-1f-j-9)
 SELF-LEARNING PACKAGE IN

PRACTICAL RESEARCH 2
QUANTITATIVE RESEARCH
Most Essential Learning Competencies:
Illustrates and explain conceptual framework (CS-RS12-1f-j-6)
Defines terms used in study ( CS-RS12-1f-j-7)
List research hypothesis (if appropriate) (CS-RS12-1f-j-8)
Presents well written review of related literature and
conceptual framework (CS-RS12-1f-j-9)
 Aim at the Target!
In every research endeavour, it is essential to start right. Researchers
should be knowledgeable in developing conceptual framework , formulating
hypothesis ( if applicable), and defining key terms or variables . The
conceptual framework serves as a blueprint of your study; the hypothesis
ensures that your study has solid start leading to successful conclusion; and
the definition of terms establish a common understanding of key concepts
and terminologies being used in your study.
At the end of this module, you should be able to:
• Illustrate and explain conceptual framework ;
• Formulate a hypothesis;
• Define terms used in the study

Keep This in Mind!

ESSENTIAL IDEAS AND KEY CONCEPTS

• Conceptual framework refers to a system of ideas, beliefs, assumptions,

and theories that inform , support, and cater specifically to your study.
It is anchored on the theoretical framework. It explains in detail the
variables to be observed in the study as well as the assumed connection
between independent and dependent variables. It can be presented
through visual or narrative form.
• In developing your conceptual framework, you may opt to use these
strategies: (1)identify key concepts in your study by referring to your
research questions or objectives; (2) search for existing theories that have
the same concepts with your current study; (3) use the existing theory as
your guide in creating a flow chart , mind map, or diagram which
illustrates the variables of your study; and (4) write a narrative explana-
tion of each concept and how each of them relates with one another.
• To illustrate your conceptual framework, create a box for each variable.
Use arrows to indicate cause-effect relationships. Each arrow should start
from the variable that has causal influence and point to the variable that
is being affected. Use a line when you expect a correlation between two
variables, but no cause-effect relationship. These components can be sum-
marized as follows:
• Hypothesis is a statement that defines the testable relationship you
expect to see from examining the variables in your research. It predicts
what will happen in your research. It is employed when conducting
correlational, ex post facto, quasi-experimental, and experimental studies.
There are two types of hypotheses: null hypothesis and the alternative
hypothesis.
• Null hypothesis indicates the absence of a relationship/ correlation
between two variables, an absence of significant difference between the
proportions of two groups of people, or an absence of difference between
or among the means of two or more groups with respect to a particular
variable.
Example:
1)There is no significant relationship between mass media exposure and
attitude towards land reform among lowland farmers.
2)There is no significant difference between the mean age of male faculty
members and the mean age of female faculty members.
• An alternative hypothesis, also called as research hypothesis, states the
presence of a significant relationship between the independent and de-
pendent variables, or the presence of a significant difference between two
means or two proportions.
Example:
1) There is a significant relationship between mass media exposure and
attitude towards land reform an among lowland farmers.
2. There is significant difference between the mean age of male faculty
members and the mean age of female faculty members.
• A hypothesis can also state direction. The direction of a hypothesis
points out if the variables have negative or positive relationship with each
other. In short, the increase or decrease of the value of a variable has a
relationship with the increase or decrease of another.
• Directional hypothesis states whether the relationship between two
variables is direct or inverse or positive or negative. It is examined through
a one-tailed test.
Example:
The higher the level of exposure of farmers to mass media the more
favorable their attitude towards land reform. ( positive)
• Non-directional hypothesis does not specify the direction of relationship
between variables. It merely states the presence or absence of relationship
between two variables or the one variable influences another, or there is a
significant difference in the mean values of the two variables. It is
examined through a two-tailed test.
Example:
There is a significant difference between the proportion of women and
the proportion of men who are engaged in dry business.
• Definition of terms include all important variables in the study,
especially those measured by means of specific instruments or variables.

Definition may be conceptual or operational.

1) Conceptual definition is the universal meaning that is attributed to

a word or group of words and which is understood by many. The usual
source of conceptual definition is the dictionary.

2)Operational definition is one which indicates how the particular

term/ variable is measured.

Examples:
Conceptual:
Adaptive Leadership--is the behavior of leaders and the actions they
take to encourage others to address and resolve changes that are central
in their lives (Northhouse, 2016).
Operational:
In this study, it refers to the leadership behaviors and actions of
principals in selected Senior High Schools in the Schools Division of
Iloilo to address and resolve the changes brought about by K to 12
Curriculum specifically the Senior High School program.

APPLICATION

A. Developing Conceptual Framework

Example No. 1

This study zeroes in on the professional development activities for teach-

ers by espousing the idea that the classroom performance of teachers is a
critical factor for student academic performance. The researcher based her
assumption from Weiner’s Attribution Theory that external and internal fac-
tors can improve performance.

For example, students may attribute their academic performance to their

teachers (external factor) while the teachers may attribute their teaching per-
formance to in-service trainings (external factor) and perhaps, to their teach-
ing efficacy, job satisfaction, and attitude towards the teaching profession
(internal factors). These relationships are illustrated in Figure 1.
 Figure 1. Paradigm showing the relationships among the variables in this study.

Example No. 2

Trichoderma harzianum are fungi that are present in substantial num-

bers in nearly all agricultural soils and in other environment such as decaying
wood. Among other activities, they grow topically toward hyphae of other fungi,
coil about them in lectin-mediated reaction, and degrade cell walls of the target
fungi.
This process (mycoparasitism) limits growth and activity of plants patho-
genic fungi (Harman,1996).
Hence it would be worthy endeavour to determine how these fungi could
affect germination and growth of corn plants.
Figure 1 shows the paradigm of the study.

Figure 1. Factors associated with germination and growth of corn using

Trichoderma harzianum as seed treatment.
 Hey, learner! You have already finished reading the key concepts in
conceptual framework, hypothesis, and definition of terms. It is now
time you immerse yourself in these concepts.

ACTIVITY 1. TRUTH OR CONSEQUENCE?

Direction: Read the following statements carefully. If the statement is true, write
QUANTITATIVE, if otherwise ,change the underlined word/ phrase to make
the statement true.
1. A theoretical framework is used to illustrate what you expect to find
through your research, including how the variables you are considering
might relate to each other.
2. The if-then premise of a hypothesis allows the researcher to create
prediction.
3. ‘A high school student who is aware of the dangers of smoking is more
likely not to smoke than one who does not know it’ is an example of a
null hypothesis.
4. A conceptual framework does not influence the focus of the study.
5. Operational Definition is the universal meaning that is attributed to a
word or group of words and which is understood by many people

ACTIVITY 2. FORMULATION OF CONCEPTUAL FRAMEWORK

Read the text below and complete the statement below based on what you have
read in the passage.
This study aimed to determine whether imposing curfew can
significantly affect students’ attitude towards their studies and their academic
performance. According to the theory of psychological reactance, people act to
defend their freedom. Experiments have shown that attempts to restrict a
person’s freedom often results in a reactive “boomerang effect.” Most people
use restrictions as preventive measure. For some it may work, for others it
may not. Imposing curfew can be viewed as a form of freedom restriction.
In this study, exposure or non-exposure to curfew serves as the
independent variable while school performance is the dependent variable. If the
If the effect of curfew is positive , those who will be subjected to curfew is ex-
pected to have better grades than those who were not subjected to curfew. On
the other hand, a negative effect will be evidenced by poor grades.
[excerpts taken from David, Fely. Understanding and Doing Research: A Handbook for Beginners.
(Iloilo City: Panorama Printing, Inc., 2005), 61 ]

Complete the following statement based on what you have read.

1. The general objective of the study is _____________________________.
2. The study is anchored on the theory ___________________ which states that
_____________________________________________________________.
3. In the above study, _________________________ is assumed to be affected
by________________________________________________.
4. The assumed flow of the major variables in the study is shown in the
diagram below: ( Identify and label the variables)

Assess Your Learning

Task 1. DO AS I SAY
For items 1-4, identify the type of hypothesis being stated and choose your
answer from the pool of words below.
Null hypothesis directional Alternative hypothesis directional
Null hypothesis non-directional Alternative hypothesis non-directional
1. Peer tutoring will not improve the academic performance of high school
students.
2. The higher the advertisement expenses of food establishments, the higher
their monthly gross sales.
3. There is a relationship between a person’s mental state and the length of
time spent in Facebook.
4. There is no significant difference between the mean level of awareness of
junior high school learners and the mean level of awareness of senior high
school learners towards Covid-19 pandemic.
For items 5-10, give the conceptual or operational. definition of the following
terms:
5. sex ( conceptual)_______________________________________
6. sex ( operational) ______________________________________
7. marital status ( conceptual)____________________________
8. marital status ( operational)____________________________
9. type of crop ( conceptual)_______________________________
10. type of crop ( operational)______________________________

Task 2. SHOW ME THE BLUEPRINT

Develop a preliminary conceptual framework for your research. Utilize
your approved research title and specific research questions and objectives in
identifying key concepts in your study. Look into the relationship between the
concepts in your research. Prepare a concept map representing this relation-
ship visually. After completing your concept map, explain it in no more than
eight sentences.

Criteria 5 4 3 2 1

The theory/ies used are presented clearly.

The framework adequately explains the relationship between

the concepts related to the study.
The concept map is appropriate and well presented.

The ideas are well organized.

The work observes the grammatical convention in standard

English.
 References & Photo Credits
Alvior, Mary G. “A Sample of Conceptual Framework with Statement of the
Problem [Blog Post]”. In Research-based Articles. (January 19, 2015).
Retrieved from https://simplyeducate.me/2015/01/19/a-sample-of-
conceptual-framework-with-statement-of-the-problem-2/

Barrot , Jessie. Practical Research 2 for Senior High School. (Quezon City: C &
E Publishing, Inc. ,2017), 32-73.

David, Fely. Understanding and Doing Research: A Handbook for Beginners.

(Iloilo City: Panorama Printing, Inc., 2005), 44-62

Faltado III, Ruben, Medardo Bombita , Helen Boholano, and Angeline Pogoy.
Practical Research 2 Quantitative Research for Senior High School (Applied
Subject). (Quezon City: Lorimar Publishing, Inc., 2016), 28-29.

Meligrito, Ma. Lourdes and Diana Mendoza. Applied Research: An Introduction

to Quantitative Research Methods and Report Writing.( Quezon City:
Phoenix Publishing House, Inc., 2016), 94-97.

Understanding Research Basic Concepts and Methods. Edited by Ramir

Torreces. LRMDS: Schools Division of Iloilo, 2016

Answer Key

Answers vary 8.answer vary 4.Null hypothesis non-directional

TASK 2. 7.answer vary 3. Alternative hypothesis non-directional
10. answer vary 6. answer vary 2. Alternative hypothesis directional
9.answer vary 5. answer vary 1.Null hypothesis directional
TASK 1

Dependent Independent 4. 5. Conceptual

3. Attitude towards their studies and their academic performance 4. Influence
2.Psychological reactance; people act to defend their freedom 3. Alternative
towards their studies and their academic performance 2. Quantitative
1. determine whether imposing curfew can significantly affect students’ attitude 1. Conceptual
ACTIVITY 2 ACTIVITY 1.