PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 0

 WEEK 1
(Lessons 1 & 2; pages 2 – 10)

Reminder: There are three TASKS (Tasks 1 – 3) you need to comply this WEEK 1.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 1
 LESSON 1 – NATURE OF INQUIRY, INVESTIGATION, IMMERSION
AND RESEARCH

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. demonstrate their understanding about the overview of the research subjects offered in the
senior high school curriculum; and
2. explain the importance of inquiry, investigation and immersion in conducting a research.

Overview of the Senior High School Research Subjects

o Practical Research 1 – Qualitative Research

o Practical Research 2 – Quantitative Research (Our Subject this first semester)
o Inquiries, Investigations and Immersion – Culminating Research Subject (Actual Conduct
of Research and afterwards Final Defense of your research output) (Your subject in the
second semester of the new normal School Year 2020-2021)
o Research Capstone – Actual Conduct of Science Investigatory Project (SIP) (For STEM
students only)
o Qualitative Research – making “kuwento” without “kuwenta” of a certain event or
phenomenon
o Quantitative Research – doing “kuwenta” with “kuwento” of a certain event or
phenomenon
o Research = Inquiry + Investigation + Immersion
o Quantitative Research = Statistics + Language

Practical Research 1 (Qualitative Research) has no prerequisite. It is usually offered in the

second semester of the Grade 11 curriculum. This means that students have already taken up some
English and Filipino subjects before Practical Research 1 is offered. The foundation of writing a
qualitative research is expertise in Language. Qualitative research is a scientific method of
observation to gather non-numerical data. It refers to the meanings, concepts, characteristics,
metaphors, symbols and description of phenomena, and not to their counts or measures.
Qualitative research is making “kuwento” without “kuwenta” of an event or phenomenon. This
means that a researcher is going to give meanings to the topic that interests him most. Giving
meanings to a particular problem requires expertise in writing composition. Thus, qualitative
research uses textual form in making “kuwento”. This research doesn’t apply statistical tools.

Practical Research 2 (Quantitative Research) has a prerequisite which is Statistics and

Probability. It is usually offered in the first semester of the Grade 12 curriculum. It is expected that
students are already equipped with simple and complex writing of compositions following the basic
and advanced grammar rules particularly the subject-verb agreement, tenses of the verb, changing
from active voice sentences into passive voice sentences or vice versa. Students are also expected
that they are already knowledgeable in sampling techniques, descriptive and inferential statistical
tools such as standard deviation, frequency, percentage, weighted mean, t-test, z-test, analysis of
variance (ANOVA), Pearson Product Moment Correlation (Pearson r) and Regression. A student is
not allowed to take up Practical Research 2 if he has not yet taken up Statistics and Probability
since Practical Research 2 is applying the concepts of Statistics in sampling techniques and
hypothesis testing as well as in data analysis and interpretation. The foundations in writing a
quantitative research are Language and Statistics. Statistical software such as Microsoft excel and
Statistical Package for Social Sciences (SPSS) are very applicable in quantitative research.
Computer software gives only the statistical findings. It doesn’t analyze nor interpret the data.
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 2
Analysis and interpretation of statistical data lies on the expertise of a researcher with the help of
his research consultants.

Inquiries, Investigations and Immersion is the third research subject offered to all students
from different tracks or strands of the senior high school curriculum. Its prerequisites are Practical
Research 1 and Practical Research 2. It is offered in the second semester of the Grade 12
curriculum. It is the culminating research subject since final defense of the completed researches
will be conducted. Students will be going to defend their research outputs before the examining
committee and the invited panel of adjudicators. Students have the option which of the Practical
Research 1 or Practical research 2 proposals they are going to continue for their Inquiries,
Investigations and Immersion subject. They can have also the mixed methods of qualitative and
quantitative researches to have best research outputs.

Research Capstone is a research subject exclusively offered for students from STEM
curriculum. Its prerequisites are Practical Research 1 and Practical Research 2. It is offered in the
second semester of the Grade 12 curriculum. This means that STEM students have two research
subjects in the second semester of their Grade 12; to wit: (1) Inquiries, Investigations and
Immersion; and (2) Research Capstone. Pure Science topics will be the focus of the Research
Capstone. Actual conduct of Science Investigatory Project (SIP) will be observed in Research
Capstone. STEM students should really exert efforts so that they can produce two very good
researches in Inquiries, Investigations and Immersion and Research Capstone.

What is an Inquiry? an Investigation?

INQUIRY is an act of asking questions. It is a process that has the aim of augmenting
knowledge, resolving doubt or solving problem. In dictionary, “INQUIRY” is synonymous with the
word “INVESTIGATION”. However, investigation has a deeper meaning if we are talking about
research process. It is a systematic examination of a certain event or phenomenon. It is closely
related to “RESEARCH”. What makes research different from investigation is that the former
undergoes “IMMERSION”.

Examples of inquiries are (1) What is your ambition in life? (2) Who is your favorite teacher?
(3) How much is the monthly amortization of your loan? (4) Why is research important in improving
person’s life? (5) How does research help the teachers for their career development?

Examples of questions that need further investigations are (1) Who is the prime suspect of
this major violation of the school policy? (2) What are the reasons why a group of students led the
creation of first-ever gang in the school? (3) Why does this bullying incidence occur in the school?
(4) Why did student A physically hurt student B which resulted to the minor fracture of the latter’s
leg? (5) Who is behind the stealing of the school’s closed-circuit television (CCTV) footage?

What is an Immersion?

IMMERSION is a process whereby a researcher immerses (deeply involves) himself in the

data gathering activities and the data he has gathered are carefully read or examined by him in
details. Orientation as to the objectives of the study and distribution of survey questionnaires to the
respondents are part of immersion activities of a quantitative researcher. Conducting the interviews
and focus group discussions (FGDs) as well as participatory rapid appraisal (PRA) are part of
immersion activities of a qualitative researcher. Combining the idea of “inquiry”, “investigation”
and “immersion”, the concept of “research” comes in.
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 3
What is a Research?

RESEARCH is a systematic and refined technique of thinking, employing specialized tools,

instruments, and procedures in order to obtain a more adequate solution to a problem. It starts with
a problem; going to the collection of data; analysis and interpretation of incontrovertible facts and
evidences, which are critical to reach decisions based on actual observations. It ends with a
problem. Research tools such as interview and focus group discussion (FGD) guide questions,
participatory rapid appraisal (PRA), tape or voice recorder and video camera are used in data
gathering activities for qualitative research. Research instruments such as checklist, survey
questionnaire and multiple-choice paper-pencil test are employed in collection of data for
quantitative research. Examples of research questions are (1) How is bullying related to teenage
depression? (2) What is the psychological effect of COVID-19 pandemic to the teachers and
students? (3) What are the effects of teenage rebellion to the students’ studies and family
relationship? (4) Is there a significant relationship between teachers’ commitment and their teaching
performance? (5) Why are Maguindanaon able to preserve their cultural heritage despite the
invasion of modern world?

Inquiries are questions or situations that can be answered instantly. Investigations are
questions or situations that cannot get instant answers. They need further verification and validation
from several people before arriving at valid conclusions. Many settings of questioning process are
manifested in conducting an investigation before getting the reliable information. Investigation
sometimes uses tools such as checklist and interview guides to have a systematic flow of the
questioning. Research is more complex compared with inquiry and investigation. A researcher
needs to undergo immersion just to reliably get the answers of his research questions. He definitely
uses tools or instruments in data gathering activities. He needs to personally engage in the data
gathering activities to know more about his respondents or participants. Inquiry, investigation and
immersion are all under the umbrella of research. In conducting a research, ordinary asking of
questions that need instant answers is very useful. Deeper analysis of a phenomenon plays a huge
part to get more comprehensive results of the study. Getting involved with the participants of the
study is needed to get their innate feelings or emotions towards a research subject.

General Reminder:
Students are really required to answer all the ESSAY QUESTIONS in paragraph forms. This
is a training for them to improve their writing skills and eventually, they can write their own
researches. They are expected to have their full competence in basic writing composition following
the correct grammar rules particularly the subject-verb agreement and tenses of the verb since they
have already taken up many Language subjects. They are required to write first the essay questions
before the answers. In every task, they need to write their name, section, name of their teacher.
They have to submit their answers to the TASKS given to them in the drop points in their localities.
They are advised to observe the SAMPLE ANSWER of an ESSAY QUESTION in paragraph form.

ESSAY QUESTION: Why do we need to consider ethical standards in conducting a research?

ANSWER:
Following ethical standards in conducting a research is very important because our
credibility might be ruined if we will not consider the research ethics. We might be charged of
intellectual piracy or plagiarism if we won’t consider the proper in-text citation and referencing.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 4
 Ethical standards in research will serve as our guides in conducting a research in a religious
manner so that we can come out with valid and reliable research findings and our credibility as a
researcher will boost.

TASK 1: Answer the following questions in paragraph forms.

1. How does ‘inquiry’ differ from ‘investigation’?

2. Compare and contrast ‘investigation’ and ‘research’.
3. How is immersion done in conducting a research?
4. Differentiate the two research subjects: “Inquiries, Investigations and Immersion” and
“Research Capstone”.
5. Elaborate this statement: “Qualitative research is making ‘kuwento’ without ‘kuwenta’ of a
certain phenomenon.
6. Explain this equation: Quantitative Research = Statistics + Language.
7. Give two questions which are classified as: inquiries, investigations and researches.
(two for inquiries, two for investigations and two for researches)

LESSON 2 – CHARACTERISTICS OF QUANTITATIVE RESEARCH AND STEPS IN

CONDUCTING A RESEARCH

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. identify the characteristics of a quantitative research; and
2. explain the seven steps in conducting a research.

Characteristics of Research

1. Empirical - Research is based on direct experience or observation by the researcher. The

collection of data relies on practical experience. This means that research is learning by
doing. A person who has NO EXPERIENCE in conducting a research means that he is NOT
YET EXPERT in the research process. Researcher’s expertise in the research process can
be manifested through his research outputs being utilized by his workplace and other
agencies or through his online publications. If a person has no name yet in the internet with
his research publication, he is not yet born as RESEARCHER. He is a certified researcher
if he has already published at least one research in a prestigious international research
publication. It is normal that conducting a research for the first time is very difficult. However,
if a person is used to conduct researches, then it makes him a habit in which he will find all
ways to look solutions to the existing problems that surround him or his workplace.
Familiarizing the research process can only be done if there is an actual conduct of research.
Learned research concepts and principles can easily be forgotten if not applied in actual
conduct of research.

2. Logical - Research is based on logical reasoning and involves both inductive and deductive
methods of data analysis. It is also based on valid procedures and principles. Scientific
investigation is done in an orderly manner, so that researcher has a confidence in the results.
A researcher has the ability to generalize idea from specific investigations of a particular
phenomenon. He has also the expertise in breaking down the big idea into smaller parts to
let the readers understand what is really imparted by the findings of the research. A
researcher is able to answer the Why, What and How of the phenomenon through the
findings of his research. A senior high school research (SHS) students’ output is expected
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 5
 to have a logical reasoning based on the minimum standards of SHS curriculum. There are
many Language subjects offered in the SHS curriculum. Thus, SHS researches must be of
high quality compared with that of junior high school (JHS) researches. “Research is logical”
also means that research is free from grammatical and conceptual errors and it is done in
accordance with highest ethical standards in research.

3. Cyclical – Research undergoes a cyclical process. It starts with a problem and ends with
a problem. Hence, research is repeated. A researcher conducts a study to answer his doubt
about a certain topic. If a person is always curious about the existence of a particular
phenomenon, then he can potentially generate a research problem out of that curiosity.
Since he is interested to the Why, What and How of a phenomenon, he already starts with
the process of inquiries and investigations. He proceeds with the collection of data relevant
to that phenomenon. If he already has enough information about that phenomenon, he
begins analyzing and interpreting the gathered data. After giving meanings to that
phenomenon, he makes conclusions. Then, he proceeds with the recommendation where
another problem which is potential for further investigation by other future researchers is
found. Research doesn’t simply stop at finding the solution of one problem. A researcher
recommends a problem that needs to be investigated by another researcher. All researchers
end their research process with a recommendation. As long as there is a recommendation
in the part of the research, then there is still a potential problem that needs to be investigated
by other researchers. Thus, research is cyclical.

4. Analytical - Research utilizes proven analytical procedures in gathering data, whether

historical, descriptive, and experimental or any alternative research methods. A researcher
has the ability to use facts or evidences already available, and he is able to analyze these
data to make a critical evaluation of the research output. He has the ability to establish why
it is that way or how it came to be. Analytical skills in research are very important since they
allow the researcher to find solutions to common problems and make decisions about what
actions to take next. Understanding problems and analyzing the situation for viable solution
is a key skill in conducting a research. If research findings are comprehensively analyzed,
based from valid reasoning and factual evidences, they are said to be logical. This means
that both logical and analytical process involves the inductive and deductive approaches in
data analysis and interpretation. If a research finding is analyzed in a wrong way, it definitely
arrives at invalid conclusion.

5. Replicable - The research design and procedures are replicated to enable the researcher
to arrive at valid and conclusive results. The more replicated the researches are, the more
valid and conclusive the results would be. Research can be replicated any time in a different
setting, but its findings are never duplicated. Replicability is one of the beauties of
quantitative research. For instance, a researcher conducted a study about the relationship
between emotional intelligence and leadership competence of school administrators. His
finding revealed that there is a strong relationship between the two involved variables
(emotional intelligence and leadership competence). Another researcher can conduct a
research using the same research objective but uses a different setting, he will definitely
arrive at different findings compared with the former researcher. One research problem has
two different findings if it is conducted in two different settings. Quantitative research cannot
generate new concept or theory. It just only refines or recycles the old idea to make it
relatable or appealing to the modern society. Quantitative research can be conducted to
prove or disprove the previously established idea or theory. Conducting a research to
validate the already constructed idea is a form of replicability. “Research is cyclical” means
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 6
 that “research is replicable”. In layman’s terms, the two characteristics “cyclical” and
“replicable” are closely related to each other and they signify that research is repeated.

6. Critical - Research exhibits a careful and precise judgment. A researcher must be critical in
treating his hypothesis. A higher level of confidence must be established, i.e., at 99% or 97%
or 95% level of confidence. If the level of confidence is 99%, level of significance (margin of
error) is 1%. The commonly employed confidence level is 95% (significance level is 5%).
This means that a researcher is 95% certain that his research finding is valid and reliable.
Most quantitative research always starts with a hypothesis. Hypothesis is the tentative
solution to a certain problem. Statistical analysis is very critical particularly in accepting or
rejecting the null hypothesis. Testing a hypothesis is very crucial since a researcher’s
decision is definitely affected if he accepts the null hypothesis, in fact, he has to reject it.
“Research is critical” means that a researcher is equipped with so much expertise in
Statistics and Language. The soul of the quantitative research is Statistics and its body is
Language. That’s why, if a researcher is not expert in Statistics, then he has to hire
Statistician to critically analyze his data. How expert a researcher in Statistics and Language,
he still needs a “Third Eye” to check his work. A research which is critically done is a
research that is free from statistical, grammatical and conceptual errors. Both beginning and
experienced researchers need consultants to check the veracity of their research outputs.

Characteristics of Quantitative Research

The overarching aim of a quantitative research is to understand events, count them, and
construct statistical models in an attempt to explain what is observed. The following are the
characteristics of quantitative research:

1. The data are gathered using structured research instruments.

2. The results are based on larger sample sizes that are randomly chosen as
representatives of the population.
3. The research can usually be replicated or repeated, given its high reliability.
4. The researcher has a clearly defined research question to which objective answers are
sought.
5. All aspects of the study are carefully designed before data are collected.
6. Data are in the form of numbers and statistics.
7. Data are presented through tables, graphs, figures or other non-textual forms and
followed by textual analysis and interpretation.
8. Project can be used to generalize concepts more widely, predict future results, or
investigate causal relationships.
9. The researcher uses tools, such as questionnaires or computer software, to collect
numerical data.
10. Findings are reusable.

Steps in Conducting a Research

Research is an organized and systematic method of finding answers to questions. It is

organized because there is a planned structure used to reach reliable results. It is systematic
because it undergoes a process broken up into clear steps that lead to valid conclusions. The
following are the seven steps of the research process.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 7
 The Seven Steps of the Research Process

Defining and Developing a Problem/Topic

(WORKING TITLE)

Finding Background Information about a

Chosen Problem/Topic
(REVIEW OF RELATED LITERATURE)

Planning a Research Design and Sample

(METHODOLOGY)

Gathering Necessary Data using Specialized

Tools/Instruments
(DATA GATHERING ACTIVITIES)

Presenting, Analyzing and Interpreting Data

Formulating New Insights (For Qualitative

Research) or Conclusions (For Quantitative
Research)

Defining a New Problem

STEP 1. Research doesn’t start from a TITLE. It starts from a RESEARCH PROBLEM.
HOW CAN A RESEARCHER GENERATE A RESEARCH PROBLEM? He looks for a particular
phenomenon where he is doubtful or curious about. Doubt brings curiosity. Curiosity leads to inquiry.
Inquiry leads to investigation. Investigation leads to research. If a researcher has already found a
topic in which he is curious about it, then he now begins scanning all the available materials both
online and printed sources to look a related information to this topic. If a teacher stated that research
starts from a review of related literature (RRL), then he is definitely correct. Looking for a research
problem can only be done by series of reading. Many researchers look at the research title; going
to the research objectives and then proceed to the reference list. From this technique, they can
generate potential research problems (working titles). That’s why, defining and developing a
problem or topic is also doing RRL.

STEP 2. After having a research problem, a researcher now starts the rigid readings to
collect a background information to the chosen problem. He has a NOTEPAD where he writes all
the relevant information about the research topic. He writes the research title, author, publisher,
year of publication, volume number, issue number, pages and uniform resource locator (URL) or
digital object identifier (DOI) (for online sources). URL specifies the location of digital information on
the internet and can be found in the address bar of the internet browser. DOI is a string of numbers,
letters and symbols used to permanently identify an article or document and link to it on the web. It
will help the readers easily locate a document for citation purposes using American Psychological
Association (APA) format. RRL is very useful in writing the BACKGROUND OF THE STUDY since
every paragraph of this section must contain at least one citation to make it more credible. Writing
the background of the study follows the deductive method. It starts from the general idea going to
the specific details of the research topic. Significance of the study can be included in the background
of the study. Last paragraph of this section must contain the major objective of the study and the
convincing statement why there is a need to conduct this particular research. RRL is based from
the research variables which are summarized in the conceptual framework. RRL is also anchored
on the objectives of the study. A researcher doesn’t go beyond his research objectives in collecting
RRL. RRL plays a vital role in the data analysis and interpretation to support or to oppose the current
findings of the research. A researcher makes sure that every research objective he has, there is a

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 8
corresponding RRL which he can use to support his findings in that particular research objective
during the data analysis and interpretation.

STEP 3. After all needed RRL are collected, a researcher starts planning his research design
and sampling technique. This research section involves Statistics already. Research design is the
blueprint of the research process. It is based from the major objective of the study. In other words,
the major research objective of the study determines what particular research design will be
applicable. Statistical tools can be determined using the specific research objectives. If a research
objective hardly determines its statistical tool, it needs to be revised and it should undergo the
revision of the research experts particularly the statistician. Methodology refers to the systematic
procedures or techniques used to identify, select, process, and analyze information about a topic.
It allows the readers to critically evaluate a study’s overall validity and reliability as well as the
research parameters used in the study. Determining the sample is also a part of methodology.
Sample should be systematically done using mathematical formula. Quantitative research has a
large population. Thus, sampling technique is very necessary. Construction of the research
instrument is a part of methodology together with the testing of its validity and reliability. Testing the
validity means that research experts are invited to check the overall content of the research
instrument if it will answer what the study intends to answer. Valid research instrument is an
instrument that can generate the solution of the research problem. Research problem is also known
as research objective or research question or statement of the problem (SOP). Testing the reliability
means that initial respondents of the study will be invited to answer the research instrument to check
the accuracy or closeness of the responses of the respondents. Checking the validity and reliability
of the research instrument applies Statistics.

STEP 4. After all plans of the research process are laid down in the methodology, data
gathering activity follows. However, this activity cannot be pursued if there is no research instrument
already validated by research experts. Research instrument is a measurement tool designed to
obtain data on a topic of interest from research subjects. Interview, focus group discussion,
participatory rapid appraisal and tape or video recorder are some of the research tools used in
gathering qualitative research data. Checklist, survey questionnaire and multiple-choice paper-
pencil test are the research instruments used for data collection in quantitative research. Research
ethics should be observed all the times particularly the informed consent, human rights
protection, anonymity and privacy during the data gathering activities.

STEP 5. After all the needed data are collected, presentation of quantitative data through
tables, graphs or figures follow. Presentation of data is based from the order of the research
objectives. In quantitative research, data analysis is usually done in deductive approach. In
deductive approach, overall mean is discussed first before tackling the indicators receiving the
lowest and highest means. After the detailed discussion of the overall mean, the lowest and the
highest means, RRL is used to support or contradict the current research findings. Then, implication
of the results will be given. In qualitative research, data analysis is done in inductive approach.
Presentation of the picture or photo is done first. Writing a short caption about the picture follows.
Then, detailed explanation of the event or phenomenon depicted in the picture (photo) comes next.
Verbatim quotes from the participants are explained without any alteration. Contradicting ideas
should be explained and afterwards, a resolution should be given. Presentation of data without
analysis and interpretation is dull.

STEP 6. After all data are presented, analyzed and interpreted, conclusions are formulated
based from the summary of findings. Summary of findings is based from the order of the research
questions. Conclusions are applicable only in quantitative research. Quantitative research is
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 9
conducted to validate the already constructed theory. Major conclusion is based from the major
objective or hypothesis of the research. Thus, conclusion is needed. Insights gained are applied in
qualitative research. Qualitative research is conducted to generate new theory and is often times
original in nature. Thus, new insights gained are appropriate in qualitative research.

STEP 7. After drawing conclusions or laying down the new insights gained, recommendation
of the current researcher should be formulated based from the conclusions or insights gained. From
this recommendation, new problem is found. Thus, another research starts defining his research
problem based from the findings, conclusions and recommendations of the previous research. New
researcher might replicate the previous research using other setting or larger population. Thus,
research is repeated (cyclical).

WORRY NO MORE because in this subject, Practical Research 2 (Quantitative Research),

senior high school students will end up with the methodology since the last three steps in the
research process will be done in their Inquiries, Investigations and Immersion (2nd Semester).
Before a student can have his final grade in Practical Research 2, he has to submit his research
proposal before the 2nd Quarter examination. He has the option to continue his research proposal
in this subject for Inquiries, Investigations and Immersion or to pursue his research proposal in
Practical Research 1 (Qualitative Research). Students are advised to anchor their research
proposal in the new normal setting since we are facing COVID-19 pandemic.

TASK 2: Identify what characteristic of a quantitative research is described by each statement

(Answers only).

_______________1. Research is based on direct experience and observation by the researcher.

_______________2. Research utilizes proven analytical procedures in gathering data.
_______________3. The collection of data relies on practical experience.
_______________4. Research is based on valid procedures and principles.
_______________5. Research is repeated.
_______________6. Research establishes the level of significance, i.e., at 1%, 3% or 5% level of
significance.
_______________7. How good a researcher is in research concepts, but, he doesn’t yet experience
conducting a research by himself, he cannot be expert in research.
_______________8. Scientific investigation is done in an orderly manner, so that a researcher has
the confidence in the results.
_______________9. The research design and procedures are replicated to enable the researcher
to arrive at valid and conclusive results.
_______________10. Results of the research are based on correct and valid information taken from
the respondents.

TASK 3: Answer the following questions in paragraph forms.

1. How important are the inquiry, investigation and immersion in doing an actual research?
2. Define research. What is its importance in improving people’s quality of life?
3. Expound this statement. “RESEARCH STARTS WITH A PROBLEM AND ENDS WITH A
PROBLEM.”
4. Explain in details the steps in conducting a research.
5. Give two characteristics of a research and explain each.
6. Why is there a need to strictly adhere to the ethical standards in writing a research paper?

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 10
 WEEK 2
(Lessons 3 & 4, pages 12 – 29)
Reminder: There are seven TASKS (Tasks 4 – 10) this WEEK 2. Submit only three TASKS
(Tasks 5, 7 & 8). Other tasks serve as your exercises at home.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 11
LESSON 3 – STRENGTHS OF QUANTITATIVE RESEARCH, APPROACHES IN CONDUCTING
A RESEARCH AND SIMILARITIES & DIFFERENCES OF QUALITATIVE RESEARCH AND
QUANTITATIVE RESEARCH

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. describe the strengths and weaknesses of quantitative research;
2. explain the approaches in conducting a research; and
3. compare and contrast quantitative research and qualitative research.

Strengths of Quantitative Research

What makes quantitative research more credible, appealing and scientific compared to
qualitative research is talking about the strengths of quantitative research.

• Quantitative research can test and validate the already constructed theories about how and
why phenomena occur. Before a quantitative research is conducted, a researcher has
already the target answer to his research question. What he needs to do is to validate only
his tentative answer to his problem. Quantitative research is conducted to refresh or recycle
the obsolete idea to make it applicable to the current situation of the community. Unlike with
qualitative research, a researcher starts with a SCRATCH. It cannot test and validate the
existing theories because its main goal is to generate new theory which is later on potential
topic for a quantitative research. If a qualitative researcher is able to generate a new theory
and sooner the principle is made available online or in printed material, a quantitative
researcher can validate its truthfulness to refine what needs to be improved in that theory.
To validate theory means to check whether it is very true, partially true or it needs
improvement.

• Quantitative research tests hypotheses that are constructed before the data are collected.
Highly credible quantitative researches have hypotheses. However, not all quantitative
researches have hypotheses. Descriptive research has no hypothesis but still applies
statistical tools which are purely descriptive such as standard deviation, frequency,
percentage and mean. Inferential quantitative researches require hypotheses which can be
tested using t-test, z-test, analysis of variance (ANOVA), chi-square, Spearman’s Rho,
Pearson r and regression. All qualitative researches don’t require hypothesis. Thus, they
don’t test hypothesis. Testing hypothesis is one that can be done only by quantitative
research but never be done by qualitative research.

• Quantitative research can generalize research findings and it can be replicated on many
different populations and sub-populations. One research problem can generate different
solutions from one setting to another. Quantitative research can make a generalization out
of these different ideas coming from various research locales. For instance, a researcher
conducted a research on the implementation of special education (SPED) curriculum in
Sultan Kudarat. Another researcher is interested in the finding of that research. He wants to
replicate it using a wider scope, for example, regional level. The latest researcher can make
a generalization using his current research findings and the results of previous researchers.
If there is a research finding available online and that interests a researcher, he can replicate
the research using different settings with proper citation and of course, using many other
references.

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 • Quantitative research is useful for obtaining data that allow quantitative predictions about
significant events. Philippine Atmospheric, Geophysical and Astronomical Services
Administration (PAG-ASA) and Philippine Institute of Volcanology and Seismology
(PHILVOCS) are some of the government agencies that conduct quantitative researches
that predict the occurrence of natural calamities since Philippines is always hit by typhoons
due to its geographical location which produce heavy rains and flooding of large areas and
also strong winds which result in heavy casualties to human life and destructions to crops
and properties. Lately, Mindanao was struck by consecutive earthquakes that damaged
several infrastructures and agricultural products. Not because of the quantitative
researchers from PAG-ASA and PHILVOCS, many casualties are evident every time that
there is a natural calamity that hits our country. Department of Agriculture (DA) and Bureau
of Fisheries and Aquatic Resources (BFAR) are also doing quantitative researches to predict
what appropriate modern techniques to be employed to increase the production of
agricultural and aquatic resources for human consumption.

• Quantitative research provides precise, quantitative, numerical data. Research data which
are presented in quantitative forms such as tables, graphs and figures are more precise
compared with data presented through words, sentences or paragraphs. Data in the
guidance office are presented in figures. Although, there is no explanation of the data, it is
understandable. However, many research data presented through tables, graphs or figures
are not comprehensible without verbal explanation. But this verbal explanation is just precise
but complete.

• Quantitative research may have higher credibility with many people in power (administrators,
politicians, people who fund the research programs). A quantitative researcher can lay down
the expected results of his research proposals that can attract the funding agencies to give
funds to the research proposals. Unlike with qualitative research, a researcher cannot lay
down the target result of his study since he starts with a SCRATCH. He doesn’t know yet
the possible outcome of his study since the research process undergoes changes as it
progresses. Most of the researches approved for funding by Region XII-Basic Education
Research Fund (BERF) are quantitative researches. Quantitative researches have direct
benefits to the workplace or funding agency. Qualitative researches have benefits to the
community as a whole since the main target of qualitative research is the cultural
appreciation, reflection and preservation (CARP) of cultural heritage. Quantitative research
findings are very beneficial to the decision-making process of the workplace or funding
agency.

• Quantitative research involves data analysis which is relatively less time consuming since it
can use statistical software such as Microsoft excel and Social Package for Social Sciences
(SPSS). Analysis and interpretation of quantitative data is relatively quick and precise. No
flowering words are manifested in the quantitative data analysis and interpretation. Unlike
with qualitative research, data analysis and interpretation are lengthy. Qualitative data are
not tet presented unless they become SATURATED. Saturation of data requires longer
period of time and wider research settings. HOW CAN DATA BE SATURATED? When
asking one qualitative research question to several participants of the study from different
times and settings generates same or similar answer, then data are already SATURATED.
This means that no more new information is obtained. It’s now time to present, analyze and
interpret data. If participants have different answers to one guide question, that guide
question should be revisited and it needs further validation and reliability test before

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 administering again to the identified participants. A guide question that cannot saturate data
is not valid and reliable.

• Quantitative research involves data collection using some quantitative methods which are
relatively quick. Research instruments such as checklist, survey questionnaire and multiple-
choice paper-pencil test are the main reasons why collection of quantitative data is relatively
quick. Collection of quantitative data only requires one to two settings. First setting involves
the orientation of the objectives of the study as well as the distribution of the research
instrument to the respondents. After one hour of answering, research instrument can be
retrieved. There are some instances that retrieval of the research instrument happens after
one to two weeks only. Unlike in qualitative research, data collection is relatively long since
multiple research methods such as interview, focus group discussion, participant
observation, participatory rapid appraisal, document analysis and scanning archived
materials are all employed to give detailed meanings and metaphors to the phenomenon. In
research, phenomenon is anything that happens in the classical and contemporary society
that has a great impact on the life of the people. It is a fact or situation that is observed to
exist or happen, especially one event whose cause or explanation is in question.

Weaknesses of Quantitative Research

What makes quantitative research behind compared with qualitative research is talking
about the weaknesses of quantitative research.

• Quantitative research involves difficulty in data analysis. It is also known as Statistical

research. Statistical treatment of data can only be done by Statistician. If a quantitative
researcher has no exposure in statistical computation, then he will definitely get difficulty in
data analysis. Software gives only the summary of statistical findings but it doesn’t analyze
and interpret them. Analysis and interpretation of data lie on the hands of the researcher.
Testing hypothesis is very difficult particularly in accepting or rejecting the null hypothesis.
Unlike with qualitative research, it doesn’t apply statistical treatment. Data analysis is purely
done in words, phrases, sentences and compositions. As long as a researcher is able to
explain the phenomenon in words, he can do the analysis of qualitative data. There is a
minimal use of numbers in qualitative research. These numbers don’t need analysis and
interpretation. WHEN DO NUMBERS OCCUR IN QUALITATIVE DATA? If a researcher
wants to describe the physical feature, awards and recognition of Esperanza National High
School, then he needs to mention the total number of teachers and students. Specifying the
number of teachers and students require numbers but these numbers don’t need further
elaboration.

• Quantitative research requires extra resources to analyze the findings/results. Since

analysis of statistical finding is difficult, a researcher needs to hire a statistician who requires
a professional fee. He also needs to hire tabulator, critic reader and other research
consultants who need snacks, meals and professional fees. Unlike with qualitative research,
data gathering activities are all personally engaged. This means that it is the researcher who
deeply immerses with his participants. He doesn’t need to hire tabulator and statistician
since no quantitative data are taken from the guide questions. Qualitative researcher is the
key instrument in data gathering activities. He doesn’t need extra resources to analyze the
findings/results.

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 • Quantitative research is expensive and it requires a lot of time to perform the statistical
treatment and analysis. Credible statistician and research consultant have a high
professional fee. Aside from the expenses needed for the reproduction of research
instrument, a researcher needs to collect many review of related literatures (RRL) to support
the findings of the research. Collection of RRL requires strong internet connection which
requires a subscription fee. Sometimes, a quantitative researcher needs to go the physical
libraries of different schools to collect needed RRL to make his research more valid and
reliable. If there are no available statistician to interpret the statistical finding, a researcher
needs to consult many experts just to give justice to his quantitative data. All of these
scientific research processes require material and human resources. Unlike with qualitative
research, it often times doesn’t require RRL. Data can be recorded using tape or video
recorder with the permission of the participants. A researcher should ask the approval of the
participants before he can record the interview and focus group discussion. Qualitative
research process is less expensive compared with quantitative research.

• Quantitative research has limited outcomes since it involves structured questionnaire with
close-ended questions. A quantitative researcher cannot explore the analysis and
interpretation of data beyond his statistical finding which is just only taken from limited
options of the closed-ended questionnaire. He cannot also use other research parameters
not specified in the methodology. In other words, research parameters and statistical results
are scripted already in the table, graph or figure. A researcher needs not to mention
something which is not indicated in the data presentation. Unlike with qualitative research,
a researcher has all the chances to generate different ideas from many participants. All
differing ideas coming from the participants should be explained in details. All verbatim
quotes of the participants should be analyzed and interpreted. Wider scope of data analysis
and interpretation is evident in qualitative research.

• Quantitative research involves a lot of resources for data collection. Large number of
respondents is evident in quantitative research. Most scientifically done quantitative
research has a minimum number of more than 300 respondents. Reproduction of research
instrument (e.g. checklist or survey question) requires many bond papers. It also needs
printer and inks. Mobilization fund for the data gathering activities is really necessary.
Minimum health standards in collection of data should really be followed since the
Philippines is hit by COVID-19 pandemic. Unlike with qualitative research, a researcher can
have only one copy of guide questions that can be used in all settings of the interviews and
focus group discussions. Interview can be done via email, messenger or phone calls
particularly face-to-face conduct of school-related activities are discouraged due to this
pandemic.

• Quantitative research data are prone to manipulation. There are instances that quantitative
research findings don’t conform to the tentative solution of the problem already constructed
before the research is conducted. There are cases that a researcher questions the gathered
data since they don’t agree to the actual situation. What the researcher does is to manipulate
the data in order to conform to the expected result he wants to generate. Manipulation of
data should not be tolerated in any reason or in any form since it is a violation of the ethical
standards in research. There are factors why the current research findings don’t conform to
the gathered review of related literatures (RRL). One of these factors is the concentration or
condition or mode of the respondents during the data gathering activities. These
respondents might not be guided accordingly as to the process of answering the survey
questionnaires. Some respondents just only give their answers to the questionnaire without
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 reading and interpreting the message of the statement. Another factor why current research
finding doesn’t agree with the actual situation is the lack of validity and reliability of the survey
questionnaire. Unlike with qualitative research, “What you hear, what you see is what you
write.” This means that qualitative data are not manipulated since participants’ answers to
the research questions are based on their actual experiences. If qualitative data are
manipulated, it is easily identified since actual scenario is observed during the data gathering
activities. If quantitative data are manipulated, only the researcher knows the reality. As long
as there is a strong support of the RRL, manipulation of data is never detected. Manipulation
of data is one of the three research misconduct (The other two are falsification and
fabrication of data). Research misconduct degrades the credibility of the researcher as well
as his workplace that might be barred from availing future research funds.

Approaches Applied in Conducting a Research

Inductive Approach is also known as bottom-up approach. It is concerned with the

generation of new theory emerging from the specific data to general idea. It is often times
associated with qualitative research. It starts with the observations and theories are proposed
towards the end of the research process as a result of personal reflection. However, inductive
approach can also be applied in data analysis for quantitative research. IN WHAT WAY IS
QUALITATIVE RESEARCH INDUCTIVE? Qualitative Research is inductive since the researcher
starts with the observations and the new theory or insight is generated towards the end of the
research process. The researcher starts from a SCRATCH, a completely open mind without any
preconceived ideas of what will be found. In Qualitative Research, the researcher begins from
gathering all the small or specific details of the subject before he will give his generalization towards
the end of the research process. This means that NO CONCLUSION will be formulated. NEW
INSIGHTS OR THEORIES GAINED will be used instead of conclusions.

Deductive Approach is also known as top-down approach. It usually begins with a

hypothesis. Its emphasis is generally on causality. It starts with general idea to specific
investigations of a certain phenomenon. It is usually associated with quantitative research.
Nevertheless, deductive approach can also be employed in qualitative research. WHY IS
QUANTITATIVE RESEARCH DEDUCTIVE? Quantitative Research is deductive as it starts from
an already constructed theory or principle. The researcher begins with a hypothesis or already
constructed theory. He focuses on exploring the previously researched phenomenon from different
perspectives. The aim of quantitative research is to test hypothesis or theory. In Quantitative
Research, the researcher begins with an expected pattern “that is tested against observations”. In
other words, the researcher explores a known theory or phenomenon and tests if that theory is valid
in a given circumstance. The reasoning starts with a theory and leads to a new hypothesis. This
hypothesis is put into the test by confronting it with observations that either lead to a confirmation
or a rejection of the hypothesis.

In other words, inductive approach is not mutually exclusive to qualitative research.

Deductive approach is also not mutually exclusive to quantitative research.

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 DIRECTION: Place a check (√) on the right columns provided whether a statement is an
inquiry or research.

Situations Inquiry Research

1. A landlady wants to know the occupants of one condominium. √

2. A student wants to know the medical effects of guava leaves on √

some diseases.

3. Mr. Cruz wants to determine the techniques to make his electric fan √
function instantly.

4. Professor Gomez wants to discover the impact of social networking √

sites on students’ learning abilities.

5. Aling Rosa wants to know the reason behind the decrease of her √
sales for the day.

6. A businessman wants to find out the effect of marketing strategies √

on the increase of daily sales.

7. Mr. Abdullah aims to identify the impact of social media on students’ √

performance.

8. Mr. Mangakoy wants to know how much he will pay for the house √
rent.

9. Sarawat wants to see his final scores in the football game. √

10. Tine aims to get the attention of Sarawat. √

TASK 4: Place a check (√) on the right columns provided whether a statement is an inquiry or
research.
Situations Inquiry Research

1. A student wants to know the latest cell phone brands which are
sellable in the market.

2. A teacher wants to investigate the relationship between students’

problem-solving skills in Math and Science subjects.

3. A principal wants to get the complete list of all the students and
teachers.

4. A guidance counselor wants to investigate the effect of bullying on the

self-esteem of students.

5. Mr. Maliga wants to know the effects of COVID-19 pandemic to the

mental health of nurses.

6. Mr. Simpal wants to determine the final grades of his students.

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 7. Mrs. Santiago aims to examine the effect of online and modular
learning modalities to the academic performance of students.

8. A student wants to know the likes and dislikes of his teacher.

9. Mr. Abubakar wants to know the best students in his class.

10. Dr. Legaste wants to determine the level of psychological resilience

of teachers amid COVID-19 pandemic.

TASK 5: Answer the following questions in paragraph forms.

1. Why are quantitative data prone to manipulation?

2. If you want to generate new theory, what type of research is applicable? Quantitative
research or qualitative research? Why?
3. If you want to validate the previously constructed theory, what type of research is applicable?
Quantitative research or qualitative research? Why?
4. Differentiate “inductive approach” and “deductive approach” in conducting a research.
5. Explain. “Research can be replicated any time but its findings can never be
duplicated.”

Nature of Quantitative Research

Quantitative research emphasizes the expressions such as numerical forms, objective

measurements, statistical or mathematical methods of collecting data through polls, closed-ended
questionnaires and surveys. Numbers, scales, hypotheses, calculations, computations and
statistics are applied in quantitative research. Quantitative Research is objective as it only seeks
precise measurements and analysis of target concepts to answer inquiries. The researcher employs
standard criteria in analyzing data. He doesn’t go beyond what is found in the set research
parameters. He employs closed-ended research instrument in gathering data. Conclusion is
formulated towards the end of the research process.

One word that reflects the true nature of qualitative research is numerical or statistical.
Quantitative research is also known as Statistical Research. CLOSED-ENDED QUESTIONS are
questions that can only be answered by selecting from a limited number of options, usually “multiple-
choice”, “yes or no”, or a rating scale (e.g. from strongly agree to strongly disagree). They are the
foundation of all statistical analysis techniques applied on questionnaires and surveys for
quantitative research.

Quantitative Research versus Qualitative Research

Quantitative research uses numbers and figures to denote a particular phenomenon. It

requires the researcher to focus his full attention on the objectives of his study. By doing this, he
tends to exclude his own thoughts and feelings about the subject or topic. That’s why, quantitative
research is described as objective research. In contrast to Qualitative research which is subjective,
Quantitative research is characterized by objectives, in which only the real or factual, not the
emotional condition or existence of the object matters.

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 Qualitative research uses verbatim quotes of the participants and it employs thematic
analysis or clustering of ideas. Researcher’s prior knowledge and experience can be used by him
in discussing the data. He can also use his personal views on the topic. He can be part of the
participants of the study. He is the key instrument in gathering data.

Quantitative research is more specific compared with qualitative research. Qualitative

research is broader compared with quantitative research. Quantitative research can only validate
the already established theory. Qualitative research has a wider scope compared with quantitative
research. The former can generate new theory. Every time that there is a new completed qualitative
research, there is an addition of new theory to the existing theories.

Qualitative research is primary exploratory research. It is used to gain understanding of

underlying reasons, opinions, and motivations. It provides insights into the problem or it helps to
develop ideas or hypotheses for potential quantitative research. Quantitative research is used to
quantify the problem using rating scale and other research parameters. It is used to quantify
reasons, opinions and motivations.

Similarities and differences of quantitative research and qualitative research are

comprehensively discussed in the following table.

Research Aspects Qualitative Research Quantitative Research

Mental survey of reality Results from social interactions; Exists in the physical world
Superstitious beliefs, folk (can be seen, touched, tasted,
narratives, folklores, fables, smelled or felt); Has scientific
legends, and the like can be basis
subjects of qualitative research.

Researcher’s Subjective; Always personally Objective; Least involvement

involvement with the engaged by the researcher
object or subject of the
study.

Focus Often studies unknown or little- Always studies well-known

known phenomena; Development phenomena; Tests hypotheses
of hypotheses and theories and theories

Research Plan Takes place as the research Research aspects are all
proceeds gradually planned before collecting data.

Behavior toward Preservation or conservation of Control or manipulation of

research aspects/ the natural setting of research research conditions by the
conditions features or cultural appreciation, researcher; Scope and
reflection and preservation delimitation of the study
(CARP)

Research method in Multiple methods such as Scientific method (one to two

obtaining knowledge interview, focus group discussion, methods only) such as
participant observation, descriptive or descriptive

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 participatory rapid appraisal comparative or descriptive
(immersion), etc. correlational

Purpose Makes social interactions Determines the extent of the

understandable; Explores program implementation;
complex issues and interactions Evaluates objectives and
between humans; Discusses examines cause-effect
reasons for the existence of
phenomena

Data analysis techniques Data gathering and analysis occur Data are gathered first before
simultaneously; Thematic analysis and interpretation;
analysis; Clustering of ideas; Statistically-based methods;
usually inductive approach; Usually deductive approach;
Context (text, audio and video RRL is used to support or
footage); Data are reported in the contradict the research
language of the informants before findings; Data are analyzed
translating them in international through numerical comparisons
language (English). and statistical inferences; Data
are reported through statistical
analysis

Style of expression Lack of formality; Come what may Impersonal (personal views
and opinions are not allowed),
scientific, or systematic

Sampling technique More inclined to purposive Random sampling as the most

sampling technique or use of preferred technique in choosing
chosen samples based on some the individual respondents;
personal criteria; “to who you Using math formulas in
know” are potential participants of obtaining the sample size
the study

Expression of data, data Verbal language (words, visual Numerals, statistics, tables,
analysis, and findings aids, objects, simulation) graphs, figures, words

TASK 6: Tell whether or not each of the following statements is TRUE. Write TRUE or FALSE.

________1. Deductive approach of data analysis is breaking down the general principle into specific
details of the phenomenon.
________2. Inductive approach is usually associated with quantitative research.
________3. Quantitative data are presented through tables, graphs or figures only and no textual
description is done.
________4. Quantitative research is broader compared with qualitative research.
________5. Research starts with a title and ends with a conclusion.
________6. Qualitative research is conducted to validate the theory already constructed by the
previous researchers.
________9. Research problem can be found from rigid review of related literature.
________10. Qualitative research methods are well-planned.

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TASK 7: Answer the following questions in paragraph forms.

1. What are the strengths of quantitative research?

2. Specify two weaknesses of quantitative research and explain each.
3. Why qualitative research is personally engaged?
4. Quantitative research is also known as statistical research. Why?
5. Compare and contrast quantitative research and qualitative research.

LESSON 4 – IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS DIFFERENT FIELDS,

KINDS OF QUANTITATIVE RESEARCH AND KINDS OF VARIABLES

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. illustrate the importance of quantitative research across different fields;
2. identify the kinds of quantitative research; and
3. differentiate kinds of research variables and their uses.

Importance of Quantitative Research across Fields

A progress cannot exist without inquiry. Doubt is often times better than overconfidence.
Doubt leads to inquiry, and inquiry leads to invention. Invention brings progress to the modern
community (Hudson Maxim; 1853-1927).

Quantitative Research and Anthropology

Anthropology is the scientific study of humans, their behavior and societies in the past.
Quantitative researches have given huge contributions to the improvement of human life.
Anthropology is concerned with simultaneously exploring of connections of human kinds amidst
their cultural differences, alternatives and identity. In the contemporary academic, socio-cultural
and political climate, these connections have immense symbolic implications. Because of
quantitative research, there are so many discoveries such as human behavior in the society, racial
conflicts and human evolution. We are able to trace back the sacrifices of our ancestors because
of anthropology.

Anthropologists study the concept of culture and its relationship to human life in different
times and places. They deal with other societies to gain clearer perspectives to trace back the past
to help interpret the present and the future. They measure the sizes of the fossils such as skulls,
bones, shells and exoskeletons.

The following pictures (credited to the owners) depict the relationship of quantitative
research and anthropology.

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 Figure 1 Figure 2

Figure 3 Figure 4

In Figure 1, an anthropologist measures the skull and other bones of ancient people to
determine their struggles and sacrifices for survival in the caves, mountains and coastlines. They
compare their findings with the lived experiences of the modern people invaded by industrialization
and technologies. Comparative researches are conducted by the anthropologists to give meanings
and implications of the past, present and future activities of human kinds.

Figure 2 reminds us that human kinds originated from apes such as gibbon (first picture),
orangutan, gorilla, chimpanzee, bonobo and human (last picture). This theory of human evolution
was realized due to quantitative research that analyzes the fossils (remains of the past) such as
stone imprints of humans and deoxyribonucleic acid (DNA) remnants. Measuring the remains of the
past to interpret the future is a product of quantitative research.

Shown in Figure 3 is the evolution of modern humans. Human evolution is the lengthy
process of change by which people originated from apelike ancestors. Fourth photo shows that
ancient people were able to discover sword to defend themselves against wild animals and other
opponents or invaders. Fifth photo (2nd to the last photo) reveals that our ancestors were able to
defend themselves without using traditional swords or weapons. Last photo signifies that modern
humans are already invaded by modern technologies and they use these technologies to
communicate each other from far places. Facebook is the widely employed social media platform.
All of these modern technologies are discovered because of anthropologists who are curious about
the past, present and future activities of humans. Their curiosity creates quantitative researches
that try to understand how people interact in social relationships.

Figure 4 illustrates the different dimensions of anthropology that are of potential research
subjects. In the Philippines, our cultural diversity serves as our strengths. Many foreigners are
attracted with the diverse and beautiful cultures in Mindanao as well as in Luzon and Visayas. There
are quantitative researches conducted to determine the extent of the cultural appreciation, reflection
and preservation (CARP) of traditional practices of the minorities.

The above figures illustrate how quantitative research plays a significant role in the history
and development human activities.
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Quantitative Research and Communication

Communication is the act of conveying meanings from one entity or group to another
through the use of mutually understood signs, symbols, and semiotic rules. Every communication
involves at least one sender, a message and a recipient.

The primary purpose of communication research is to help people understand

communication phenomena and direct their communication towards accomplishing individual and
organizational goals. The following figures (credit to the owners) explain the importance of
quantitative research in the development of communication.

Figure 1 Figure 2

Figure 3 Figure 4

Figure 1 shows that through quantitative research, people are able to communicate each
other from distant places because of telephones and internet connection. Once upon a time, it was
very hard to send messages to our love ones abroad. We send letters or voice tapes via post office
and we’ll wait for three months or more before our love ones receive the letters or voice tapes.
However, as of this moment, just only 1 click to the messenger or email, we can send our greetings
and important messages to our close friends, family and relatives abroad. Quantitative researches
lead to invention of these modern ways of communication.

Figure 2 illustrates that essential communication skills necessary for personal and
professional growth and development such as listening, friendliness and open-mindedness are
developed because of quantitative researches. Determining the extent of these essential
communication skills leads to design a program of action to further improve the said skills. Without
quantitative research, we are not given an idea how to enhance our essential communication skills.

Figure 3 reveals that leading people of diverse backgrounds needs valuable interpersonal
skills such as leadership, caring, active listening, teamwork, responsibility and motivation. Teachers
conduct quantitative researches to improve the level of interpersonal skills for career development.
They use the findings of their researches to design capability-building activities to enhance their
interpersonal skills. Communication is our link to humanity. Interpersonal communication is the
ongoing, ever-changing process that occurs when we interact with other people. It is about human

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relationships. Enhancing communication skills is one of the most researched topics for quantitative
research.

Figure 4 shows two persons who are communicating each other using different
communication platforms such as mobile phone, social media and other modern devices. It unveils
the various sources of information such as newspapers, television, radio and social networking
sites. It also presents modern technologies that transmit messages such as satellite dishes,
headset, tower, megaphone and other devices useful for conveying messages from one person to
another. Invention of modern communication devices is a product of quantitative researches.

Quantitative Research and Medicine

Medicine is the science and practice of establishing the diagnosis, prognosis, treatment,
and prevention of disease. It encompasses a variety of health care practices to maintain and restore
health by the prevention and treatment of illness.

Medical research aims to advance our knowledge to prevent and cure health problems. It
can provide important information about disease trends and risk factors, outcomes of treatment or
public health interventions.

The importance of quantitative research in medicine is shown by the following figures (credit
to the owners):

The previous photos show that most medical or health care researches are based on
quantitative methods in which, by definition, information is quantifiable. That is, the variables used
in medical researches are measured and recorded as numerical data that can be analyzed by
means of statistical tools. After the effects of a given drug or treatment have been tested on a
sample population, the statistic record of the observed outcomes will provide objective results
generalizable to larger populations. Determining which drugs and medical procedures are best for
treating diseases, quantitative research is irreplaceable function of quantitative research.

Medical researchers (as shown previous page) tend to use similar statistical methods,
experiments and trials performed in different institutions and at different times and places. Their
findings can be aggregated together in large meta-analysis to accumulate a body of evidence
regarding the effectiveness of different treatments. Medical scientists design and conduct
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
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quantitative studies to investigate human diseases, and methods to prevent and treat them. They
conduct researches aimed at improving overall human health. They often use clinical trials (as
shown in the previous) and other investigative methods to reach their findings which are beneficial
to treat infectious disease like the COVID-19. They conduct biomedical research to advance
knowledge of life processes and of other living organisms that affect human health, including
viruses, bacteria, and other infectious diseases. As of this moment, there are several medical
researchers who conduct studies to discover the vaccine for COVID-19. Without quantitative
research, there is no hope that this COVID-19 will be cured.

Quantitative Research and Psychology

Psychology is the scientific study of the human mind and behavior. It is a multifaceted
discipline which includes many sub-fields of study such as human development, social behavior
and cognitive process.

Quantitative psychologists study and develop the methods and techniques used to
measure human behavior and other attributes. Their work involves the statistical and mathematical
modelling of psychological processes and analysis of psychological data.

The following figures (credit to the owners) illustrate the importance of quantitative research
in psychology.

The previous figures show that psychologists study the mental process and human behavior
by interpreting and recording how people relate to one another and the environment. They assess,
diagnose, and treat the mental problems and the behavioral dysfunctions resulting from, or related
to physical and social health status of a person. In addition, they play a major role in the promotion
of healthy behavior, preventing mental diseases and improving person’s quality of life. Quantitative
psychologists collect information through checklists and surveys. They conduct studies of clients’
brain function and behavior, identifying behavioral and emotional patterns in clients, diagnosing
disorders, setting treatment plans and making referrals. Without quantitative research, our mental
and emotional problems will not be properly attended.

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Quantitative Research and Social Science

Social Science is the study of society and the manner in which people behave and influence
the world around them. It tells them about the world beyond their immediate experience, and can
help explain how their own society works. It provides vital information for governments and
policymakers, local authorities and non-governmental organizations.

Social science research is the activity of gathering, analyzing and interpreting information
for a variety of social, economic, educational and political purposes. It is the scientific study of
human society and social relationships. Social sciences include cultural or social anthropology,
sociology, social psychology, political science, history, linguistics, archeology, and economics.

The importance of quantitative research in social sciences is explained by the following

figures (credit to the owners):

Figure 1 Figure 2

Figure 3 Figure 4

Figure 1 shows that there are numerous quantitative researches conducted to determine the
extent of leadership competence of organizational leaders. Relationship of leadership to other
dimensions of social science such as emotional intelligence, social competence, decision-making
skills, and organizational productivity has been conducted to help leaders determine their strengths
and weakness. Quantitative researches about leadership give education planners a concrete idea
in designing a capability-building for school heads to improve their leadership competence that is
really needed by the schools to boosts their performance indicators.

Figure 2 reveals that one of the widely researched social science topics is commitment.
Commitment is a strong self-promise to carry out a course of action. It is a binding pledge which
obligates an individual to do something good to a certain person or an organization. The success
or failure of an organization is closely related to the effort and motivation of its employees. The
motivation of employees is the product of their commitment towards their job or career. Work
commitment is an extremely important research topic for the organization to succeed. Quantitative
research that investigates the impact of work commitment on the organizational performance plays

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a gigantic role to sustain the positive sides of an organization that make its employees more
committed to their work.

Figure 3 illustrates that role and responsibilities of team members are of great significance
to provide clarity, alignment, and expectations to those executing the work. Role and responsibilities
enable effective communications among team members. There are quantitative researches
conducted to determine the extent of the execution of the role and responsibilities of team members
to enable them to concentrate on the least performed responsibilities. There are team members
who don’t have a clear sense of their respective role and responsibilities. They don’t intuitively
understand which responsibilities need immediate execution for the welfare of the team.
Quantitative research lets these team members to execute their role and responsibilities to the best
of their abilities.

Figure 4 shows that absenteeism is another widely conducted quantitative research topic to
help struggling students cope with their subject deficiencies. Researchers are motivated to conduct
the factors of student absenteeism as a basis for developing intervention program to help these
students-at-risk of dropping out (SARDOs) embrace the importance of formal education. Without
quantitative research, problems on student absenteeism cannot be resolved. There are many
DepEd programs to address the problems of schools on student absenteeism. These programs are
based from the findings of quantitative researches conducted by the teachers.

Two Kinds of Quantitative Research

1. Experimental Research
2. Non-experimental Research

Three Kinds of Experimental Research

1. True-experimental Research
2. Quasi-experimental Research/Ex post facto Research/Causal-comparative research
3. Pre-experimental Research

Three Kinds of Quasi-experimental Research

1. Matched-comparative-group Research
2. Time-series Research
3. Single-subject Research

Common Types of Quantitative Non-experimental Researches

1. Descriptive Research
2. Comparative Research
3. Correlational Research

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 Kinds of Research

Qualitative Research Quantitative Research

Experimental Research Non-experimental Research

True-experimental Descriptive Research

Research
Comparative Research
Quasi-experimental
Research
Correlational Research
Matched-comparative-group
Research Pre-experimental
Research
Time-series Research

Single-subject Research

What is an Experimental Research?

EXPERIMENTAL RESEARCH is a quantitative research that treats or deals with the object
or subject of the research in a definite or exact manner and it determines the extent of the effect or
influence of the treatment on the object or subject, then discovers the causes of such effect. It
involves an experimentation to test the impact of the independent variable to the dependent
variable. Research variable is given a special name that only applies to experimental and
correlational investigations.

What is a Research Variable?

RESEARCH VARIABLE is a changing quality, attribute or characteristic of a person, a

group, an educational system, or any topic that is of interest in a study. Examples of research
variables are intelligence, social competence, bullying, stress management, commitment,
performance, achievement, study habits, absenteeism, etc.

Three Common Types of Variables

1. INDEPENDENT VARIABLE is the variable the researcher/experimenter changes or

controls and is assumed to have a direct effect on the dependent variable. It gives effect to the
dependent variable. In other words, it is the cause of the effect to the dependent variable. It is the
variable that is stable and unaffected by the other variables. It also refers to the condition of an
experiment that is systematically manipulated by the investigator. It is also known as the stimulus
or predictor variable.

2. DEPENDENT VARIABLE is the variable being tested and measured in an experiment,

and is ‘dependent’ on the independent variable. It receives the effect caused by the independent
variable. It is also known as the outcome or response variable.

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 3. INTERVENING VARIABLE is a hypothetical variable used to explain causal links
between variables. Intervening variables cannot be observed in an experimental research. Usually,
it can be observed in correlational research. That’s why, they are hypothetical. Examples of
intervening variables are age, gender, income, religion, tribe, educational qualification,
experience and nationality (demographic profile of respondents). INTERVENING VARIABLE is
also known as mediating or moderating variable.

TASK 8: Answer the following questions in paragraph forms.

1. Explain the importance of quantitative research across the following fields:

a. Anthropology
b. Communication
c. Medicine
d. Psychology
e. Social Science

2. Give one academic discipline or field not mentioned in this module and explain the
importance of quantitative research in that discipline or field.

3. Explain the importance of quantitative research findings in decision-making.

TASK 9: Check (√) all words that can operate as a RESEARCH VARIABLE and place an (X) for
the word/s that cannot be.
1. ___ water 11. ___ goals
2. ___ skills 12. ___ life plans
3. ___ self-esteem 13. ___ academic contests
4. ___ experience 14. ___ academic grades
5. ___ leadership qualities 15. ___ aspirations
6. ___ expectations 16. ___ curriculum
7. ___ reading comprehension 17. ___ intelligence
8. ___ cultural heritage 18. ___ economic status
9. ___ commitment 19. ___ competence
10. ___ social media 20. ___ resilience

TASK 10: Identify the answer of each statement.

______________1. It is the study of society and the manner in which people behave and influence
the world around them. It is concerned with simultaneously exploring of connections of human kinds
amidst their cultural differences, alternatives and identity.
______________2. It is a multifaceted discipline which includes many sub-fields of study such as
human development, social behavior and cognitive process. It is the scientific study of the human
mind and behavior.
______________3. It is the science and practice of establishing the diagnosis, prognosis,
treatment, and prevention of disease. It encompasses a variety of health care practices to maintain
and restore health by the prevention and treatment of illness.
______________4. It is the act of conveying meanings from one entity or group to another through
the use of mutually understood signs, symbols, and semiotic rules.
______________5. It is a quantitative research that aims to advance our knowledge to prevent and
cure health problems. It can provide important information about disease trends and risk factors,
outcomes of treatment or public health interventions.
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 WEEK 3
(Lesson 5; pages 31 – 36)
Reminder: There are four TASKS (Tasks 11 – 14) you need to comply this WEEK 3.

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 LESSON 5 – GROUPS INVOLVED IN AN EXPERIMENTAL RESEARCH AND NATURE OF
CORRELATIONAL RESEARCH

OBJECTIVES:

At the end of this lesson, the students are expected to:

1. identify the two groups involved in conducting an experimental research;
2. demonstrate their understanding about a correlational research; and
3. identify the independent and dependent variables of experimental and correlational
researches given the research titles.

Two Groups Involved in an Experimental Research

1. Experimental Group. In this group, treatment or influence is applied. For educational

experimental research, modern teaching strategy is treated in this group. Students assigned
in this group are exposed to new instructional approach aside from the interactive lecture
method. A researcher-developed activity sheets are given to the students.

2. Control Group. This group does not receive any treatment or manipulation. For educational
experimental research, traditional teaching strategy (pure chalk and talk instructional
approach) is subjected in this group. No activity sheets are distributed to the students who
belong to this group. Pure chalkboard exercises and seatwork are given to the students.

How to Conduct an Experimental Research?

First, pre-test will be given to two groups to examine the initial knowledge of both groups in
relation to certain topics covered in a study. Pre-test will be given to ensure that the two groups
under experimentation are comparable in terms of academic performance/achievement. If pre-test
results reveal that there is a significant difference in the academic preparation of experimental and
control groups, experimentation using these group must not pursue. Selection of another two groups
for experimentation will be done. That’s why, it is suggested that before giving the two groups with
pre-test, standardized test or IQ test will be given to the two groups in order to ensure that there is
no significant difference in the initial knowledge of students in experimental and control groups.

Second, new treatment (modern teaching strategy) will be exposed to the experimental
group. No treatment (traditional teaching strategy) will be assigned to the control group. Treatment
refers to the new teaching strategy being tested for its effectiveness. Two sections under
experimentation must not be beside each other to avoid the contamination of the teaching strategies
employed to them. As much as possible, these two sections must be located in two different
buildings to minimize the leakage of the pedagogies employed to them. Same set of competencies
and learning objectives should be observed in both sections. Only the teaching strategies differ from
one group to another.

Third, post-test will be given to both groups after a minimum of six (6) weeks of
experimentation to determine the effect or influence of the treatment or condition applied on
experimental group. If the results of the post-test reveal that there is a significant difference in the
academic achievement of students in favor experimental group, we can definitely say that the new
teaching approach applied to experimental group is more effective than traditional approach.
However, if the post-test results show that there is no significant difference in the academic
achievement of students in two groups, we can conclude that the new teaching approach is as
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effective as traditional approach. When a new teaching approach is proven more effective than
traditional approach, dissemination of the results should be done so that other teachers can apply
the new instructional strategy to improve the academic performance of students.

What is a Correlational Research?

Correlational Research is a type of non-experimental research in which the researcher

measures the two variables and investigates the statistical relationship between them.

Non-experimental Research particularly Correlational Research is dynamic. Statistical

patterns between two variables that result from correlational research are ever-changing.
Correlational results change depending upon to the setting of the study. For instance, previous
research reveals that there is a relationship between bullying and teen depression. However,
another research shows that teen depression is not influenced by bullying. It further indicates that
there are several factors of teen depression. But bullying is not among them. This only means that
the relationship generated from previously investigated research variables are not stable. They vary
from one setting to another. For instance, positive relationship may turn into negative relationship
or no relationship at all depending upon to the respondents, locale and some other factors.

Essentially, there are three (3) types of correlational research, to wit: (1) Positive
Correlational Research; (2) Negative Correlational Research; and (3) No Correlational Research.

What is a Positive Correlational Research? A Negative Correlational Research?

Positive Correlational Research is a type of correlational research in which an

increase/decrease in independent variable is associated with an increase/decrease also in
dependent variable. In other words, both the independent and dependent variables move in the
same direction.

Negative Correlational Research is a type of correlational research whereby an increase

in independent variable is associated in a decrease in dependent variable.

If no relationship is obtained from the two or more investigated variables, we cannot make
predictions. If there is a relationship between the two variables, we can make predictions about one
from another.

Examples of Positive Correlational Research

1. Research Title: Emotional Intelligence and Leadership Qualities of School Principals

“If the extent of emotional intelligence of school principals increases, then the extent of their
leadership qualities also increases. In layman’s language, the better the emotional intelligence of
school heads, the better their leadership qualities are.”

2. Research Title: Impact of School-Based Mentoring Program on the Performance of

Teachers

“If there is a better implementation of school-based mentoring program, then there is a big
opportunity for the teachers to improve their teaching performance.”

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Examples of Negative Correlational Research

1. Research Title: Effect of Online Games on Students’ Study Habits

“The higher the level of students’ addiction to online games, the lesser the level of their study
habits.”

2. Research Title: Parenting Styles and Disruptive Behavior of Students

“The better the parenting styles of parents, the lesser the disruptive behavior of their
children.”

Experimental Research Titles and the Variables Involved

1. Practical Work Approach Using Supplemental Learning Materials for Effective Teaching in
Statistics and Probability
Independent variables – Experimental Group (Practical Work Approach)
Control Group (Traditional Approach)
Dependent variable – Academic Achievement (Pre-Test & Post-Test)

2. Use of Reciprocal Peer Tutoring in Teaching Gas Laws: Its Effect on Problem-Solving
Performance and Attitudes of Grade 10 Students in Chemistry
Independent variables – Experimental Group (Reciprocal Peer Tutoring)
Control Group (Traditional Approach)
Dependent variables – Problem-Solving Performance and Attitudes

3. Use of Visual Representation and Peer-Assisted Approach in Developing Students’ Mental

Models in Solving Physics Problems
Independent variables – Experimental Group (Visual Representation and Peer-Assisted Approach)
Control Group (Traditional Approach)
Dependent variable – Problem-Solving Performance

4. Effect of Computer-Assisted Instruction in the Learning Performance of Students

Independent variables – Experimental Group (Computer-Assisted Instruction)
Control Group (Traditional Approach)
Dependent variable – Learning Performance

Examples of Non-experimental Research Titles (Correlational Researches) and the

Variables Involved

1. Extracurricular Activities and Self-Efficacy of Senior High School Students

Independent variable – Extracurricular Activities
Dependent variable – Self-Efficacy

2. Emotional Intelligence, Social Competence and Transformational Leadership Qualities of

School Heads
Independent variables – Emotional Intelligence and Social Competence
Dependent variable – Transformational Leadership Qualities

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 3. Financial Literacy, Spending Practices and Teaching Performance of Public High School
Teachers
Independent variable – Financial Literacy
Dependent variables – Spending Practices and Teaching Performance
Intervening Variables – Age, Gender, Number of Dependents, Educational Attainment,
Monthly Gross Income and Monthly Take Home Pay

4. Utilization of Financial Resources and Development of School Facilities and Services for
Students and Teachers
Independent variable – Utilization of Financial Resources
Dependent variables – Development of School Facilities and Services

5. The Impact of Student Absenteeism on Academic Performance

Independent Variable – Student Absenteeism
Dependent Variable – Academic Performance

6. Students’ Exposures to Social Media and their Academic Performance in Araling Panlipunan
Independent variable – Exposures to Social Media
Dependent variable – Academic Performance

7. Organizational Commitment and Productivity of Teachers of Esperanza National High School

Independent variable – Organizational Commitment
Dependent variable – Productivity

8. Use of Social Networking Sites and Study Habits of Students in English

Independent variable – Social Networking Sites
Dependent variable – Study Habits

9. Impact of Team Building Activity on the Self-Efficacy of Teachers

Independent variable – Team Building Activity
Dependent variable – Self-Efficacy

10. Impact of Indigenous Peoples Education (IPEd) on Cultural Appreciation, Reflection and
Preservation (CARP) of Traditional Practices of Teduray of Esperanza, Sultan Kudarat
Independent variable – Indigenous Peoples Education (IPEd)
Dependent variables – Cultural Appreciation, Reflection and Preservation (CARP) of
Traditional Practices

TASK 11: Given the research title, identify the independent and dependent variables. Copy and
answer. Then, classify whether the research title is experimental research or correlational research.

1. Teachers’ Productivity and Students’ Performance in Academic Contests

Independent variable –
Dependent variable –

2. Perceived External Prestige (PEP) of Esperanza National High School and Teachers’
Organizational Commitment
Independent variable –
Dependent variable –

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 3. Business Strategies and Growth of Hair Salon Enterprises in Esperanza, Sultan Kudarat
Independent variable –
Dependent variable –

4. Work-Related Attitudes and Job Performance of the Employees of Business Enterprises in

Esperanza, Sultan Kudarat
Independent variable –
Dependent variable –

5. Use of Supplemental Learning Materials in Improving the Academic Achievement of Students

in Pre-calculus
Independent variables –
Dependent variable –

6. Effect of Organic Fertilizer in the Growth of Eggplants

Independent variable –
Dependent variable –

7. Blended Leaning Approach, Parents’ Support and Academic Performance of Students in the
Midst of COVID-19 Pandemic
Independent variables –
Dependent variables –

8. Students’ Study Habits, Attitudes and Academic Achievement in Chemistry

Independent variables –
Dependent variable –

9. Implementation of Child Protection Policy (CPP) and Students’ Academic Performance and
Behavior
Independent variable –
Dependent variables –

10. Aspirations and Challenges of Students in the Conflict Areas of Maguindanao

Independent variable –
Dependent variable –

11. Impact of Child-Friendly School Environment on School Performance and Behavior of Students
Independent variable –
Dependent variables –

12. Learning Modalities amid COVID-19 Pandemic, Problem-Solving Skills and Attitudes of Grade
11 Students in General Mathematics
Independent variables –
Dependent variables –

13. Effect of Modular Learning Approach (MLA) on the Learning Performance of Students
Independent variable –
Dependent variable –

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14. Technology-Enhanced Learning Approach (TELA): Its Effect on the Academic Achievement of
Students
Independent variables –
Dependent variable –

15. School-Based Feeding Program (SBFP) of Esperanza National High School: Its Impact on the
Performance of Malnourished Students
Independent variable –
Dependent variable –

TASK 12: Identify the answer of each of the following statements (Answers only).
_____________1. It is a research variable which is the giver of effect in an experimental research.
_____________2. It is a type of correlational research in which an increase in independent variable
is associated with an increase also in dependent variable.
_____________3. It is a type of correlational research whereby an increase in independent variable
is associated in a decrease in dependent variable.
_____________4. It is a type of test to determine the initial knowledge of students in control and
experimental groups before the administration of the pre-test.
_____________5. It is a group of experimental research that is treated with new teaching approach.
_____________6. It is a research variable that is considered the receiver of the effect in an
experimental research.
_____________7. The examples of this research variable are age, gender, religion and tribe.
_____________8. It is a group of experimental research that receives no treatment.
_____________9. It is a type of non-experimental research in which the researcher measures the
two variables and investigates the statistical relationship between them.
_____________10. It is a changing quality, attribute or characteristic of a person, a group, an
educational system, or any topic that is of interest in a study.

TASK 13: Answer the following questions in paragraph forms.

1. How is educational experimental research conducted?

2. What is the difference between non-experimental research and survey research?
3. How does independent variable differ from dependent variable?
4. How important is the conceptual framework before proceeding to the rigid writing of a
research?
5. What is the role of intervening variable in experimental and correlational researches?

TASK 14: Determine whether or not each statement is TRUE. Write TRUE of FALSE (Answers
only).

_________1. Positive correlational research states that the increase of the values of independent
variable corresponds to the decrease of the values of dependent variable.
_________2. All non-experimental researches are survey researches.
_________3. There are experimental researches which can be classified as qualitative researches.
_________4. Quantitative research is better than qualitative research.
_________5. Quantitative research is conducted to generate very fresh idea or theory.
_________6. Testing the effectiveness of a modern teaching approach is an example of
correlational research.

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 WEEK 4
(Lesson 6; pages 38 – 44)
Reminder: There are three TASKS (Tasks 15 – 17) you need to comply this WEEK 4.

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 LESSON 6 – IDENTIFYING THE INDEPENDENT AND DEPENDENT VARIABLES OF
CORRELATIONAL RESEARCHES GIVEN THE STATEMENT OF THE PROBLEM (SOP),
CONSTRUCTING SOP GIVEN THE RESEARCH VARIABLES AND CLASSIFICATIONS OF
EXPERIMENTAL RESEARCH AND QUASI-EXPERIMENTAL RESEARCH

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. identify the independent and dependent variables of correlational researches given the
statement of the problem (SOP);
2. construct SOP or research question given the research variables; and
3. give the classifications of experimental research and quasi-experimental research.

DIRECTION: The following are the research questions of a Correlational Research. Identify the
independent and dependent variables in each SOP or research question. Write your answers in the
right columns.
Research Questions Independent Dependent Variable
Variable

1. Is the academic performance affected by student student absenteeism academic performance

absenteeism?

2. What is the influence of Korean Novelas on the Korean Novelas Filipino value system
Filipino value system?

3. Does collaborative learning increase collaborative communicative

communicative competence? learning competence

4. To what extent does texting decrease student’s texting student’s grammatical

grammatical competence? competence

5. What corrupt practices trigger one’s resignation? corrupt practices Resignation

TASK 15: The following are the research questions of a Correlational Research. Identify the
independent and dependent variables in each SOP or research question. Write your answers in the
right columns. Copy and answer.

Research Questions Independent Dependent

Variables Variables

1. What is the impact of emotional intelligence on the

leadership skills of school principals?

2. Is there a significant relationship between reading

comprehension and problem-solving skills of students?

3. How is students’ depression related to their bullying

experiences?

4. What is the impact of school principals’ transformational

leadership qualities to the teachers’ performance?

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 5. Is there a significant association between teachers’
financial literacy and their teaching performance?

TASK 16: Written in the 2nd and 3rd columns are the independent and dependent variables. Write
the research questions in the left column. Indicate in your research questions the main
respondents of your study. Number 1 is provided for you as your guide. Copy and answer.
Research Questions Independent Dependent
Variables Variables

1. Is there a significant relationship between absenteeism academic

absenteeism and academic performance of performance
students?
(Other acceptable answers would be: (1) What is the
effect of absenteeism to the academic performance
of students? (2) Is the academic performance of
students significantly influenced by absenteeism? (3)
Is the academic performance of students significantly
related to absenteeism?)

2. parental guidance Discipline

3. parental support educational

aspirations

4. teaching National
performance Achievement Test
(NAT)

5. organizational job performance

commitment

6. financial literacy teaching

performance

Forms of Quantitative Research Objectives

EXERCISE AT HOME ONLY: Change each research objective from interrogative form to infinitive
form or vice versa. Write your answer in the vacant box.

Interrogative Form Infinitive Form

Is the academic performance influenced by To determine the influence of student

student absenteeism? absenteeism on the academic performance

What is the effect of Korean novelas on the To determine the effect of Korean novelas on
Filipino value system? the Filipino value system

Is there a significant relationship between study

habits and academic achievement of students?

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 To investigate the impact of bullying on the self-
esteem of students

To what extent is the job satisfaction of private

school teachers?

To compare the problem-solving skills of

experimental and control groups in
Mathematics

Is there a significant difference on the

absenteeism of male and female students?

To determine the status of the blended learning

approach used by DepEd in the midst of
COVID-19 pandemic

What are the psychological resilience

strategies of teachers to deliver learning
modalities in light of COVID-19 pandemic?

EXERCISE AT HOME ONLY: Write the following research titles in inverted pyramid. Underline the
independent variable once and the dependent variable twice. Then identify the major respondents
of the study.

1. SOCIAL COMPETENCE AND LEADERSHIP QUALITIES OF SECONDARY SCHOOL

PRINCIPALS IN SULTAN KUDARAT
Major Respondents:

2. THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE OF GRADE 12

STUDENTS IN ENGLISH
Major Respondents: __________________

3. TRIBAL CHALLENGES AND ASPIRATIONS OF INDIGENOUS STUDENTS OF

ESPERANZA NATIONAL HIGH SCHOOL
Major Respondents: __________________

4. UTILIZATION OF SCHOOL FUNDS AND DEVELOPMENT OF PUBLIC HIGH SCHOOLS

IN REGION XII
Major Respondents: __________________

5. SOCIO-ECONOMIC STATUS AND COURSE PREFERENCES OF GRADE 12 STUDENTS

Major Respondents: __________________

Classifications of Experimental Research

1. TRUE-EXPERIMENTAL RESEARCH - Random assignment of the two groups under study

is applied. True-experimental research uses random selection of respondents who among

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 them to be included in experimental group or control group. In other words, randomization
is applicable.

Example: There are 10 sections involved in the study and only two groups/sections
will be taken as sample groups. Students assigned to be in two groups should be
randomly selected from all other sections. This means that all students are given a
chance to be chosen as respondents of the study.

2. QUASI-EXPERIMENTAL RESEARCH – adopts a comparative technique in choosing the

subjects. Randomization is not applicable. In other words, either random assignment or
random selection is absent or both are not applied.

Example 1: There are only two groups available for the study (No other sections
except the two).

Example 2: A researcher writes the names of the 8 sections of the Grade 12-HUMSS
and puts them in a box. If he selects two out of 8 sections wherein all sections are
given a chance to be selected, then he applies the random assignment. Afterwards,
all students from the two sections automatically become respondents of the study
and students from other sections are not given a chance to be part of the study. In
this particular situation, random selection of respondents is NOT applied. Thus, the
research is quasi-experimental research.

3. PRE-EXPERIMENTAL RESEARCH – follows some basic steps in experimental research

but fails to include a control or comparison group. It is considered “pre” to indicate that it is
just only a preparatory or prerequisite to true-experimental research or quasi-experimental
research.

Examples: One-Shot Case Study & One Group Pre-Test – Post-Test Study

Types of Quasi-Experimental Research

1. Matched-comparative-group research - The treatment group (experimental group) has

similarities with another group (control group). The examples of this research are the
experimental researches conducted by the teachers to test the efficacy or effectiveness of
the teaching strategy. For instance, the two sections under the study are taken from the
STEM curriculum and these sections have the same level of academic preparation.

2. Time-series research - It applies series of pre-tests and post-tests to test the effectiveness
of the program. The example of this research is the implementation of the K to 12 Program.
Time-series research undergoes pre-experimental stage, pilot-implementation stage and
finally the full implementation stage of the program.

3. Single-subject research - It is also known as one-group post-test design. It controls

treatment and condition applied to just one individual or a group. It is conducted to determine
the effectiveness of the treatment in one individual or a group.

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 LESSON 7 – NON-EXPERIMENTAL RESEARCH AND SURVEY RESEARCH

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. demonstrate their understanding about non-experimental research and its characteristics;
and
2. explain the concept of survey research, its purposes, strengths and weaknesses.

What is a Non-Experimental Research?

Non-experimental research is aimed at finding truth about a subject by describing the

collected data and determining the extent of the subject’s variables or investigating the relationship
or connection of two or more variables. Quantitative non-experimental researches are also known
as Survey Research since they apply checklist or survey questionnaire as a research instrument
to gather data. No treatment or condition is involved in this type of research. All qualitative
researches are examples of non-experimental research. However, they cannot be classified as
survey researches since no survey questionnaire is distributed to the participants.

Characteristics of Non-Experimental Research

1. It involves 3 types of data:

a. Primary Data – data collected by the researcher himself. For instance, photograph or
video of an event is an example of primary data. Information taken from an interview or focus
group discussion is another example of primary data. Important message taken from a very
good speaker is also an example of primary data.
b. Secondary Data – data collected by other people. For example, data taken from the
interpretation of other people from the primary sources of data. Archival footage of an event
is usually considered secondary data.
c. Tertiary Data – data taken from the summary or synthesis of secondary sources of data.
Data taken from textbooks, theses, dissertations, journals, magazines and online references
are considered tertiary data.
2. It uses research method that is applicable to both quantitative and qualitative data.
3. It collects data through checklist, survey questionnaire, and observation, historical analysis,
case studies, documentary analysis, archived materials and other qualitative research methods.

What is a Survey Research?

SURVEY RESEARCH is a method of non-experimental research that aims to determine

what a big number of people think and feel about some social issues affecting people’s lives and
the community.
The individuals randomly selected from the group of people serve as “representatives” or
“respondents” who will explain or describe the society’s thoughts, attitudes and feelings towards
environmental issues.
TAKE NOTE: We’ll use the word “respondents” for quantitative research and
“participants” for qualitative research. Neither of the two will be used if the research involves plants
and animals. “Subjects” will be used for this kind of research.

Purposes of Survey Research

1. To obtain information about people’s opinions and feelings about an issue.

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 2. To identify present condition, needs, or problems of people in a short span of time.
3. To seek answers to social issues.
4. To give school officials pointers on curricular offerings, decision-making techniques,
guidance and counseling services and teacher-evaluation feedbacks.

How to conduct a Survey Research?

1. Specify the research problem or working title clearly.

2. Formulate research questions or statement of the problem (SOP) and hypotheses (if any) to
determine the extent of subject’s variables or to predict relationship of the variables.
3. Determine the exact kind of data referred to by research questions and hypotheses.
4. Assure the population or group of people to which the checklist or survey questionnaire will
be distributed.
5. Finalize the sampling method for selecting the respondents.
6. Identify the method in collecting data; that is, whether it is survey questionnaire, or through
phone, via computer or face-to-face contact with the respondents.

Strengths of Survey Research

1. Versatility. Survey research can tackle any issue affecting society. There are so many
challenges, issues and concerns happening in our community. Problems on child labor,
poverty, peace and order, COVID-19 pandemic, teenage rebellion, occurrence of natural
calamities and high cost of basic commodities can be potential topics of survey research. In
other words, anything under the heat of the sun can be a subject of survey research.

2. Efficiency. Survey research is not costly in terms of money and time, assuming that there
is excellent communication or postal system. This type of research is less expensive
compared with scientifically-based quantitative research (e.g. Medical research, agricultural
research and science investigatory project (SIP)). How wide the scope of survey research,
if there is an effective communication to the concerned authorities, expenses will be
minimized. However, if a researcher lacks initiatives and interpersonal relationship, survey
research becomes expensive.

3. Generality. Survey research can get a good representation or sample of large group of
people. If there is a systematic way of getting the sample, big population can be represented
by a small sample. For instance, the surveys conducted by Social Weather Stations (SWS)
and Pulse Asia Research give general perceptions of 110 million Filipinos. They have only
a total sample of more than 2,000 and this number is very small compared to 110 million
Filipinos. Yet, their results reflect the true insights of Filipinos because they have a
systematic sampling technique.

4. Confidentiality. Survey research is capable of safeguarding the privacy or anonymity of the

respondents. Respondents need not to disclose their names in the survey questionnaire. In
most survey questionnaires distributed to the respondents, there is a written note “Name
(Optional)”. This means that survey research holds the highest level of anonymity or privacy
of the respondents. Most topics in survey research are not sensitive and don’t disclose
personal information. They also don’t expose other people’s privacy or anonymity.

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Weaknesses of Survey Research

1. It cannot provide a sufficient evidence about the relationship of variables.

2. It cannot examine the significance of some issues affecting diverse group of people.
3. It cannot consider man’s naturalistic tendencies as the basis of human behavior unless his
ways or styles of living are related to his surroundings.
4. It cannot deeply generate vast ideas from one or two respondents.
5. Respondents may not feel encouraged to provide accurate, honest answers.
6. Respondents may not feel comfortable providing answers that present themselves in an
unfavorable manner.
7. Respondents may not be fully aware of their reasons for any given answer because of lack
of memory on the subject, or even boredom.

TASK 17: Answer the following questions in paragraph forms.

1. Differentiate experimental research from non-experimental research.

2. Are all non-experimental researches considered survey researches? Why? Why Not?
3. What are the strengths of survey research? Explain each strength in your own words. Don’t
copy the explanation in this module.
4. Explain the purpose of pre-test and post-test in conducting an experimental research.
5. Explain the characteristics of non-experimental research.
6. What are the weaknesses of survey research?
7. What are the purposes of survey research?
8. Explain the weaknesses of survey research.
9. Differentiate the following: primary data, secondary data and tertiary data.
10. What particular social issue that interests you most for your future research proposal? Why
are you interested in that particular issue? Explain comprehensively.

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 WEEK 5
(Lesson 7; pages 46 – 56)
Reminder: There is a major TASK (Task 18) you need to comply this WEEK 5.

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 LESSON 7 – CONCEPTUAL FRAMEWORK

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. explain the conceptual framework of a study;
2. construct a conceptual framework of a study using their working title; and
3. write statement of the problem (SOP) out of the conceptual framework they have done.

What is a Conceptual Framework?

CONCEPTUAL FRAMEWORK is a schematic structure which illustrates the variables and

their indicators to be studied. It is a research paradigm which can best explain and represent how
the variables might relate to each other. It is linked with the concepts, empirical researches and
important theories used in promoting and systemizing the knowledge espoused by the researcher.
It serves as a “road map” that will guide the researcher towards realizing the objectives of the study.

CONCEPTUAL FRAMEWORK should be constructed before beginning to writing the

research objectives. Research objective serve as a basis in devising a research instrument needed
in collecting data. Conceptual framework has two parts: (1) Textual Description; and (2) Visual
Representation. Visual representation of the conceptual framework is also known as research
paradigm.

Conceptual Framework (Visual Representation) Illustrating the Variables of the Study

1.

1. Research Title: Game-Based and Activity Oriented Instruction, Academic Achievement and
Attitudes of Students in Mathematics
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 2.

2. Research Title: Comparative Assessment on the Full Implementation of Senior High School
Curriculum among Private and Public High Schools in Sultan Kudarat

INPUT

3.
• Materials of the study
• Ingredients
• Tools
• Equipment
• Evaluation Sheet

PROCESS

• Preparation of materials, tools

and Equipment
• Processing of the formulated
recipes
• nutrient analysis

OUTPUT

Developed Maja Blanca Into Nipa Palm

Starch enhanced with Butterfly Pea

3. Research Title: Acceptability of the Developed Food Products Made up of Nipa Palm
Starch (natek) into Maja Blanca Enhanced with Butterfly Pea
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 4.

4. Research Title: Use of Social Media and Academic Performance of Grade 9 Students in
Araling Panlipunan

5.

5. Research Title: Emotional Intelligence and Social Competence: Antecedents of School

Administrators’ Transformational Leadership Qualities

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 6.

6. Research Title: Impact of Indigenous Peoples Education (IPEd) Curriculum on the

Socioeconomic and Cultural Development of Teduray at Esperanza, Sultan Kudarat

Example of Full Conceptual Framework of Educational Experimental Research

Research Title: Learning Modalities amid COVID-19 Pandemic, Problem-Solving Skills and
Attitudes of Grade 10 Students in Physics

Conceptual Framework

Mathematics and Science instruction is the major target of incessant changes in the
Philippine educational system. As part of the reform plan and a step towards globalizing the quality
of basic education, the Philippines, for the first time in 2018, joined the Programme for International
Student Assessment (PISA) to evaluate the status of the country’s educational system in
Mathematics, Science and Reading. PISA results revealed that the Philippines scored 353 in
Mathematics, 357 in Science, and 340 in Reading; all belong to the bottom three (3) of the
participating countries. Due to these very dismal results, the Department of Education (DepEd) is
now leading the national effort for quality of basic education through Sulong EduKalidad by
implementing aggressive reforms to improve the quality of instruction and to foster positive attitudes
towards Mathematics, Science and Reading (DepEd, 2018; Abdullah, 2020).
Due to this COVID-19 pandemic, most students are expected to get difficulties to adjust with
the teacher’s pedagogical approaches particularly in Physics. In order to promote active
participation of students, Physics teachers should modify their strategies in doing new normal class
activities to more learner-centered styles. As stated by Paghubasan (2017), the process of
developing students’ knowledge, skills, and attitudes (KSA) should require independent learning
styles and this can be effectively done through student-centered teaching approaches. Simpal
(2016) and Abdullah (2020) identified technology learning approach (TLA) using online video

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presentation and modular learning approach (MLA) using self-instructional module (SIM) as two of
the learner-centered teaching approaches that make sense to the students.
Figure 1 shows the two groups under the study. The exposure of the two groups to
technology learning approach (TLA) using online video presentation and modular learning approach
(MLA) using self-instructional module (SIM) is an important aspect of the present study. The group
exposed to TLA using online video presentation will be designated as experimental group and the
group subjected with MLA using SIM will be regarded as control group. The effect of these two
pedagogical approaches in improving students’ problem-solving skills and attitudes towards Physics
will be determined by the pre-test/post-test and survey questionnaire, respectively.
Thus, the experimental group that will be exposed to TLA using online video presentation
and control group which will be subjected to MLA using SIM will serve as the independent variable
of the study. On the other hand, problem solving skills and attitudes of Grade 10 students in Physics
will be determined using the result of their pre-test/post-test and survey questionnaire before and
after the experimentation, respectively. For the experimental group, pre-test/post-test and survey
questionnaire will be answered online. For the control group, pre-test/post-test and survey
questionnaire will be delivered to their houses following the minimum health standards set by the
Department of Health (DOH) and local Inter-Agency Task Force (IATF). The results of the tests and
survey questionnaire served as the dependent variables of the study.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Problem Solving Skills of Grade 10 Students in

Physics

- Boyle’s Law
- Charles’ Law
- Gay-Lussac’s Law
- Avogadro’s Law
- Combined Gas Law
Groups under - Ideal Gas Law
Experimentation
Attitudes of Grade 10 Students towards
Physics
- Experimental Group
- Dependence on Procedures
- Control Group
- Importance of Formulas
- Exploration in Problem Solving
- Use of Technology
- Relation to Real World
- Positivity
- Confidence in Learning
- Independence in Learning

Figure 1. Research Paradigm

Statement of the Problem

This study aims to determine the effect of technology learning approach (TLA) using online
video presentation and modular learning approach (MLA) using self-instructional module (SIM) as
the two major learning modalities amid COVID-19 pandemic in improving students’ problem solving
skills and attitudes towards Physics at President Quirino National High School for the new normal
School Year 2020-2021. Specifically, this study will answer the following questions:

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 1. To what extent is the Physics achievement of students in experimental and control groups
before and after the experimentation relative to:
1.1 Boyle’s Law;
1.2 Charles’ Law;
1.3 Gay-Lussac’s Law;
1.4 Avogadro’s Law;
1.5 Combined Gas Law; and
1.6 Ideal Gas Law.
2. To what extent are the attitudes of students towards Physics in experimental and control
groups before and after the experimentation in terms of:
2.1 Dependence on Procedures;
2.2 Importance of Formulas;
2.3 Exploration in Problem Solving;
2.4 Use of Technology;
2.5 Relation to Real World;
2.6 Positivity;
2.7 Confidence in Learning; and
2.8 Independence in Learning.
3. Is there a significant difference in the Physics achievement of students in experimental
and control groups before and after the experimentation?
4. Is there a significant difference in the attitudes of students towards Physics in
experimental and control groups before and after the experimentation?

Example of Full Conceptual Framework of Correlational Research

Research Title: Schools in Change: An Evaluation of the Implementation and Outcome of the
Technical-Vocational and Livelihood Track of Senior High Schools in Sultan Kudarat

Conceptual Framework

Adapting change management to meet the needs of the school environment is central to
improve school and faculty productivity. Change management does not operate in a vacuum. In
many schools, change ecosystem includes numerous groups all pursuing the goal of increasing the
effectiveness of the program implementation and students’ outcomes in times of transition period
(Creasey, 2016). At the heart of change management is the inevitable occurrence of the problem.
School administrators use various approaches to effect schools in change.
The global educational trend has embarked the Philippines to have the most ambitious
reform to align its education system with other structures around the world and to raise national
competitiveness. The Philippine government considered the Senior High School curriculum
particularly the Technical-Vocational Livelihood (TVL) as a vital educational reform for ensuring that
all Filipinos are equipped with the basic livelihood skills required to play a full and productive role in
society. Former DepED Secretary Luistro averred that TVL track is a globally competitive program
that could help solve the problem of unemployment, keep up global standards, and help Filipino
students to have advanced knowledge, skills and attitudes to choose the career that best suits their
interest.
The following diagram illustrates how the change management strategies employed by the
school administrators are related to the implementation and outcome of Technical-Vocational
Livelihood (TVL) track.
The first box is composed of the four (4) change management strategies of school
administrators such as environmental-adaptive, empirical-rational, normative-re-educative and

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power-coercive strategies. The change management strategies of school heads serve as the
independent variables of the study.
The second box consists of the implementation of TVL track relative to laboratory equipment,
teaching strategy, instructional materials, library resources, financial resources and allocation and
parent involvement, and outcome of TVL track in terms of promotion rate, graduation rate, percent
of NC II passers and academic performance. The implementation and outcome of TVL track serve
as the dependent variables of the study.
The third box deals with the qualifications of TVL teachers in terms of educational
background, National Certificates (NC) earned, teaching experience and related trainings. This
serves as the intervening variables of the study.

Figure 1. Research Paradigm

Statement of the Problem

This study generally aims to determine the effect of the change management strategies
employed by the school administrators on the implementation and outcome of Technical-Vocational
Livelihood (TVL) track.
Specifically, this study will seek answers to the following questions:
1. What are the qualifications of Technical-Vocational Livelihood (TVL) teachers in terms of:
1.1 Educational Background,
1.1.1 Baccalaureate Degree, and
1.1.2 Post-Graduate Education,
1.2 National Certificates Earned,
1.3 Teaching Experience, and
1.4 Related Trainings?

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 2. To what level are the change management strategies of school administrators relative to:
2.1 Environmental-Adaptive,
2.2 Empirical-Rational,
2.3 Normative-Re-educative, and
2.4 Power-Coercive?
3. To what level is the implementation of Technical-Vocational Livelihood (TVL) track in terms
of:
3.1 Laboratory Equipment,
3.2 Teaching Strategies,
3.3 Instructional Materials,
3.4 Library Resources,
3.5 Financial Resources and Allocation, and
3.6 Parent Involvement?
4. To what level is the outcome of Technical-Vocational Livelihood (TVL) track in terms of:
4.1 Promotion Rate,
4.2 Graduation Rate,
4.3 Percent of National Certificates (NC II) Passers, and
4.4 Academic Performance?
5. Are the implementation and outcome of Technical-Vocational Livelihood (TVL) track related
to the change management strategies of public school administrators in Sultan Kudarat?
6. Is the outcome of Technical-Vocational Livelihood (TVL) track influenced by the
qualifications of teachers?

Example of Full Conceptual Framework of Descriptive Research

Research Title: Status of the Implementation of the K to 12 Science Technology Engineering and
Mathematics Curriculum in the Division of Sultan Kudarat

Conceptual Framework

Trends in International Mathematics and Science Study (TIMSS) revealed that the
Philippines is at the bottom ranking compared to other countries in terms of Science learning. In
fact, the Philippines ranked 43rd out of 48 participating countries in Second Year High School
Science. For Grade 4, it ranked 23rd out of 25 countries. In 2008, even with only the Science High
Schools participating in the Advanced Mathematics and Science category, the Philippines ranked
lowest among 10 countries (The Manila Times, 2014).
The implementation of Engineering and Science Education Program (ESEP), now Science,
Technology and Engineering (STE), is the immediate response to the country’s deteriorating result
in science achievement for secondary education to cater to intellectually inclined junior high school
students in Science and Mathematics. The STE curriculum envisions highly responsible, morally
upright, globally competitive, and work-ready learners from schools offering relevant and innovative
Science, Technology and Engineering program. Committed to its vision, the STE high schools shall
be the centers of excellence in Science, Technology and Engineering education in the schools
division that aims to develop the full potential of students along these areas (DepEd Order No. 41,
s. 2004; DepEd Order No. 36, s. 2012).
In a world that’s becoming increasingly complex and where success is driven not only by
what people know, but by what they can do with what they know, it’s more important than ever for
the young generations to be equipped with the knowledge and skills to be used to solve tough
problems, gather and evaluate evidence, and make sense of information. These are the types of
skills that students learn by the implementation of Science, Technology, Engineering, and
Mathematics (STEM) curriculum in the senior high school. The current status of Science education

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in the country, particularly in the basic education level, is not at par with that of the other countries,
as seen in the results of Programme for International Student Assessment (PISA) and the Trends
in International Mathematics and Science Study (TIMSS). The Philippine education system had a
low performance among peers in East Asia and the Pacific. The Philippines’ scores during the 2003
PISA and TIMSS were below 400-level. Since then, Philippines didn’t participate in the said
international competitions. Yet, it has the plan to participate in the said contests this 2019 (The
Manila Times, 2014).
Top-performing schools spend efficiently and effectively on infrastructure and teachers’
competence and benefits (Abdullah, 2020). Teachers’ qualifications in terms of educational
background, teaching experience and related trainings are major components in the implementation
of the STEM curriculum. Likewise, internal and external stakeholders play a significant role in the
realization of the school’s goals and objectives. The level of parents’ involvement in terms of student
learning process, financial support, planning and preparation and decision-making was determined
to maximize the support of all the stakeholders in the implementation of the STEM curriculum.
Teachers’ qualifications and parents’ involvement were evaluated to enhance what needs to be
improved.
The extent of the implementation of STEM curriculum relative to curriculum, instructional
supervision, physical plant and facilities, equipment, learning resources, teaching strategies,
utilization of library resources, financial allocation and expenditures and administrative support was
determined to enhance further the teaching-learning process.
The following conceptual framework depicts the variables that play a significant role in the
successful implementation of K to 12 STEM Curriculum of the senior high schools in Sultan Kudarat.
The four problems of the research such as teachers’ qualifications, parents’ involvement, senior
high school STEM curriculum and the gaps observed in the implementation of senior high school
STEM curriculum are illustrated in the diagram.

Implementation of K to 12 STEM Curriculum

Teachers’ Qualifications Parents’ Involvement Senior High School STEM Observed Gaps in the
Curriculum Implementation of
- Educational Background - Student Learning Senior High School
- Teaching Experience Process - Curriculum STEM Curriculum
- Related Trainings - Financial Support - Instructional Supervision
- Professional Regulation - Planning and - Physical Plant and
Commission (PRC) Preparation Facilities
License - Decision-Making - Equipment
- Learning Resources
- Teaching Strategies
- Utilization of Library
Resources
- Financial Allocation and
Expenditures
- Administrative Support

Figure 1. Research Paradigm

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Statement of the Problem

This study generally aimed to describe the of implementation of the K to 12 Science,

Technology, Engineering and Mathematics (STEM) curriculum of the public senior high schools in
the Division of Sultan Kudarat, Region XII, Philippines. Specifically, it sought to answer the following
questions:
1. What are the qualifications of Science, Technology, Engineering and Mathematics (STEM)
teachers in terms of:
1.1 Educational Background;
1.2 Teaching Experience;
1.3 Related Trainings; and
1.4 Professional Regulation Commission (PRC) License?
2. What is the level of parents’ involvement in the implementation of the Science, Technology,
Engineering and Mathematics (STEM) curriculum in terms of:
2.1 Student Learning Process;
2.2 Financial Support;
2.3 Planning and Preparations; and
2.4 Decision-Making?
3. What is the extent of the implementation of the Science, Technology, Engineering and
Mathematics (STEM) curriculum along with the following:
3.1 Curriculum;
3.2 Instructional Supervision;
3.3 Physical Plant and Facilities;
3.4 Equipment;
3.5 Learning Resources;
3.6 Teaching Strategies;
3.7 Utilization of Library Resources;
3.8 Financial Allocation and Expenditures; and
3.9 Administrative Support?
4. What are the observed gaps in the implementation of the Science, Technology, Engineering
and Mathematics (STEM) curriculum?

Tips on Writing the Textual Description of Conceptual Framework

Actually, visual representation of the conceptual framework is constructed first before writing
the textual description. Writing the textual description of conceptual framework is just writing the
background of the study. It follows the deductive method of writing a composition. Specific
government programs or laws (if any) regarding the subject of the research should be emphasized.
Important concepts, theories or literatures that a researcher wants to include in the background of
the study but due to limited pages, they are not included, he can include them in the textual
description of his conceptual framework.

Textual description of conceptual framework should represent the researcher’s synthesis of

literature on how to explain a phenomenon. Conceptual framework should map out the actions
required in the course of study given the researcher’s previous knowledge of other researchers’
point of view and his observations on the subject of the research. In other words, the conceptual
framework is the researcher’s understanding of how the particular variables in his study connect
with each other.

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 Researcher should explain the variables of his study using the review of related literatures
(RRL). RRL included in the background of the study should no longer be stated in the textual
description of the conceptual framework. RRL found in the conceptual frameworks should no longer
be included in the separate chapter for RRL to avoid redundancy. That’s why, rigid RRL is really
necessary in quantitative research.

Indicators of each variable should be enumerated in paragraph form. Research variables

should be operationally defined before stating their indicators. Visual representation of the
conceptual framework should be introduced as well as the previously constructed theory that
supports the conceptualization of the research. Conceptual framework is the basis for writing the
statement of the problem (SOP) of the research.

TAST 18: 1ST MAJOR INDIVIDUAL TASK (The Beginning of the Actual Writing of Research
Proposal/Designing a Research Useful in Daily Life)

Direction:

Look for a research problem (temporary title). Construct a CONCEPTUAL FRAMEWORK

(Both Textual Description & Visual Representation) illustrating the independent and dependent
variables together with the indicators of each variable. You can do it by rigid review of related
literature from different sources. Then construct statement of the problem (SOP) out the conceptual
framework you have made.

This is a difficult task considering the distance learning modalities due to this COVID-19
pandemic. But try to do your BEST to produce a research (just a simple research but logically and
critically done). If you have any mean of contacting your teacher just to ask queries about this FIRST
MAJOR TASK, do it for the sake of having a research proposal. This is the beginning of writing a
RESEARCH PROPOSAL.

You can ask former Grade 12 students for the replication of their researches (with of course
additional flavor). You can also look some researches of Grade 12 students from other schools and
ask them for the replication of their researches (of course using the format and standard of
Esperanza National High School).

If you have a chance to connect with internet, there are so many social science researches
which are potential for replication (of course following the ethical standards in research particularly
the proper citation and referencing).

Take note, all researches should be COMPUTERIZED. If possible, submit your FIRST
MAJOR TASK in computerized form. However, if you don’t have a computer or laptop,
HANDWRITTEN assignment is ACCEPTED. But in your final RESEARCH PROPOSAL, it should
be COMPUTERIZED following the format and standard of our school.

Use the examples of CONCEPTUAL FRAMEWORK and STATEMENT OF THE

PROBLEM (SOP) given in the previous pages as your guide. Take note, research starts from a
PROBLEM. Your RESEARCH PROBLEM is found in your CONCEPTUAL FRAMEWORK
particularly in your STATEMENT OF THE PROBLEM (SOP).

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 WEEK 6
(Lesson 8; pages 58 – 79)
Reminder: There is another major TASK (Task 19) you need to comply this WEEK 6.

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 LESSON 8: PARTS OF A RESEARCH PROPOSAL AND SUB-PARTS OF CHAPTER I OF A
RESEARCH PROPASAL

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. identify the parts of a research proposal;
2. demonstrate their understanding about the research title, research questions; background
of the study; significance of the study; scope and delimitation of the study; and definition of
terms;
3. explain the tips in writing the research questions; background of the study; significance of
the study; scope and delimitation of the study; and definition of terms; and
4. write research questions; background of the study; significance of the study; scope and
delimitation of the study; and definition of terms.

Parts of Research Proposal

CHAPTER I. INTRODUCTION
Background of the Study
Conceptual Framework of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms

CHAPTER II. REVIEW OF RELATED LITERATURE

(Sub-parts of RLL are based from the research variables and their indicators or based from
the research objectives)

CHAPTER III. METHODOLOGY

Research Design
Respondents of the Study
Locale of the Study
Sampling Technique
Data Gathering Instrument
Data Gathering Procedure
Statistical Treatment

REFERRENCES
RESEARCH INSTRUMENT
COMMUNICATION LETTERS

NOTE:

Research Proposal will be your final requirement in Practical Research 2 (Quantitative

Research). Parts of the research paper vary depending upon to the standards and format of the
school. The parts of the research paper introduced in this module are patterned from Sultan Kudarat
State University-ACCESS Campus, EJC Montilla, Tacurong City.

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What is a Research Title?

Research title summarizes the main idea of the study. A good title contains the fewest
possible words that adequately describe the contents and/or purpose of the research paper. It is
read the most, and is usually read first. Variables of the quantitative research are usually contained
in the research title. A maximum of 14 words (exclusive of articles) is encouraged in writing the
research title. Research title becomes final after the final defense of the findings before the
panelists. Unless the final defense will be conducted, research title is still considered working title.
It means that any time, research title can be revised any time to go with the flow of the review of
related literature.

Guidelines in Writing the Research Working Title

1. Generally, the working title (problem) is formulated before the start of the research work. It
may be revised and refined later if there is a need.
2. It must contain the variables and respondents of the study.
3. It must be broad enough to include all aspects of the subject matter studied or to be studied.
Hence, the research title indicates what is expected to be found inside the research report.
4. It must be as brief and concise as possible. A maximum of 14 significant words is
encouraged.
5. Avoid using the terms “An analysis of”, “A study of”, “An investigation of”, and the like. All
these things are understood to have been done or to be done when a research is conducted.
6. If the title contains more than one line, it be written like an inverted pyramid, all words in
capital letters.

The most difficult part of a research process is identifying the research problem. The
following activities will guide you to look for a research problem which will eventually become
potential title of your research.

DIRECTION: Think of a research variable. Look for its indicators from any sources. Construct
research objectives out of this research variable. Then, write the working title.

Examples:

A. Research Variable: Solid Waste Management

Indicators
1. Collection
2. Transport
3. Treatment
4. Disposal
5. Monitoring and Evaluation

Statement of the Problem

This study generally aims to assess the implementation of solid waste management
(SWM) of the municipality of Esperanza, Sultan Kudarat.
Specifically, this study seeks answers to the following questions:
1. What is the level of the implementation of solid waste management (SWM) in terms of:
1.1 Collection;
1.2 Transport;
1.3 Treatment;

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 1.4 Disposal; and
1.5 Monitoring and Evaluation?
2. What is the level of residents’ knowledge, attitudes, practices and Awareness on solid
waste management (SWM)?
3. What are the problems encountered in the implementation of solid waste management
(SWM)?

Working Title: Residents’ Knowledge, Attitudes, Practices and Awareness on Solid Waste
Management in the Municipality of Esperanza, Sultan Kudarat
Research Design: Descriptive Research Design
Statistical Tools: SOP 1 & 2 – Weighted Mean
SOP 3 – Frequency & Percentage

B. Research Variable: COVID-19 Pandemic

Indicators:
Psychological
1. Anxiety
2. Depression
3. Stress
Social
1. Economic Uncertainty
2. Leisure Activities
3. Social Well-Being

Statement of the Problem

The general purpose of this study is to determine the level of psychological and social
effect of COVID-19 pandemic among the millennials of Esperanza, Sultan Kudarat.
Specifically, this study will be carried to find answers to the following:
1. To what extent is the effect of COVID-19 pandemic to the following psychological
emotions of the millenials:
1.1 Anxiety;
1.2 Depression; and
1.3 Stress?
2. To what extent is the effect of COVID-19 pandemic to the social stability of the millenials
relative to:
2.1 Economic Uncertainty;
2.2 Leisure Activities; and
2.3 Social Well-Being?
3. What preventive measures do the millennials do to avoid the adverse effect of the
lockdown caused by COVID-19 pandemic?

Working Title: Psychological and Social Effect of COVID-19 Pandemic among the Millennials of
Esperanza, Sultan Kudarat
Research Design: Descriptive Research Design
Statistical Tools: SOP 1 & 2 – Weighted Mean
SOP 3 – Ranking

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C. Research Variable: Communication
Indicators
1. Verbal Communication
2. Nonverbal Communication
3. Written Communication
4. Visual Communication

Statement of the Problem

This study aims to determine the extent of communication skills of students of Esperanza
National High School for the new normal School Year 2020-2021.
Specifically, this study will answer the following questions:
1. What is the level of the communication skills of students in terms of:
1.1 Verbal Communication;
1.2 Nonverbal Communication;
1.3 Written Communication; and
1.4 Visual Communication?
2. What are the barriers to communication encountered by students in the
classroom?
3. What are the practices of teachers to improve the communication skills of
students?

Working Title: Communication Skills of Struggling Students of Esperanza National High School
Research Design: Descriptive Research Design
Statistical Tools: SOP 1 – Weighted Mean
SOP 2 – Frequency and Percentage
SOP 3 – Interview and Focus Group Discussion

What is a Research Question?

A Research Question (Statement of the Problem) is the question around which you center
your research. It is a question that a research paper sets out to answer. Specifying the research
question is the first step the researcher has to take when undertaking a research. It helps the
researchers focus their research by providing a path through the research and writing process.

Characteristics of a Research Question

Research question should be:

CLEAR. It provides enough specifics that one’s audience can easily understand its purpose
without needing additional explanation.
FOCUSED. It is narrow enough that it can be answered thoroughly in the space the writing
task allows.
CONCISE. It is expressed in the fewest possible words.
COMPLEX. It is not answerable with simple “yes” or “no” but rather requires synthesis and
analysis of ideas and sources prior to composition of an answer.
ARGUABLE. Its potential answers are open to debate rather than accepted facts.

Tips in Writing the Research Questions

1. Describe your specific concern or issue.
2. Decide what you want to know about the specific concern or issue.
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 3. Turn what you want to know and the specific concern into a question.
4. Ensure that the question is answerable.
5. Check to make sure the question is not too broad nor too narrow.

What is written in the Statement of the Problem Section?

STATEMENT OF THE PROBLEM (SOP) is a claim that outlines the problem addressed by
a study. A good research problem should address an existing gap in knowledge in the field and lead
further investigation. It is composed of the general objective and specific objectives of the study (at
least 3 specific objectives). General objective of the study determines the research design of the
study. Specific objectives of the study determine the test statistics (statistical tools) to be used. in
your

How to Write Research Questions?

Research Topic: Indigenous Peoples Education (IPEd) Curriculum, Cultural and Socio-economic
Development of Teduray

Indicators of IPEd Curriculum

1. Learning Resources Development
2. Capacity-Building
3. Education Planning
4. Localization
5. Indigenization
6. Sustainable Community Engagement

Indicators of Cultural Development

1. Cultural Appreciation
2. Reflection
3. Preservation

Indicators of Socio-economic Development

1. Educational Background
2. Occupation
3. Monthly Income

Statement of the Problem

This study aims to investigate the impact of Indigenous Peoples Education (IPEd) curriculum
on the cultural and socio-economic development of Teduray at Esperanza, Sultan Kudarat.
Specifically, this study will be carried out to seek answers to the following questions:
1. What is the profile of the IP learners’ parents and tribe elders in terms of:
1.1 Educational Background;
1.2 Occupation; and
1.3 Income?
2. What is the level of the implementation of Indigenous Peoples Education (IPEd)
curriculum of the indigenous peoples (IP) schools in terms of:
2.1 Learning Resources Development;
2.2 Capacity-Building;
2.3 Education Planning;
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 2.4 Localization;
2.5 Indigenization; and
2.6 Sustainable Community Engagement?
3. What is the level of cultural development of IP learners and tribe elders relative to:
3.1 Cultural Appreciation;
3.2 Reflection; and
3.3 Preservation?
4. Is there a significant relationship between IPEd curriculum and respondents’
4.1 Socio-economic Status; and
4.2 Cultural Appreciation, Reflection and Preservation?

What do you think is the title of the research proposal?

IMPACT OF INDIGENOUS PEOPLES EDUCATION (IPED) CURRICULUM TO THE SOCIO-

ECONOMIC AND CULTURAL DEVELOPMENT OF TEDURAY AT ESPERANZA,
SULTAN KUDARAT

Tips in Writing the Background of the Study

A background of the study includes a review of the topic being researched, current
information surrounding the issue, previous studies on the issue, and relevant history on the
issue. Ideally, the study should effectively set forth the history and background information on
your research problem. It is best used to present contextual or prerequisite information that is
important or essential to understand the main body of your research paper.

The following tips will guide you in writing the background of your study:

1. Conduct preliminary research in the beginning stages of formulating a research paper,

when many issues are unclear and thoughts need to be solidified. Conducting
preliminary research on your area of the study and specific topic will help you formulate
a research question that will lead to more specific and relevant research.

2. Read the information and develop a research question that will guide your research
topic. You will need to take notes and keep accurate track of the sources that you used
up to this point. Be sure to cite the source of the information on the note cards so you
don’t forget where each piece of information came from, should you decide to use it in
your paper.

3. Write research questions. Think about what you’ve read and look for issues, problems
or solutions that others have found and determine your own opinion or stance on the
issue. Write your opinion as an authoritative statement on the issue, problem or
situation. At this point, you can do more detailed research and find sources that are more
relevant to your research objectives.

4. Complete your research using your research questions as your guide. You will find
relevant sources that will provide insight into your specific research problem. Make sure
that your sources provide details on the history and past researches related to your
research question.

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 5. Create relevant paragraphs as you write the background of your study. As you evaluate
your research and begin to write the background of your study, create separate
paragraphs that cover the key issues, major findings, and controversies surrounding
your research.

6. Identify any further study that needs to be done in that area, or provide possible
solutions to the issue that haven’t been considered before. You can expound your major
research objective and explain the major reason why you need to conduct your
present study.

7. Revise and edit the background of your study. Complete several drafts of your work.
Each time 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 as well because two heads are better than
one.

Final Tips in Writing the Background of the Study

Background of the Study should be written in deductive approach. It should start from the
general knowledge going to the small details of the issue. Explain the main variables of the study.
Connect these variables using review of related literature (RRL). Do a little touch with the
significance of your study. Last paragraph should be a convincing statement why you need to
conduct the study. Background of the study should be a maximum of 3 pages only.

Working Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural and
Socio-economic Development of Teduray at Esperanza, Sultan Kudarat

Background of the Study

Indigenous peoples (IPs) make up around 5% of the global population. They account for
approximately 15% of the world’s extreme poor, and regularly appear at the bottom relative to social
class in society (Cosentino, 2016). The Philippines has a total land area of 300,000 square
kilometers. Half of the country’s territory is hilly and mostly categorized as a Forest Zone and it is
where the majority of ethnic minorities live. In 2016, the country’s estimated population was
102,624,419. Of this number, more than 14% are indigenous peoples. More than 61% of them are
in Mindanao, around 30% in Luzon and closely 10% in Visayas. They undeniably experience
scarcity. The Mindanao Island’s contribution to total poverty in the country is around 31% (De Vera,
2017).
Indigenous Peoples (IPs) in Mindanao are among the poorest, deprived and most
disadvantaged social group in the country. Illiteracy, unemployment and incidence of poverty are
much higher among them compared with the rest of the population. Cornello and De Castro (2013)
noted that their settlements are in the far flung areas, without access to basic services, and are
characterized by a high occurrence of morbidity, mortality and malnutrition. Most of their traditional
cultivation sites and fallow areas have now been degraded and are further threatened by the influx
of migrant farmers who have introduced unsustainable lowland commercial farming practices.
Indigenous People (IPs) face multiple barriers to education and are being left behind in terms
of educational success. Due to the invasion of modernization, most of their cultures are now in
danger of disappearing and many of their traditional practices were already put into oblivion. In order
to help them preserve their desirable cultural heritage, developing culturally appropriate educational
programs should be a priority. The most effective way to do so is to provide them with quality and
accessible education aligned with their unique needs and priorities. Indigenous culture reflects and
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shapes values, beliefs, and aspirations, thereby defining IPs tribal identity. It is important to protect
and preserve their ancestral sovereignty as it keeps their integrity as minorities.
Education of IPs enables their communities to exercise and enjoy social and economic
development, and strengthens their ability to exercise cultural and civil rights. IPEd is the primary
means of ensuring their individual and collective development. Recognizing their rights to basic
education which is rooted and responsive to their socio-economic and cultural characteristics, the
Department of Education (DepEd) has implemented the Indigenous Peoples Education (IPEd)
curriculum through its DepEd Order No. 32, series of 2015 to help the IPs protect, appreciate and
preserve their cultural heritage.
Through this research, it is highly anticipated that the impact of Indigenous Peoples
Education (IPEd) curriculum to the cultures and socio-economic development of IPs can be properly
examined to create sustainable poverty alleviation and career opportunities to recognize, promote
and protect their rights and further enhance their self-confidence, educational and career
aspirations.

What is written in the Conceptual Framework Section?

Writing the conceptual framework is very related to writing the background of the study. First
to second paragraphs should explain the main variables of your study. However, review of related
literature (RRL) already discussed in the background of the study should not be included in the
conceptual framework of the study to avoid redundancy.
Third paragraph of the conceptual framework should enumerate the indicators of each
variable. The last paragraph should introduce the research paradigm (visual representation) of your
study.

Note:
See the examples of conceptual framework in the previous pages.

What is written in the Statement of the Problem Section?

STATEMENT OF THE PROBLEM (SOP) is a claim that outlines the problem addressed by
a study. A good research problem should address an existing gap in knowledge in the field and
lead further investigation. It is composed of the general objective and specific objectives of the study
(at least 3 specific objectives). General objective of the study determines the research design of the
study. Specific objectives of the study determine the test statistics (statistical tools) to be used in
your study.

Working Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural and
Socio-economic Development of Teduray at Esperanza, Sultan Kudarat

Conceptual Framework

This study is initiated in response with the recommendation of De Vera (2017) in his
published article titled “Indigenous Peoples in the Philippines” that win-win programs should be
established to ensure the continuity of the role of Indigenous Peoples (IPs) as stewards of the
environment. This follow-up research will be a great opportunity for them to determine the impact
of Indigenous Peoples Education (IPEd) curriculum in protecting, appreciating and preserving their
cultures and in developing their socio-economic status. Khattab (2015) stressed that education
undeniably helps indigenous peoples to improve their life.

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 Aside from the full implementation of the Indigenous People Rights Act, Asian Development
Bank (2002) in its publication entitled “Indigenous Peoples/Ethnic Minorities and Poverty
Reduction” identified education as one of the development needs of the IPs. United Nations (2013)
stated that the importance of educating youth in their own cultures, as well as using indigenous
languages to educate them, would let them embrace their own cultures. Indigenous education
focuses on teaching knowledge, models, methods, and content within formal or non-formal
educational systems. The growing recognition and use of indigenous education methods can be a
response to the erosion and loss of indigenous knowledge through the process of colonialism,
globalization, and modernity.
Pursuant to DepEd Order No. 62, series of 2011 entitled Adopting the National Indigenous
Peoples Education (IPEd) Policy and Framework and DepEd Order No. 43, s. 2013 entitled
Implementing Rules and Regulations of Republic Act No. 10533 Otherwise Known as Enhanced
Basic Education Act of 2013, DepEd Order No. 32, series of 2015 was issued to adopt the
Indigenous People (IPEd) curriculum which includes learning resources development, capacity-
building, education planning, localization, indigenization and sustainable community engagement.
The implementation of IPEd curriculum will serve as the independent variable of the study.
United Nations (2013) emphasized that the lack of indigenous education would set
indigenous youth apart from their cultures. The protection, appreciation and preservation of their
cultures will serve as the dependent variable of the study.
Socio-economic status of the indigenous peoples such as educational attainment,
occupation and monthly income will serve as the intervening variable of the study.
The following diagram illustrates how the variables will be treated to examine the impact of
education to the cultures and socio-economic development of the IPs of Esperanza, Sultan Kudarat.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Indigenous Peoples Cultures of Indigenous

Education (IPEd) Curriculum Peoples (IPs)

- Protection
- Learning Resources
- Appreciation
Development - Preservation
- Capacity-Building
- Education Planning
- Localization
- Indigenization
- Sustainable Community
Engagement

INTERVENING VARIABLE

Socio-Economic Status of
Indigenous Peoples (IPs)

- Educational Attainment
- Occupation
- Monthly Income

Figure 1. Research Paradigm

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What is written in the Significance of the Study Section?

SIGNIFICANCE OF THE STUDY is written as part of the introduction section of the study.
It provides details to the readers on how the study will contribute to the respondents and the
community or educational institution. It will state who will benefit from the findings of the study. It
also includes an explanation of the work’s importance as well as its potential benefits for future
researches.

Working Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural and
Socio-economic Development of Teduray at Esperanza, Sultan Kudarat

Significance of the Study

Education is a significant step towards empowering Indigenous Peoples (IPs) to participate

in their communities. Given the importance of lands and natural resources to their livelihood, culture
and well-being, IPs’ traditional knowledge about their lands should be interconnected to education,
where elders pass down knowledge, values and histories to new generations.
Further, this study will be a useful tool in improving the implementation of the Indigenous
Peoples Education (IPEd) curriculum in the Division of Sultan Kudarat. In addition to this, this study
is deemed significant to the following stakeholders:
Indigenous Learners. This study will enhance learning capabilities and interests of the
indigenous learners since topics are being contextualized based on their local needs. Providing
inclusive and quality education with the integration of indigenous knowledge and skills, IP learners
will be guided on how they can protect, appreciate and preserve their cultures. The direct
beneficiaries of the IPEd curriculum are the indigenous learners to become ready in facing life
challenges and embracing modernization without forgetting their histories and traditions. IPEd
curriculum will be geared towards the improvement of learning opportunities of IPs to equip
themselves with necessary knowledge, skills and attitudes of preserving their cultural heritage and
developing their socio-economic status. When indigenous learners are able to see how their
cultures are given importance, they are able to incorporate in their learning the protection,
appreciation and preservation of their ancestral domain.
Teachers. The obtained data in this study will help the teachers implement the IPEd
curriculum and improve their teaching pedagogies that can cater the needs and priorities of the
indigenous learners. Indigenous education plays a major role on how the ethnic minorities learn,
their motivation to learn and how teachers improve their teaching pedagogy. This research will help
the teachers gain insight on how they can understand and address the needs of the indigenous
learners. This endeavor would help teachers develop culture sensitive skills and strategies in
dealing with the diverse students and resources in the delivery of the indigenous education.
School Administrators. Through this study, school administrators will be able to analyze
the strengths, weaknesses, opportunities and threats (SWOT) in implementing the IPEd curriculum
so that they could adjust with their management and administration strategies. They will be able to
determine the necessary improvements in order to sustain the quality of learning opportunities and
to instill to the indigenous learners the importance of their cultural heritage. They will be guided on
how they can effectively utilize school resources to have adequate facilities that can cater the glaring
number of indigenous learners. The findings of this study would be important to the school
administrators and legislators in developing program strategies that would be inclusive and culture
sensitive curriculum to the needs of the IP communities.
Parents. Engaging parents in the education of their children is likely to improve the latter’s
educational attainment and on-going engagement in school. Parents of indigenous learners will
benefit from the findings of this study by understanding the importance of school engagement in
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maximizing the learning opportunities of their children. Since parents are the immediate supporters
of the students, their involvement is very crucial to the implementation of IPEd curriculum. This
study will encourage their full support for the effective implementation of all activities and programs
pertaining to indigenous education.
DepEd – Sultan Kudarat Division. In line with its thrust to promote cultured-based
education, the Department of Education (DepEd), through its Indigenous Peoples Education (IPEd)
program, should continue to strengthen its engagement with Indigenous Peoples (IP) communities,
especially in the contextualization of the K to 12 Basic Education Curriculum. This study will be very
beneficial to the DepEd – Sultan Kudarat Division to design a program for the indigenous learners.
Division personnel will be acquainted of the things that should be regularly monitored for the
effective implementation of IPEd curriculum.
Future Researchers. Future researchers can use the result of this study as their guide or
reference to conduct a study pertaining to the cultures and traditions of the ethnic minorities in the
Philippines. This study will give confidence to them to expand their knowledge and skills in the field
of education and the advancement of research process. The research instrument being produced
in this study can be utilized by them to replicate this research in other IP communities. This noble
research would be helpful to future researchers in developing an enhanced curriculum more
effective and responsive to the unique needs of every student in modern learning environment. This
noble research would be helpful to future researchers in developing an enhanced curriculum more
effective and responsive to the unique needs of every IP learner in modern learning environment.

What is written in the Scope and Delimitation of the Study Section?

SCOPE AND DELIMITATION are two important elements of a research paper. The scope
of the study explains the extent to which the research area will be explored in the work and it
specifies the parameters within which the study will be operating. The delimitation of the study is
the characteristic that limits the scope and describes the boundaries of the study. It should explain
why specific choices will be made while others will be excluded and how this might affect the
outcome of the research.

Working Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural and
Socio-economic Development of Teduray at Esperanza, Sultan Kudarat

Scope and Delimitation of the Study

This study will determine only the impact of the implementation of Indigenous Peoples
Education (IPEd) curriculum to the cultures and socio-economic development of the Indigenous
Peoples (IPs) of Esperanza, Bagumbayan and Senator Ninoy Aquino, Sultan Kudarat. It will be
limited only to the IP learners, IP parents, IP teachers, IP Government Office workers and IP
Barangay Officials. Purposive identification of the participants to this study will be employed. Only
Grade 6 IP learners and all high school IP students will be considered in this study since they have
already the ideas on how they can assess the implementation of IPEd curriculum in the public high
schools.

What is written in the Definition of Terms’ Section?

DEFINITION OF TERMS is an important part of a research paper wherein key or important

terms such as research variables, their indicators and other significant terms in the research title
are operationally defined. Operational definition of terms means that definitions are based on how
the terms are used in your study. Definitions should not be taken from dictionary.
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Working Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural and
Socio-economic Development of Teduray at Esperanza, Sultan Kudarat

Definition of Terms

To better understand this study, key terms are hereby defined operationally.

Appreciation refers to the process employed by IPs in showing respect and value to their
cultural heritage.

Capacity-Building refers to the training or retooling of teachers and school heads for IPEd
implementation. This includes workshops for teachers and technical assistance training for school
heads in the implementation of IPEd curriculum.

Cultures are social behaviors and norms found in the Indigenous Peoples’ communities of
Esperanza, Bagumbayan and Senator Ninoy Aquino. These include cultural protection, appreciation
and preservation.

Education refers to the implementation of Indigenous Peoples Education (IPEd) curriculum.

Education Planning refers to the orientation or training of school planning team and other
stakeholders as well as planning activities of schools division office and schools with IP learners on
culture-responsive or ancestral domain-based School Improvement Plan (SIP).

Educational Background refers to the baccalaureate degree and post-graduate education

successfully earned by Indigenous Peoples (IPs).

Implementation refers to the process of putting a decision or plan into effect or execution
to improve the operation of IPEd curriculum.

Income refers to the monthly family source of living of Indigenous Peoples (IPs). It is
based from BIR Form No. 1701.

Indigenization refers to the teachers’ strategic and purposeful process of delivering the
lessons to suit a local culture of the indigenous peoples. This also refers to the integration of the
cultures of indigenous peoples in the delivery of instructional activities.

Indigenous Peoples (IPs) refer to the learners, teachers, learners and community
leaders whose ethnic affiliations are Teduray.

IPEd Curriculum refers to the DepEd Order No. 62, s. 2011 which recognizes the right of
IP’s to culturally rooted basic education that provides a framework on DepEd engagement and
approach to indigenous education. This includes curriculum and learning resources development,
capacity building, education planning, localization, indigenization and sustainable community
engagement.

IP Learners refer to the Grade 6 and high school learners who belong to the Teduray tribe
living in Esperanza, Sultan Kudarat.

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 Learning Resources Development refers to the development and production of
learning resources with content duly validated by the concerned IP communities and has gone
quality assurance.

Localization refers to the teachers’ process of relating learning experiences to local

information and materials in the communities of indigenous peoples. This also refers to the
incorporation of local names, narratives and stories to make the learning competencies relevant,
meaningful and useful to the indigenous learners.

Occupation refers to the profession or job of Indigenous Peoples (IPs).

Preservation refers to process employed by Indigenous Peoples (IPs) in restoring historic

traditions significant to their cultural heritage.

Protection refers to the process employed by Indigenous Peoples (IPs) in safeguarding

their cultural heritage.

Socio-economic Status refers to the social standing that Indigenous Peoples (IPs) have
in society and is indicated by educational attainment, occupation and monthly family income.

Sustainable Community Engagement refers the participation or involvement of the

teachers and indigenous learners in the community.

Note:

Strictly follow the American Psychological Association (APA) format of listing your
references. See the following APA format of listing references.

List of References of Hadjiesmael-Camsa (2020) using APA Format

Abdullah, S. N. (2020). Comparative assessment on the full implementation of senior high school
curriculum among private and public high schools. Educational Research Journal. 10 (2): 8-
25, Accra City, Ghana, South Africa. Retrieved from https://www.resjournals.com on April
25, 2020

Abdullah, S. N. (2019). Implementation of child-friendly school (CFS) environment among public

high schools in Esperanza, Sultan Kudarat. Action Research funded by Basic Education
Research Fund (BERF). DepEd – Region XII, Carpenter Hills, Koronadal City, Region XII

Abdullah, S. N. (2018). Assessment on the full implementation of the senior high school curriculum
among private and public schools in Sultan Kudarat. Applied Research funded by Basic
Education Research Fund (BERF 2016), DepEd-Region XII, Carpenter Hill, City of
Koronadal, Philippines

Abubakar, Y. P. (2019). Child-friendly school (CFS) environment, students’ behavior and school
performance among public high schools in Sultan Kudarat. Master’s Thesis, Sultan Kudarat
State University, ACCESS Campus, Tacurong City

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SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 70
Bays, D. & Crocket, J. (2017). Investigating instructional leadership for special education. Journal
Exceptionality, v15 n3 p143-161 ISSN-0936-2835https://eric.ed.gov/?id=EJ773658

Clayton, D. & Moses, K. (2017). Implementation of STEM curriculum in rural secondary schools in
Zimbabwe: Limits and Possibilities, Journal of Emerging Trends in Educational Research
and Policy Studies (JETERAPS): 11-15, Scholarlink Research Institute Journals, ISSN:
2141-6990

Dee, T. & Jacob, B. (2016). The impact of No child left behind on students, teachers and schools.
Retrieved on January 10, 2012. Https://Www.Brookings.Edu/Wp
Content/Uploads/2010/09/2010b_Bpea_Dee.pdf

Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2011). Working in special education:
Factors that enhance special educators’ intent to stay.Exceptional Children, 67, 549-553.
Retrieved Date. January 9, 2019
http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=391

Hasan, M., Halder, U. & Debnath, D. (2018). Inclusive education and education for all. International
Journal of Research and Analytical Reviews (IJRAR). Volume 5, Issue 3. Electronics ISSN
2348-1269, Print ISSN 2349-5138

Legaste, H. T. (2018). Utilization of special education fund (SEF) and implementation of School
Monitoring and Plan Adjustment (SMEPA): Basis for Enhancement Program, An Action
Research Funded by Basic Education Research Fund (BERF), DepEd – Region XII,
Carpenter Hills, Koronadal City

Luminda, K. F. (2018). Quality areas and characteristics framework of the child-friendly school (cfs)
among public elementary schools in Cotabato City Division. Master’s Thesis, Graduate
School, Cotabato City State Polytechnic College, Cotabato City

Mendell, M. J., & Heath, G. A. (2015). Do indoor pollutants and thermal conditions in schools
influence student performance? A Critical Review of the Literature. Indoor air, 15(1), 27-52.

Mcevoy, C. (2013). Parent involvement in the special education eligibility process: Implementation
of legal mandates and best practices. Proquest LLC. UMI Number: 3559270

Miller, D. (2017). Importance of school monitoring and evaluation systems

http://leansystemssociety.org/importance-of-school-monitoring-and-evaluation system

Patterson, J., Marshall, C., & Bowling, D. (2012). Are principals prepared to manage special
education dilemmas? National Association of Secondary School Principals. NASSP
Bulletin, 84(613), 9-20. Retrieved
fromhttps://search.proquest.com/docview/216037487?accountid=167112

Pivik, J., McComas, J., & Laflamme, M. (2012). Barriers and facilitators to inclusive education.
Exceptional children, 69(1), 97-107.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). The UNESCO
Salamanca statement and framework for action on special educational needs education.

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SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 71
 Paris: UNESCO.
https://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2017). A Human
rights-based approach to education for all. United Nations Children’s Fund (UNICEF), 3
United Nations Plaza, New York, 10017, USA Universal Declaration of Human Rights

Sample Background of the Study (Conceptual Framework and SOP are already presented in
pages 47-49)

Research Title: Learning Modalities amid COVID-19 Pandemic, Problem-Solving Skills and
Attitudes of Grade 10 Students in Physics

Background of the Study

The rapid advancement of science and technology poses a significant challenge to the entire
humanity to keep abreast with the rhythmically fast societal development, most especially in the
third world and developing countries like the Philippines. Being in rhythmic motion to effectively
manage the technological development does not merely imply acquiring advanced facilities and
modern technologies but rather, the acquisition and improvement of knowledge and skills essential
to meet the demands of the highly competitive and scientifically-inclined society must be given more
attention (Criswell & Greg, 2018). Due to this rhythmic motion of globalization, the quality of science
education is one of the fundamental concerns of the Department of Education (DepEd).
Science education is the primary target of continuous changes in the Philippine educational
system. Many educators today are challenged on what pedagogical approaches could cater the
individual needs of students to increase their understanding of Physics concepts particularly the
Philippines is currently threatened by the wide spread of COVID-19 (Gegone, 2020). This pandemic
doesn’t stop the educators to impart essential knowledge and skills to the students. The 1987
Philippine Constitution clearly defines the implementation of Alternative Delivery Modes (ADM’s) as
per Article XIV says that the State shall protect and promote the right of every citizen to quality
education at all levels and shall take appropriate steps to make such education accessible to all.
Due to this mandate, the DepEd is now challenged on the deployment of modern technologies;
digital learning tools; home-based learning modules; and most especially the forthcoming
nonphysical conduct of classes (Abdullah, 2020).
Amidst COVID-19 pandemic, technology learning approach (TLA) and modular learning
approach (MLA) are so much desired to help public schools negotiate the maze of new normal class
without sacrificing the delivery modes of quality education. The massive school closures on March
15, 2020 due to the alarming COVID-19 pandemic and postponement of the classes to October 5,
2020 have challenged the teachers to initiate alternative delivery modes (ADM’s) such as preparing
video presentations, learning modules and pedagogies suitable for online, home-schooling
strategies, minimal face-to-face teacher-students’ interaction and other nonphysical modes of
conduct of classes for the School Year 2020-2021 (Abdullah, 2020).
TLA is used to describe the application of technology to teaching-learning activities.
Uploading video presentation online as part of the TLA enables the students to adjust to their own
pace of learning. Students who need extra time can spend more time going over exercises until
they understand, whilst those who need less support can continue ahead (Simpal, 2016). Online
learning modality limits the physical movement of both teachers and students. However, quality of
instruction cannot be jeopardized since teachers prepare video presentation of their lessons and
students have the options when to watch the video as long as they will achieve the set of learning
objectives of the video presentation. With TLA, teachers are no longer limited to the use of

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textbooks. They can employ alternative resources such as video, audio and other interactive
learning technologies so that students can have different ways to learn. TLA has changed the new
normal classroom environment so that learning is more hands-on and independent.
On the other hand, MLA is another alternative delivery mode (ADM) of instruction which is
timely for the new normal class. Self-instructional module (SIM) as MLA tool is a self-contained and
self-sufficient material for the students to achieve a set of objectives. It has already been employed
by the public school teachers for many years to impart knowledge to the out-of-school youth
including the students-at-risk of dropping out (SARDO’s). The DepEd has addressed the challenges
amid new normal through the Learning Continuity Plan (LCP), which will be in effect by the time
school year 2020-2021 opens on October 5, 2020. DepEd Secretary Briones said that LCP is the
agency’s major response in ensuring the health, safety and well-being of the students, teachers and
personnel in this COVID-19 pandemic (Alcober, 2020).
Hence, it is essential to evaluate the effectiveness of the two major ADM’s of the DepEd for
the new normal such as technology learning approach (TLA) through online video presentation and
modular learning approach (MLA) using self-instructional module (SIM).

Sample Background of the Study, Conceptual Framework and Statement of the Problem
(Descriptive Research)

Research Title: Mental Health and Psychological Resilience of Nurses amid COVID-19 Pandemic
in Sultan Kudarat

Background of the Study

The Philippines is known to have been rigidly training nurses and exporting them to all
corners of the world, but now the country finds itself shorthanded as its number of coronavirus
disease (COVID-19) infections and deaths skyrocket. With more Filipinos becoming infected by the
virus, the consequences of a medical brain drain are weighing on the health-care industry
particularly the nursing workforce. Private Hospitals Association of the Philippines, Inc. (PHAPI) has
estimated a scarcity of 23,000 nurses nationwide. This situation is so severe that most Filipinos die
without even seeing a medical professional (Lopez & Jiao, 2020).
Thousands of nurses in the Philippines work hand in hand against COVID-19 pandemic. As
the largest sector of the healthcare workers, nurses are the backbone and lifeblood of patients’ care.
In hospitals and other front-line facilities, they are sacrificing a great deal for the good of their
countrymen, with some falling ill or even giving the last breath of their very lives (Carlson, 2020). As
a matter of fact, the nursing profession has embedded within it an ethos of compassionate care with
sustained emotional and psychological interactions with patients and their families, often under
exceptionally challenging mental health conditions (Kinman & Leggetter, 2016).
This COVID-19 pandemic has currently challenged the country’s healthcare services as
there is already a shortage in nursing workforce numbers even before this infectious disease hit the
Philippines. With lack of nurses across the nation, there is an exponentially increasing burden and
pressure on the existing healthcare workforce. Relative to this, acknowledging the need to support
the mental health and well-being of nurses in all healthcare settings has never been more important
at this time of health crisis (Rappler.com, 2020). Mental health problems experienced by the nurses
in the middle of their battle against the unseen enemy cannot be belittled. If nurses are not given
prior attention by the government, these health problems would definitely turn into very serious
psychological and social imbalances that can have a lasting effect on their personality. If their efforts
in fighting for the COVID-19 are less appreciated, their psychological resilience to recuperate from
the heavy workload as frontliners to win the battle against the public health crisis would be futile.
Mental health is the psychological well-being or an absence of psychosomatic illness. World
Health Organization (WHO) defined mental health as a state of well-being in which the individuals

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realize their own abilities, can cope with the normal stresses of life, can work productively and
fruitfully, and are able to have a contribution to their community (Keyes, 2014). As cited by Cocker
and Joss (2014), psychological resilience is the ability to mentally or emotionally cope with a crisis
or to return to pre-crisis status quickly. They added that stable mental health and effective
psychological resilience strategies of healthcare workers play a vital role to flatten the curve of
COVID-19 cases.
It is inevitable that caring for patients in the high-risks context of COVID-19 will take its toll
on the mental health and psychological resilience of nurses. Feelings of anxiety, stress and
depression among healthcare workers are likely to occur especially if there is no praise on their
ability to do the jobs. World Health Organization (WHO) issued guidance on COVID-19 and mental
health that recognizes the particular needs of healthcare workers. Crucially, it puts their mental well-
being on a par with their physical health (Kang et al., 2020).
Inter-Regional Lockdown in SOCCSKSARGEN Region for non-essential travels and total
lockdown in some barangays of Isulan and Bagumbayan of the province of Sultan Kudarat, some
barangays of Polomolok, South Cotabato and some barangays of General Santos City were again
declared on August 16-31, 2020 in response to the confirmation of the Department of Health (DOH)
that there is a local or community transmission of COVID-19 after several individuals including
nurses were tested positive for the virus even though they didn’t have travel histories from the high-
risk areas. As of August 24, 2020, COVID-19 cases in the Philippines have reached more than
194,000 and more than 300 cases are coming from SOCCSKSARGEN Region. Due to this rising
number of cases, nurses in Sultan Kudarat are also in the state of mental health problems. Some
of them who are tested positive for the virus are believed to be transmitters of the virus to their
family members.
Care is the central pivot around which nursing revolves and, as such, is dependent on an
emotive response to support patients during critical stages of COVID-19 infection. Within the current
COVID-19 pandemic and against a backdrop of a pre-existing shortage of nurses in the country and
Sultan Kudarat Province is no exemption, it is crucial to consider the issue of mental health of nurses
and how to support them cope with psychological and social effects to fight for the virus.
Thus, this study is initiated.

Conceptual Framework

The COVID-19 pandemic marks an unprecedented global public health crisis giving an
overwhelming public health emergency to many countries including the Philippines. Health et. al
(2020) stated that COVID-19 is a newly identified disease, and concrete evidence is still emerging
on its pathophysiological impact and epidemiology, and the demographical implications of the
pandemic to the mental health of the nurses as major frontliners to fight for the unseen enemy of
the nation.
The Chinese government has studied the mental health and well-being of the frontline
healthcare workforce in Wuhan, identifying factors leading to long-term suboptimal mental health
status, including stress, anxiety, depressive symptoms, insomnia, denial, anger and fear (Maben &
Bridges, 2020). These factors are associated with, and correspond to, the high risk of potential
infection with the virus and inadequate protection against contamination, overwork, physical and
mental exhaustion, discrimination, isolation, complex patient care, and a lack of contact with
families. Kang et. al (2020) stressed that the impact of these mental health issues will not only affect
healthcare workers in the present fight against COVID-19 but may also affect their long-term health
status.
Campbell-Sills et al. (2015) stated that COVID-19 outbreak greatly affects the mental health
of the nurses. They referred mental health as the basic cognitive and social ability to recognize,
express and modulate one's own emotions, as well as empathize with vulnerable people. Maben

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and Bridges (2020) stated that the effect of COVID-19 pandemic to the mental health of nurses is
classified into emotional distress, psychological impact and social impact. They added that
experiencing barriers to work as frontliners in the COVID-19 outbreak adds to the
complexities of their responsibilities.
Health et al. (2020) emphasized that psychological resilience exists when the person uses
mental processes and behaviors in promoting personal assets and protecting self from the potential
negative effects of stressors. Fletcher and Sarkar (2013) added that psychological resilience is the
process of adapting well in the face of adversity, trauma, tragedy, threat or significant source of
stress. They stressed that when a person faces adversity, misfortune, or frustration, psychological
resilience helps him bounce back. It helps him survive, recover, and even thrive in the face and
wake of misfortune. Carlson (2020) noted that appreciating the contributions of the nurses in anti-
COVID-19 campaign is a great factor to improve their resilience to win the battle against the unseen
enemy of the nation.
The following conceptual framework depicts the variables that play a significant role in
determining the mental health and psychological resilience of nurses of the private and public
hospitals in the Province of Sultan Kudarat, Region XII. The six problems of the research such as
nurses’ barriers to work as frontliners amid COVID-19 outbreak; their emotional distress during the
COVID-19 pandemic; psychological impact of COVID-19 pandemic; social impact of COVID-19
pandemic; their contributions in anti-COVID-19 campaign; and their psychological resilience
strategies amid COVID-19 pandemic.

Mental Health of Nurses during COVID- Psychological Resilience of Nurses

19 Pandemic during COVID-19 Pandemic

Nurses’ barriers to Work during

COVID-19 Outbreak

Resource Constraints

Threat of Infection

Ubiquitous Challenges

Lingering Uncertainties

Emotional Distress of Nurses during

COVID-19 Pandemic

Concern for Family

Fear of Contagion
Contributions of Nurses
Job Stress Anti-COVID-19 Campaign
Figure 1. Research Paradigm
Interpersonal Isolation

Stigmatization

Psychological Impact of COVID-19

Pandemic

Anxiety and Excessive

Worry

Depression

Somatic Symptoms

Self-esteem

Change in Behavior

Burnout
Psychological Resilience
Social Impact of COVID-19 Pandemic Strategies of Nurses during
COVID-19 Pandemic
Leisure Activities

Social Well-being

Family Relationship

Compassion Fatigue

Compassion Satisfaction

Conscription to Areas of
Work Outside Normal
Duties

Figure 1. Research Paradigm

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SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 75
Statement of the Problem

The general purpose of this study is to determine the mental health status and psychological
resilience strategies of nurses of the private and public hospitals in the Province of Sultan Kudarat,
Region XII amid COVID-19 pandemic.
Specifically, this study will be carried out to find answers to the following questions:
1. To what extent do the nurses of private and public hospitals experience the barriers to
work as frontliners amid COVID-19 outbreak relative to:
1.1 Resource Constraints;
1.2 Threat of Infection;
1.3 Ubiquitous Challenges; and
1.4 Lingering Uncertainties?
2. To what extent do the nurses of private and public hospitals feel emotionally distressed
amid COVID-19 pandemic relative to:
2.1 Concern for Family;
2.2 Fear of Contagion;
2.3 Job Stress;
2.4 Interpersonal Isolation; and
2.5 Stigmatization?
3. To what extent is the psychological impact of COVID-19 pandemic to the nurses of the
private and public hospitals in relation to:
3.1 Anxiety and Excessive Worry;
3.2 Depression;
3.3 Somatic Symptoms;
3.4 Self-esteem;
3.5 Change in Behavior; and
3.6 Burnout?
4. To what extent is the social impact of COVID-19 pandemic to the nurses of the private
and public hospitals in relation to:
4.1 Leisure Activities;
4.2 Social Well-being;
4.3 Family Relationship;
4.4 Compassion Fatigue;
4.5 Compassion Satisfaction?
4.6 Conscription to Areas of Work Outside Normal Duties?
5. What are the contributions of nurses of private and public hospitals in anti-COVID-19
campaign?
6. What are the psychological resilience strategies of the nurses of private and public
hospitals to reduce the impact of COVID-19 pandemic?

Sample Background of the Study of Correlational Research (Conceptual Framework and

SOP are already presented in pages 49-50)

Research Title: Schools in Change: An Evaluation of the Implementation and Outcome of the
Technical-Vocational and Livelihood Track of Senior High Schools in Sultan Kudarat

Background of the Study

Public high schools are continually confronting challenges to remain competitive and
successful due to the full implementation of senior high school curriculum. They are in a state of

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transition as they adapt to a changing environment and increased demands of global transition.
Managing change effectively is however a main challenge in the change management domain due
to massive human involvement. External forces such as increased accountability, changing family
needs, technological age, and community anxieties trigger education specialists to search for
leaders who can help schools negotiate the maze of educational reforms (Bommer and Rubin,
2015).
The implementation of DepEd K to 12 Program under the Enhanced Basic Education
Curriculum has brought about new challenges for school principals and their change management
strategies. Leithwood and Jantzi (2015) accurately note that schools are operating in an
environment of heightened concern for students’ outcomes. Schools are being forced to restructure
the manner in which they educate students to expect better outcomes. It is not good to teach only
the majority and ignore the needs of the minority or marginalized (Smyth, 2016). Regardless of how
the government and society choose to measure schools’ outcomes, at-risk students and their needs
must be addressed, and schools must find better ways to meet such change.
The Technical-Vocational Livelihood (TVL) track of senior high school is designed to prepare
students for employment. It can equip with job-ready skills in the future. It has four (4) strands such
as Agri-Fishery Arts, Home Economics, Industrial Arts and Information and Communication
Technology (ICT). Even without college, Technical-Vocational-Livelihood track will equip them with
job-ready skills in the future. This track also invests primarily on skills that can gain them requisite
COCs (Certificates of Competency) and NCs (National Certifications) which would be essential
when looking for better career opportunities in agriculture, electronics, and trade. This is also
important when applying abroad where the skills they gain would prepare them as they join the
workforce (DepEd, 2016).
ABS-CBN News Online (2018) reported that some TVL learners started work even before
graduation because of the work experience and skills they earned while completing their courses.
Among these competencies include their TVL training, the work immersion program that mandated
exposure in industries related to their tracks and specializations, and the National Certification some
have earned from TESDA. Further, Abdullah (2018) found out that most of the struggling students
from Grade 10 preferred to enrol in the Technical-Vocational Livelihood (TVL) track. During the
interview and focus group discussion, he found out that students took TVL track because they
wanted to get employed upon senior high school graduation. Aside from the reasons that they are
not academically inclined, students wanted to earn National Certificate (NC II) before they will finish
senior high school so that they have the options to immediately engage in workforce, get in touch
with entrepreneurship or pursue college education.
Lacorte (2016) stated that Philippine basic education has been undergoing series of
changes, modification and improvement. These curriculum changes within the educational system
have been constantly implemented by the Department of Education (DepED) to adopt educational
setting to the needs and demands of globalization. Since many studies reveal that students don’t
perform well at the expected level, it seems that there is an endless change in the educational
system until the desired goal of attaining quality education is reached. It doesn’t mean however that
the implementation of the changes should remain unaccounted. Rather, change should be
evaluated to determine the effectiveness of its implementation. Abdullah (2018) found out that the
implementation of TVL track has been faced with problems due to inadequacy of instructional
materials and unavailability of laboratory equipment. The struggle of public schools on the
implementation of TVL track can’t be disparaged.
The change management strategies of school administrators are challenged with the
present situation of the TVL track. That’s why, this study hopes to provide an objective evaluation
of the impact of the change management strategies of school administrators on the implementation
and outcome of TVL track for the purpose of synchronizing both positive and negative issues and
concerns that would enlighten the minds of masses on the genuine purpose of the said track.
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Sample Background of the Study of Descriptive Research (Conceptual Framework and SOP
are in pages 50-52)

Research Title: Status of the Implementation of the K to 12 Science Technology Engineering and
Mathematics Curriculum in the Division of Sultan Kudarat

Background of the Study

The continuing reform program in the Philippine educational system is driven by a global
competitiveness. This curriculum development aims to raise the standards of teaching-learning
opportunities to cope with the needs of the 21st century learners. Achieving a sustainable quality
education in the face of both gradual and abrupt educational change is one of the most significant
challenges confronting the Department of Education (DepEd) particularly in Science and
Mathematics education (DepEd, 2018).
In response to the global challenges, the DepEd has exerted remarkable efforts to improve
Science education so that Filipino graduates will be at par with the rest of the world. Recently, it has
implemented the Science, Technology, Engineering and Mathematics (STEM) curriculum wherein
the instruction involves the interdisciplinary integration of science, technology, engineering and
mathematics into rigorous lessons that connect the students to real world careers and issues. STEM
curriculum employs a cohesive learning paradigm based on real-world applications that develop
students’ literacy and ability to compete in the world of economy (DepEd Order No. 71, s. 2012).
DepEd Order No. 25, s. 2002 and Basic Education Curriculum Guide (2002) stressed that
the main factors which can be cited to account for the low performance of students in Science
include lack of science culture and deficiencies in the teaching-learning process, instructional
resources and teacher trainings. Lacorte (2014) also emphasized that parents’ involvement has a
strong and positive effect on the implementation of the curriculum. In addition to this, Magsino
(2015) stressed that to make the learning opportunities more accessible to every child; the
implementation of the curriculum must be equipped with functional physical facilities and equipment,
competent teachers, a well-designed curriculum and full support of the parents. She further stressed
that the most influential stimulus to make every child ready to learn is the effective delivery of
instruction so that he could be responsive to the needs of the modern society. However, Abdullah
(2020) found out that lack of school buildings, insufficiency of laboratory equipment and inadequacy
of learning resources are the top problems of the public schools in Sultan Kudarat.
One of the major thrusts of former President Benigno S. Aquino’s government was the
implementation of the DepEd K to 12 curriculum which aims to develop lifelong learners who will be
prepared for higher education, employment and entrepreneurship. Its implementation has caught
the attention of many researchers. There were studies conducted to evaluate the new program and
it appeared that similar issues came out. In Sultan Kudarat, STEM curriculum has been
implemented since 2015. So far, there is no study conducted yet to evaluate its implementation.
Hence, this study is prompted.

NOTE:

In writing the background of the study, be sure to have at least one citation in each paragraph
to make the claim more valid and credible. Web address or Uniform Resource Locator (URL) or
Digital Object Identifier should not be used as in-text citation. Cite the author, not the web address.
URL specifies the location of digital information on the internet and can be found in the address bar
of the internet browser. DOI is a unique persistent identifier for a published digital object, such as
article or study. Website is a collection of content, often on multiple pages, that is group together
under the same domain. It can be linked like a store, where the domain is the store name. URL is
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
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the store address, and the website is the actual store. Example of URL is
https://www.resjournals.com. Example of DOI is 10.17265/1548-6591/2015.03.002. Examples of
websites are Wikipedia.org, google.com, independent.academia.edu, scholar.google.com, and
amazon.com.

TAST 19: Group yourselves into a maximum of four members and write the Chapter I of your
quantitative research following the standard and format of Esperanza National High School. Choose
the best research problem that you individually identified from your previous firs major task of writing
the conceptual framework of your research. The following parts of the research proposal should
strictly be followed:

CHAPTER I. INTRODUCTION
Background of the Study
Conceptual Framework of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms

Note:

Use the previous examples to write a very good Chapter I of your research proposal. Include
the list of references using APA format.

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 WEEK 7
(Lesson 9; pages 81 – 90)
Reminder: There is another major TASK (Task 20) you need to comply this WEEK 7.

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 LESSON 9: LITERATURE REVIEW

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. demonstrate their understanding about the literature review;
2. write coherent literature review based from their research working title, research variables
and research objectives;
3. cite literature review using American Psychological Association (APA) format;
4. synthesize information from relevant literature; and
5. explain the ethical standards in writing related literature.

What is Literature Review?

Literature Review or Review of Related Literature (RRL) is a detailed review of existing

writings like scholarly articles, books, journals and other sources related to the topic of your
research. RRL should enumerate, describe, summarize, evaluate and classify previous research
findings relevant to your research problem. Writing the RRL starts from writing the conceptual
framework and background of the study. Research variables are summarized in the conceptual
framework. Research objectives are based from the conceptual framework of the study. In short,
background of the study, conceptual framework and research questions are based from rigid RRL.
Sub-topics of the RRL should be based from the research variables and their indicators.
They should also be based from the order of the specific objectives of the study.
Each paragraph of the RRL should contain at least one in-text citation which is properly
paraphrased. Enumeration is allowed as long as it should be done in paragraph form. Use American
Psychological Association (APA) style in writing the RRL.
If you have a good RRL, you won’t get difficulty in looking for the relevant ideas that will
support or oppose the findings of your research. Only topics relevant to the research objectives
should be included in your RRL.
Writing the review of related literature (RRL) should follow the following criteria:
Criteria: (Highly Satisfactory)
• Extensively appraises existing research related to the research questions
• Identifies recommendations and questions in previous studies
• Discusses the main points of view and controversies of existing research studies and critical
evaluation of views, their strengths and weaknesses
✓ Focuses on key issues which underlie the action research; general conclusion about the
related action research papers; what research still needs to be done; and what knowledge
gaps remain that the study will aim to fill.

The secret for HIGHLY SATISFACTORY RRL is READING.

Conceptual Framework, Research Objectives and Sub-topics of Review of Related Literature

of the study of Hadjiesmael-Camsa (2020) entitled PROGRAM IMPLEMENTATION OF
SPECIAL EDUCATION IN REGION XII: AN EVALUATION
Conceptual Framework
Filipinos have a deep regard for education. Education occupies a central place in political,
economic and social life of every Filipino citizen. The offering of special education (SPED) program
is one of the immediate responses of the government to address the specific needs of learners in
the country. This curricular program is anchored on the premise that individual learners have
different learning needs and interests. However, Rabara (2017) noticed that successful
implementation of SPED program largely depends on some factors which include the objectives of
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SPED program, teachers, administrators, instructional materials, equipment, facilities, ancillary
personnel and parents.
The growth of special education in the Philippines has been given a relatively good support
through these years both by the government, non-government organizations and stakeholders in
response to the needs and challenges of the contemporary social issues of the community. The
level of awareness of both the government and the private sector in providing equal opportunities
to children with special needs has considerably increased. One positive development in special
education is manifested in Article 14, Section 1 of 1987 Philippine Constitution which states that the
government shall protect and promote the right of all citizens to quality education at all levels and
shall take appropriate steps to make education accessible to all.
The establishment of the “School for the Deaf and Blind” in 1907 prompted the birth of
special education (SPED) in the Philippines. Then, in 1976, the Philippine Association for the Deaf
(PAD) spearheaded the Hearing Conservation Week which was born through the Presidential
Proclamation 1587, duly signed by former President Ferdinand E. Marcos. Then, Republic Act 7277
approved in 1992, otherwise known as the “Magna Carta for Disabled Persons” affirms the full
participation and total integration of persons with disabilities into the mainstream of the society. In
support to this legislation, the Department of Education (DepEd) has directed all school divisions in
the country to establish special education (SPED) centers to help provide effective delivery of SPED
services nationwide through its DECS Order No. 26, s. 1997.
The advent of 21st century requires new perspectives and directions in SPED program to
meet the needs of the most vulnerable and disadvantaged children against the persistent challenges
and demands of the millennium. This is one of the main reasons why intensive evaluation of the
SPED program is needed. Priority needs of the program implementation several years back
definitely differ from this modern world’s perspectives. Implementation of SPED program in Region
XII in terms of its key result areas (KRAs) which include philosophy, goals and objectives;
assessment process; school admission and organization of classes; curriculum content,
instructional strategies and materials; organizational pattern; school plant and facilities; personnel
recruitment, welfare and development; administration and supervision; research and special
studies; parent education and community involvement; monitoring and evaluation; and linkages was
quantitatively and qualitatively evaluated.
Program evaluation is a valuable tool for both teachers and school principals who are
seeking to strengthen the quality of the program and improve outcomes for the children and youth
they serve. The data taken from the program evaluation can be used to improve program services.
Abdullah (2019) stressed that neither quantitative nor qualitative evaluation of the implementation
is the best way to determine the strengths, weaknesses, opportunities and threats (SWOTs) of the
program. He said that the best way to determine the SWOTs of the program implementation is the
mixed methods of quantitative and qualitative evaluation. That’s why, series of interviews and focus
group discussions of the participants such as teachers and school principals and document analysis
and process observation of the programs and activities conducted by the SPED centers for learners
with special educational needs (LSENs) focused to the three key result areas (KRAs) such as
facilitating factors, hindering factors and best practices in the implementation of SPED program in
Region XII.
The following conceptual framework depicts the variables that play a significant role in the
successful implementation of SPED program in Region XII. The four problems of the research such
as SPED program key result areas (KRAs), facilitating factors, hindering factors and best practices
in the implementation of SPED program are illustrated in the diagram.

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 Special Education (SPED) Program

Legal Issues

Philosophy, Goals and Personnel Recruitment,

Objectives Welfare and Development

Assessment Process Administration and

Supervision

School Admission and Research and Special

Organization of Classes Studies

Curriculum Content, Parent Education and

Instructional Strategies and Community Involvement
Materials

Organizational Pattern Monitoring and Evaluation

School Plant and School Plant and

Facilities Facilities

Facilitating Factors Hindering Factors Best Practices

Figure 1. Conceptual Framework

Statement of the Problem

Generally, the purpose of this study was to evaluate the program implementation of the
special education (SPED) centers in Region XII for the School Year 2018 - 2019.

Specifically, this study sought to answer the following questions:

1. What is the status of the program implementation of special education (SPED) along with
the following key result areas (KRAs):

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 1.1 Philosophy, Goals, and Objectives;
1.2 Assessment Process;
1.3 School Admission and Organization of Classes;
1.4 Curriculum Content, Instructional Strategies, and Materials;
1.5 Organizational Patterns;
1.6 School Plant and Facilities;
1.7 Personnel Recruitment, Welfare and Development;
1.8 Administration and Supervision;
1.9 Research and Special Studies;
1.10 Parent Education and Community Involvement;
1.11 Monitoring and Evaluation; and
1.12 Linkages
2. What are the facilitating factors that helped in the program implementation?
3. What are the hindering factors encountered by special education (SPED)?
4. What are the best practices of SPED centers in Region XII?

Sub-parts of the Review of Related Literature of the Study of Hadjiesmael-Camsa (2020) and
the first paragraph of each sub-title (Note: In-text citation is in boldface for emphasis in this
module only)

Legal Framework of Special Education

Special education (SPED) program in the Philippines is anchored on Articles 356 and 256
of Commonwealth Act No. 3203 enacted in 1935. The article states that the right of every child to
live in an atmosphere conducive to his physical, moral and intellectual development and the
concomitant duty of the government to promote the full growth of the faculties of every child.
Republic Act No. 3562 approved in 1968 also known as “An Act to Promote the Education of the
Blind in the Philippines” provided for the formal trainings of special education teachers of blind
children at the Philippine Normal College, the rehabilitation of the Philippine National School for the
Blind (PNSB) and the establishment of the Philippine Printing House for the Blind (Republic Act
No. 5250).

Organization of Special Education

UNESCO (2014) stated that Special Education in the Philippines started when Fred
Atkinson, the general superintendent of Education in the Philippines in 1900, reported to the
Secretary of Public Instruction that deaf and blind children were found in a census of school-aged
children in Manila and nearby provinces. This prompted David Barrows, an American anthropologist
and M. Delia Delight Rice, an American educator, to establish the Insular School for the Deaf and
the Blind in Manila (later renamed as School for the Deaf and Blind in Harrison, Pasay City) in 1907
which marked the official government recognition of its obligations towards the education of the
handicapped children.

Special Education Program Implementation

The provisions of the Enhanced Basic Education Act of 2013, states that in creating an
educational policy it shall prioritize the inclusiveness of enhanced basic education which
necessitates the implementation of programs designed to address the physical, intellectual,
psychological, and cultural needs of learners. Also, the law recognizes the responsibility of the state
to make education learner-oriented, and responsive to the needs, circumstances and diversity of
learners (DepEd Order No. 11 s. 2000). The following are the key result areas (KRAs) of SPED
program.

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 Philosophy, Goals, and Objectives. The Department of Education (DepEd) clearly states
its vision for children with special needs in consonance with the philosophy of inclusive education,
that by the 21st century, he or she could be adequately provided with basic education that could fully
realize his or her own potentials for development and productivity and to be capable of self-
expression of his or her rights in society. The Philippines also adopted the policy on Inclusive
education which accelerates access to education of children and youth with special needs. They
are envisioned to get full parental and community support without discrimination of any kind. They
should be provided with a healthy environment along with leisure and recreation and social security
measures (Department of Education, Handbook on Inclusive Education, 2010).

Assessment Process. In education, assessment refers to the wide variety of methods or

tools that educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of the students (The Glossary of Education
Reform).

School Admission and Organization of Classes. Presidential Decree 603 or the Child
and Youth Welfare Code calls for every school to organize special classes and provide special
services for children with special needs. Article IV of the policies on SPED states the provisions on
the school admission and organization of classes for sped schools (Manual on Operations, 2017).
Generally, it states that all schools at the pre-elementary, elementary, secondary and tertiary levels
shall admit children and youth with special needs in an inclusive set-up and the educational help for
them shall be made as early as possible.

Curriculum Content, Instructional Strategies and Materials. The term “curriculum” was
defined by Mogbo (2012) as encompassing the content, structure, and processes of teaching and
learning, which the school provides in accordance with its educational objectives and values which
includes the knowledge, concepts, and skills that students acquire as well as the factors that inform
the ethos and general environment of the school. Evangelio (2017) saw curriculum as all planned
experiences, opportunities, and activities provided by a school to assist the learners attain the
designed learning outcomes and desired change in behaviour. His study posits that the way in which
the curriculum is defined, planned, implemented, and evaluated crucially influences the quality of
education provided.

Organizational Pattern. Article VI of the Policies and Guidelines on SPED stressed that
LSENs should be provided with a variety of educational patterns and services based on their needs.
A continuum of alternative placements may be provided such as full inclusion,
integration/mainstreaming, resource room plan, cooperative class plan, special class plan, distance
education, itinerant teaching, hospital instruction, homebound instruction, special day school, and
residential school. The policy also allows a combination of plans and other special support services
such as readers, interpreters, and note takers if necessary. Moreover, the policy states that a
resource room plan may be established with the special education teacher works as a resource
room for the teacher or itinerant teacher. There is also the cooperative class plan where the SPED
teacher serves as an itinerant teacher at the same time (Fritz & Taylor, 2011).

School Plant and Facilities. Lackney and Picus (2018) stated that the school facility is
much more than a passive container of the educational process, rather, it is an integral component
of the conditions of learning. Thus, the layout and design of a facility contributes to the place
experiences of students, educators, and the community members. It was consistent with the
statement of Vandiver (2011) in his study that, it is the responsibility of the state to ensure that
every child has access to a quality education and school facilities that can provide an educational
setting that is suited for teaching and learning. He also mentioned that implementing policies that

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result in a high quality, high performing, well-designed and maintained school facilities had a direct
and indirect impact on the teaching and learning process.

Personnel Recruitment Welfare and Development. Personnel preparation is another very

important issue in organizing or establishing special education center. There should be qualified
special education personnel. These personnel include school head, teachers, assessment
specialist, and other support services from allied medical services the occupational, and the physical
therapist, speech pathologists, pathologist, and others (Tanner, 2016).

Administration and Supervision. In the study of Eskay and Oboegbulen (2013) on the
Role of School Administrator in Designing the Special Education Curriculum, they explained the
importance of the school administrator in the education of the child. They defined administration as
“involving the planning and organization of activities and resources aimed at fulfilling the goals of
the particular organization”. Thus, according to their study, administration of education is central to
the realization of educational objectives and must provide for all and work towards the improvement
of the less privileged. His study also posits that administrators need to closely monitor the student
performance and progress through participation in their assessment. They are also responsible for
the improvement of educational opportunities for all students, especially those with unique learning
needs.

Research and Special Studies. Research in education has enabled significant

improvement in curriculum development and reform, educating slow learners, understanding the
mentally retarded, and in adapting methods of instruction based on the specific needs of learners.
More so, it has contributed a lot in our understanding of different cultures and the impact of culture
in values, attitudes, ideals, personality development, and human behavior, thus we owe a lot in
research (Abdullah, 2019).

Parent Education and Community Involvement. A strong home-school partnership is also

crucial in the success of any program, more so with special education due to the needs and
challenges in providing LSENs the necessary care and assistance brought by their condition. This
is supported in the study of Mcevoy (2013) that states school and family partnerships lead to better
outcomes for all children; including those with disabilities.

Monitoring and Evaluation. Miller (2017) stated that “monitoring is seeing if you are doing
what you said you would do and done in a systematic approach to overseeing planning, learning,
and teaching.” It makes sure that information is gathered as basis for judgment and in answering
questions. Evaluating, in her definition, “is the measurement of success which is done after a
comparison among outcomes, aims, and objectives”. Miller believes this eventually leads to a
summative assessment of current practices within the school, then informs on the future planning
for both learning and teaching. Furthermore, she posits that school monitoring and evaluation help
in providing a consolidated source of information showing the progress of the school. Monitoring
and evaluation also give a basis for both questioning and testing assumptions, thus, they should be
an integral component of any particular school since it helps in planning. Remarkably, monitoring
and evaluation also shows mistakes, bottlenecks and barriers that may create possibilities for both
learning and improving (Abdullah, 2019).

Linkages. TEDP Framework (2018) stated that community linkages refer to the ideal that
classroom activities are meaningfully linked to the experiences and aspirations of the learners and
communities. The school with its administrators and teachers must strengthen the links between
schools and communities to help in the attainment of curriculum goals. Moreover, Cantor (2014)
posits that for schools to succeed in their educational mission, they must have the support of
community resources such as family members, neighborhood leaders, business groups, religious
institutions, among others.
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Facilitating Factors

Facilitating factors are any factors which stimulate, provide or promote a fertile environment
for public education. Special education program implementation owes its success to these factors.

The study of Patterson et al. (2012) reveals the big responsibility of the principals in
managing special education policies and practice. Thus, they must manage intricacies ranging from
allocating classroom space, responding to parent concerns, and hiring and
assigning special education assistants, to ensuring that grab bars are installed in
bathrooms. Furthermore, his study posits that working with an administrator with a background
in special education might appear to be beneficial over someone who does not have that
specialized expertise, but to lead the implementation of any new educational practice, the principal
must not only keep abreast of trends and changes in the field, but must take an active leadership
role. Lacking leadership from the principal, a new teacher felt ill-prepared for implementing inclusive
practices. Sage and Burrello (2014) noted that the "principal has such an impact" on instructional
practices that his or her leadership can play a major role in the success of the
school's special education program. With this, having a principal with knowledge, skills, values and
attitudes who set the example of accepting and welcoming diverse learners greatly contribute in the
success of the sped program.

Abdullah (2018) stressed that call of duty, together with commitment to serve the youth, is
one of the facilitating factors in the implementation of the DepEd program. He said that call of duty
convinced the teachers to be transferred in the senior high school curriculum. He added that senior
high school teachers waited for almost 6 months before they received their salary since they had
been appointed as senior high school teachers. Many of them were frustrated due to the delayed
salary. However, they were still very happy since they became part of the history, the first batch
teachers of senior high school curriculum.

Hindering Factors

Rabara (2017) stated that some of the hindering factors in special education include lack of
training in special education by most teachers; lack of and inadequate physical and learning
facilities; lack of adequate plans and preparations for integration; absence of policy on special
education and lack of awareness by parents about special needs education.
Evangelio (2017) found out that lack of facilities and insufficient instructional resources
specially designed for the learners with exceptionalities is one of the issues and concerns in the
implementation of special education (SPED) program under the DepEd K to 12 program. He added
that there are very few teachers who are qualified to handle learners with special needs. He also
stressed that SPED teachers still lack trainings and seminars. Although SPED teachers have
various attended seminars, it was found that most of those seminars are not related to SPED
curriculum.
Patterson et al. (2016) enumerate the issues faced by school administrators
in special education that includes the following: new accountability in the 1997 IDEA
reauthorization, which requires special education students to take part in state testing and
accountability programs, ambiguous and varying definitions of LRE and inclusion, conflicts among
advocacy groups about the value of inclusive practices, the need for collaboration between regular
and special education teachers and specialists to alter their curriculum and pedagogy.

Best Practices

Best practices are a set of guidelines, ethics or ideas that represent the most efficient or
prudent course of action. Best practices are often set forth by an authority, such as a governing
body or management, depending on the circumstances. While best practices generally dictate the
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recommended course of action, some situations require that industry best practices be followed.”
They are important for processes that you need to work correctly. They are simply the best way to
do things and have been worked out through trial and error, and are found to be the most sensible
way to proceed (Abdullah, 2018; Simpal, 2020 & Gegone, 2020).

In the study conducted by the California Charter Schools Association (CCSA) in 2016,
some of the innovative and exceptional special education programs and practices are the following:
1) Philosophy of inclusion wherein students with disabilities where predominantly content-rich,
general education settings, 2) Individualization and tailoring programs to student needs, 3).
Supportive school community, 4) Multi-tiered support systems wherein schools implemented
clearly-defined, team-based, data-driven systems that combined general and special education
supports within a framework focused on prevention and intervention, regardless of disability, 5)
Family and community partnerships. Schools built strong partnerships with families and
community organizations to networks around their students, 6) Cutting edge technologies and
practices, 7) Flexibility and autonomy, 8) Staff development wherein schools implemented rigorous
recruitment and professional development practices to ensure that general and special education
teachers and staff were prepared to meet the needs of all students, 9) Constant refinement and
improvement of programs wherein schools continually evaluated and refined their practices to
match the evolving needs of their students (Onwubolu, 2015).

Note:

Sub-topics of the literature review is based from the order of the statement of the problem
(SOP). SOP is based from the conceptual framework of the study. Conceptual framework of the
study is taken from rigid review of related literature.

Sources of Related Literature

• Books
• Encyclopedia
• Internet
• Magazines
• Newspapers
• Theses/Dissertations

Formats in Citation and Referencing

• Chicago Manual of Style

• MLA- Modern Language Association
• APA- American Psychological Association (Commonly Employed)

Examples of Proper In-Text Citation Using APA Format

RRL taken from the Study of Torreňa (2019) about the status of the implementation of STEM
curriculum in Sultan Kudarat
Rabacal and Alegato (2017) emphasized that if the qualifications of the teachers are low,
students’ academic performance can be sacrificed. They added that those teachers who pursue
their post-graduate education are those who really want to improve their teaching pedagogy.
Further, Abdullah (2020) noted that STEM teachers need in-depth knowledge of their subject and

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will invariably need to study subjects assigned to them since most of their students are academically
inclined.
Students whose teachers held master’s degree performed better in reading and writing tests.
Advanced degree programs give teachers insight into the theoretical and practical backgrounds that
drive their professions (Velasquez, 2017).

RRL taken from the Study of Hadjiesmael-Camsa (2020) about the program implementation
of special education (SPED) Curriculum in Region XII
Education for All (EFA) is a global commitment to provide quality basic education for all
children, youth and adults specifically those who are vulnerable to marginalization and exclusion
(Hasan et al. 2018). It has been a global campaign designed by different nations through the
Universal Declaration of Human Rights in 1948 and continues to be a worldwide movement led by
the United Nations Educational, Scientific and Cultural Organization (UNESCO). UNICEF (2017)
stressed that the commitment to EFA goals has been reiterated in the eight Millennium Development
Goals (MDGs) developed by an international community.
Although, there are many helping factors that urge the frontliners to successfully implement
the special education (SPED) program, there are encountered hindering factors that challenge them
to find the best guidance and solutions to the existing problems. Luminda (2018) emphasized that
there are factors that facilitate a functional outcome, but there are also factors that become barriers
and are not adequately addressed. Pivik et al. (2012) noted that SPED curriculum has been
implemented since 1997 with great success, but there are also areas that still encounter
implementation difficulties.

NOTE: In-text citations are in BOLDFACE for emphasis.

RRL taken from the Study of Abdullah (2020) about the implementation of senior high school
curriculum among private and public schools in Sultan Kudarat
This study was anchored on Thorndike’s law of readiness in which Magsino (2009) stressed
that learning considers the readiness of a child so that he could learn effectively. To make the
learning opportunities more accessible to every child, educational institution must be equipped with
functional physical facilities and equipment, competent teachers, and a well-designed curriculum.
Former DepEd Secretary Luistro averred that the K to 12 Program is a globally competitive
curriculum that could help solve the problem of unemployment, keep up global standards, and help
Filipino students to have advanced knowledge, skills and attitudes (KSA) to choose the career that
best suits their interest (DepEd, 2016; Abdullah, 2019).
While the rich become richer and the poor becomes poorer, it is evident that there is a
growing need to minimize the rising unequal distribution of wealth, opportunities and other resources
among Filipino constituents, from which the children are greatly affected (Cerado & Abdulla, 2015).

Ethical Standards in Writing the Literature Review

Research ethics are standardized rules that guide the design and conduct of research. The
term ethics refers to questions of right or wrong. They provide guidelines for the responsible conduct
of research. In addition, they educate and monitors researchers to ensure a high ethical standard.
They promote the aim of research, such as expanding knowledge. They support the values required
for collaborative work, such as mutual respect and fairness. In writing the literature review,
researchers must follow a set of ethical standards (guidelines). Following the guidelines ensure
credibility, academic honesty, and integrity among researchers. As you write the literature review,
be aware of the following guidelines:

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 1. Always acknowledge the source of information, whether it is a primary, secondary or tertiary
source of information. Avoid plagiarism which is the act of using another person’s words or
ideas without proper citation. Plagiarism is also an act of assuming authorship of another’s
work.
2. Recognize the ideas, theories, and original conceptualizations of others. People who have
contributed to your topic or helped you shape your topic should be properly acknowledged.
3. Be critical in the studies you will include in the literature review. Do not underscore a study
that runs contrary to your problem statement.
4. Avoid the data-fraudulent practices like falsification, alteration, misrepresentation,
concealing of findings, biased or subjective language, labeling people or singling out a
group.
5. Avoid research misconduct which includes fabrication, falsification, or plagiarism.
Research misconduct doesn’t include honest error of differences of opinion. It can erode
trust between researchers and funding agencies, which make it more difficult for colleagues
at the same institution to receive grants.

TASK 20: Write the coherent literature review of your group research. Take note, order of the
literature review is based on the order of the statement of the problem (SOP). Use the APA format
in in-text citations and referencing.

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 WEEK 8
(Lesson 10; pages 92 – 103)
Reminder: There are three individual TASKS (Tasks 22, 23 and 24) you need to comply this
WEEK 8.

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 LESSON 10: COMMONLY EMPLOYED STATISTICAL TOOLS

OBJECTIVES:
At the end of this module, the students are expected to:
1. give the data gathering tools to be used in conducting a qualitative research;
2. describe the statistical tools to be used in conducting a quantitative research;
3. construct frequency and distribution table of a given data; and
4. Compute for the mean of a given data.

Data Gathering Methods in Qualitative Research (Review Lesson)

• Participant/Process Observation
• Interview
• Focus Group Discussion (FGD)
• Participatory Rapid Appraisal (Immersion)
• Open-ended question
• Ethnography
• Document Analysis (Review of Records)
• Diary Counts
• Voice Recording
• Video Recording
• Photography
• Archival Materials
• Grounded Theory
• Content Analysis
• Historical Analysis

Statistical Tools for Gathering Data in Quantitative Research

Commonly Applied Descriptive Statistical Tools

• Standard Deviation
• Frequency
• Percentage
• Simple Mean
• Weighted Mean
• Ranking

Commonly Applied Inferential Statistical Tools

• t-test
• z-test
• Analysis of Variance (ANOVA)
• Ranking
• Pearson’s r
• Chi-square
• Spearman’s Rho Correlation
• Regression

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 NOTE: What makes quantitative research a statistical research is that it applies
statistical tools in analyzing data.

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PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 94
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
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PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 96
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
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PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 98
PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by
SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 99
TASK 22: Write TRUE if the sentence is correct and FALSE, if not.

__ 1. A quantitative research is very prone to manipulation.

__ 2. Dependent variable can affect independent variable.
__ 3. Intervening variables are as significant as independent variables.
__ 4. A qualitative research is more formal and scientific compared with quantitative research.
__ 5. The effect of bullying on the academic achievement of students can be determined through
mean and percentage.
__ 6. All research variables are measurable.
__ 7. Only words can express the effects of independent variables on dependent variables.
__ 8. The extent of the program implementation can be measured using frequency and
percentage.
__ 9. Independent variable can affect dependent variable.
__ 10. To be able to test the hypothesis, a researcher has to observe and collect data for each
variable included in the said hypothesis.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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Examples of Frequency and Percentage

Example of Simple Mean

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 101
 Example of Weighted Mean

TASKS 23: Construct frequency and percentage distribution table for each of the following. Give
table title for your answer. This is an individual task.

1. Religion of Students
Roman Catholic - 150
Protestant - 80
Islam - 75
Seventh Day Adventist (SDA) - 50
2. Perceptions of SHS Students on the Revival of Reserved Officers’ Training Corps
(ROTC)
Strongly Agree - 300
Agree - 350
Moderately Agree - 280
Disagree - 100
Strongly Disagree - 50

TASK 24: Compute for the overall mean of each of the following (1 whole sheet of paper). Indicate
your name, subject and name of your teacher. Submit your answer in the drop point in your locality.
This is an individual task.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 NOTE: Both descriptive and inferential statistics can be computed using Microsoft excel and
Statistical Package for Social Sciences (SPSS). t-test, z-test, Pearson r, Chi-square and
Regression have very long solutions if we will use the manual computation. Thus, using computer
software is advised. Computer can only give the statistical results. It doesn’t analyze and interpret
the data. Analysis and interpretation of data lie on the hands of the researcher

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 WEEK 1
nd
of the 2
Quarter
(Lesson 11; pages 105 – 113)
Reminder: There is a major TASK (Task 25) you need to comply this WEEK 1 of the 2nd Quarter
of First Semester of the New Normal School Year 2020-2021.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 LESSON 11: DATA GATHERING TOOLS/INSTRUMENTS

OBJECTIVES:

At the end of this module, the students are expected to:

1. demonstrate their understanding about the data gathering tools or instruments to be used in
conducting a research;
2. describe the validity and reliability of a research instrument;
3. identify the kinds of research instrument applicable for quantitative research; and
4. construct a research instrument of their research proposal.

What are Data Gathering Tools/Instruments?

DATA GATHERING TOOLS/INSTRUMENTS refer to the devices/instruments used to

collect data, such as survey questionnaire, checklist, interview, observation, focus group discussion,
etc.
Data Gathering Tools/Instruments are also known as Research Instruments. Research
Instrument needs to be constructed before data gathering activities. It is the most important tool to
gather needed data. Data gathering tools should be used for qualitative research and data
gathering instruments should be applied for quantitative research.
Constructing a Research Instrument is one of the most difficult parts of the research
process.

Validity and Reliability of the Research Instrument

VALIDITY and RELIABILITY are concepts used to evaluate the quality of the Research
Instrument. They indicate how well the research instrument measures what quantitative research
intents to measure. Validity is about the accuracy or correctness of the research instrument and
reliability is about the consistency of the research instrument.

Sample of Validation Letter

CERTIFICATE OF CONTENT AND FACE VALIDITY OF THE
RESEARCH INSTRUMENT

TO WHOM THIS MAY CONCERN:

We, the undersigned, have thoroughly scrutinized and checked the

RESEARCH INSTRUMENT of the study titled “CHILD-FRIENDLY SCHOOL (CFS)
ENVIRONMENT, SCHOOL PERFORMANCE AND STUDENTS’ BEHAVIOR
AMONG THE PUBLIC SCHOOLS IN SULTAN KUDARAT” presented to us by
YIASSER P. ABUBAKAR. We have convened to discuss about its strengths and
weaknesses for its improvement leading to suit the objectives of the study.

This is also to certify that the Research Instrument is valid in such a way
that it intends to answer the specific objectives of the study.

Done this 5th day of August, 2019.

SAMSUDIN N. ABDULLAH, Ph.D. ANALIZA G. SUMIDO, Ph.D.

Master Teacher II Master Teacher II
Esperanza National High School Esperanza National High School
Esperanza, Sultan Kudarat Esperanza, Sultan Kudarat

HENRY T. LEGASTE, Ed.D. MARLYN G. ARANETA, Ed.D.

Master Teacher I Teacher III
Esperanza Central School Esperanza National High School
Esperanza, Sultan Kudarat Esperanza, Sultan Kudarat

ESKAK M. DELNA, Ed.D, CES

Principal IV
Esperanza National High School
Esperanza, Sultan Kudarat

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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Sample Validation Instrument

VALIDATION INSTRUMENT
Instruction: Please indicate your degree of agreement or disagreement on the statements provided below
regarding the Survey Questionnaire presented by YIASSER P. ABUBAKAR by putting a check (√) on the circle
which corresponds to your answer. The statements are taken from the criteria for evaluating survey questionnaire
set forth by Carter V. Good, and Douglas B. Scates as modified by Abdullah (2015).
Options
Statements Strongly Agree Undecided Disagree Strongly
Agree Disagree
5 4 3 2 1
1. The survey questionnaire is short enough that
the respondents will be able to answer it within 5 4 3 2 1
the allotted time.
2. The survey questionnaire is interesting and has
an appeal such that respondents will be induced 5 4 3 2 1
to fully respond to each statement.
3. The survey questionnaire can obtain important
answers to the research problems and it will 5 4 3 2 1
avoid guesswork.
4. The statements and the alternative responses
are stimulating in such a way that it will 5 4 3 2 1
encourage the respondents to fully accomplish
it.
5. The survey questionnaire can elicit responses 1
5 4 3 2
which are definite and not conflicting.
6. The statements are stated in such a way that the 1
5 4 3 2
respondents can understand them clearly.
7. The statements are formed in such a manner to
avoid suspicion on the part of the respondents 5 4 3 2 1
concerning hidden answers in the survey
questionnaire.
8. The survey questionnaire is neither too narrow 1
5 4 3 2
nor limited in its content.
9. The answers to the problems when taken as a
whole, could answer the basic purpose for which 5 4 3 2 1
the survey questionnaire is designed and
therefore considered valid.
10. The indicators of the variables are carefully
scrutinized in such a way that they came from 5 4 3 2 1
comprehensive review of related literature and
the survey questionnaire objectively answers
the problems of the study.

SAMSUDIN N. ABDULLAH, PhD

Master Teacher II
Esperanza National High School
Esperanza, Sultan Kudarat

Sample Letter to Conduct the Reliability Test of the Research Instrument

Letter to the Administrator of the Hospital for Pilot-Testing the Survey Questionnaire

____________________

____________________
____________________
____________________

Dear Sir/Ma’am:

Greetings of peace!

I would like to conduct a pilot-testing of the survey questionnaire of my study entitled “COVID-19
STRESS AND RESILIENCE OF NURSES OF PUBLIC AND PRIVATE HOSPITALS IN THE
PROVINCE OF SULTAN KUDARAT” in your hospital.

In this regard, I would like to request permission from your good office and seek for an approval
to go distribute the survey questionnaire to the selected twenty-five (25) nurses of your hospital.
The said research aims to determine the levels of COVID-19 stress and resilience of nurses and
to investigate the relationship between the two variables.

I do believe that your institution adheres to the data privacy of your employees thus any
arrangement of the giving of my request will be highly appreciated. Coding of data will be done in
order to protect the privacy of your employees. Rest assured that all data received and gathered
will be treated with utmost confidentiality.

Your support is essentially vital for the success of my research.

Hoping for your positive response.

Thank you so much.

Respectfully yours,

CHERRY JOY G. SUBIDO, RN

Researcher

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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Kinds of Research Instrument applicable for Quantitative Research

1. CHECKLIST is a list of items or specific lines that a researcher wants to verify for inquiries,
steps, or actions being taken, or have been already taken by the respondents.
CHECKLIST is commonly used to determine the personal factors (profile) of the
respondents. The following is an example of checklist.

Example of Statement of the Problem (SOP) that requires CHECKLIST as a research

instrument

1. What is the socio-economic profile of the respondents relative to:

1.1 Educational Attainment;
1.2 Occupation; and
1.3 Monthly Gross Income?
PART I. Your Socio-Economic Status. Kindly put a check (√) on the box that
corresponds to your choice.
A. Your Educational Attainment
Doctoral Degree Graduate High School Graduate
Master’s Degree Graduate High School level
College Degree Graduate Elementary School Graduate
College level Elementary level
Vocational School Graduate Not Gone to School
B. Your Occupation

School Administrator Barangay Captain

Teacher Barangay Kagawad
Government Office Worker Others (Please specify): _______________
C. Monthly Income (Salary Plus Other Income) (Based from BIR Form No. 1701)
Not Over 10,000 Over 140,000 to 250,000
Over 10,000 to 30,000 Over 250,000 to 500,000
Over 30,000 to 70,000 Over 500,000
Over 70,000 to 140,000

2. SURVEY QUESTIONNAIRE is a set of questions used to gather data from a pre-defined

group of respondents to gain statistical information and insights on various topics of interest.

Survey questionnaire can be effective means of measuring the bahaviors, attitudes,

preferences, opinions and intentions of relatively large number of respondents more cheaply and
quickly than other methods. The following are examples of s survey questionnaire.

Example of Statement of the Problem (SOP) and the Required Research Instrument

2. To what extent are the bullying experiences of the students in terms of:
2.1 Physical Bullying;
2.2 Verbal Bullying;
2.3 Relational Bullying;
2.4 Sexual Bullying; and
2.5 Cyber Bullying?

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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I. Use the 5-Point Likert Scale below together with its verbal description to accurately give
your experiences regarding bullying incidents. Encircle the number that corresponds to your
choice.

Physical Bullying (Pisikal na Always Often Sometimes Rarely Never

Panankot) (5) (4) (3) (2) (1)
1 Kicking (Pagsipa) 5 4 3 2 1
2 Hitting (Pagpalo) 5 4 3 2 1
3 Punching (Pagsuntok) 5 4 3 2 1
4 Slapping (Pagsampal) 5 4 3 2 1
5 Shoving (Pagtulak) 5 4 3 2 1
6 Physical Assault (Pagsalakay o 5 4 3 2 1
Paglusob)
7 Throwing of Object (Pagtapon 5 4 3 2 1
ng Bagay)
Verbal Bullying (Salitang Always Often Sometimes Rarely Never
Pananakot) (5) (4) (3) (2) (1)
1 Shouting (Pagsigaw) 5 4 3 2 1
2 Harsh Statement (Masasakit na 5 4 3 2 1
Salita)
3 Relentless Insult (Paulit-ulit Pag- 5 4 3 2 1
insulto)
4 Belittling (Minamaliit) 5 4 3 2 1
5 Uttering Bad Words (Pagsasalita 5 4 3 2 1
ng Masasakit na Salita)
6 Name-Calling (Pangungutya) 5 4 3 2 1
7 Verbal Harassment (Pamimilit 5 4 3 2 1
Gamit ang Matatapang na Salita)
Relational Bullying Always Often Sometimes Rarely Never
(Pamiminsalang Pananakot) (5) (4) (3) (2) (1)
1 Spreading Vulgar Humours 5 4 3 2 1
(Pagkalat ng Di Magagandang
Impormasyon)
2 Manipulating Situations 5 4 3 2 1
(Paggawa ng Di
Makatotohanang Bagay)
3 Controlling One Person 5 4 3 2 1
(Ginagawang Utus-utusan ang
isang Tao)
4 Damaging One’s Reputation 5 4 3 2 1
(Maninirang Puri)
5 Making Fun of the Victim’s 5 4 3 2 1
Appearance (Ginagawang
Katatawanan ang Itsura ng Isang
Tao)
6 Revealing Secrets (Pagbulgar ng 5 4 3 2 1
Sekreto)
7 Backstabbing (Panlilibak) 5 4 3 2 1

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 Sexual Bullying (Pambabastos o Always Often Sometimes Rarely Never
Panliligalig) (5) (4) (3) (2) (1)
1 Crude Comments (Masasamang 5 4 3 2 1
Komento)
2 Vulgar Gestures (Pagkilos ng Di 5 4 3 2 1
Kanais-nais)
3 Uninvited Touching (Paghawak 5 4 3 2 1
ng Masseselang Bahagi ng
Katawan)
4 Sexual Propositioning (Pagyaya 5 4 3 2 1
ng Pagtatalik)
5 Forcing Someone to Watch 5 4 3 2 1
Pornographic Materials
(Pamimilit na Manood ng
Maseselang Panoorin)
Cyber Bullying (Panunukso, Always Often Sometimes Rarely Never
Panlalait, Pananakot o Pang-aasar (5) (4) (3) (2) (1)
Gamit ang Social Networking
Services)
1 Spreading False Humors 5 4 3 2 1
Through Text (Pagkalat ng Di
Makatotohanang Informasyon sa
Pamamagitan ng Text)
2 Posting Humors in the Social 5 4 3 2 1
Media (Pagkalat ng
Nakakahiyang Bagay Laban sa
Kapwa sa Social Media)
3 Uploading Videos that can 5 4 3 2 1
Damage One’s Reputation (Pag-
upload ng Maseselang Panoorin
na Nakakasira sa Isang Tao)
4 Blackmail (Pananakot Gamit ang 5 4 3 2 1
Cell Phone o Social Media)

Example of the Statement of the Problem of the Research Proposal entitled “STRUGGLES OF
MAGUINDANAON STUDENTS IN THE CONFLICT AREAS OF MAGUINDANAO PROVINCE:
BASIS FOR SOCIAL SERVICES DEVELOPMENT PLAN” and the needed Research Instrument

Statement of the Problem

This study is conducted to determine the struggles of Maguindanaon students living in the
conflict-affected areas of Maguindanao in light of COVID-19 pandemic. It also investigated and
explore the effect of the challenges experienced by the Maguindanaon students on their personal,
economic, environmental, political and social aspirations.
Specifically, this study sought answers to the following questions:
1. To what extent are the aspirations of Maguindanaon students relative to the following:
1.1 Personal;
1.2 Economic;
1.3 Environment;

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 1.4 Political; and
1.5 Social?
2. To what extent are the challenges met by Maguindanao students relative to:
2.1 Oppression;
2.2 Peace and Order;
2.3 Poverty;
2.4 Parental Practices; and
2.5 Access to Quality Education?
3. Are the aspirations of Maguindanaon students affected by the challenges they encounter in
the conflict areas of Maguindanao?

PART I. Use the 4-Point Likert Scale below together with its verbal description to accurately give
your personal, economic, political, and social aspirations.
Strongly Agree Disagree Strongly
Personal Aspirations Agree (3) (2) Disagree
(4) (1)
1 Earn a college degree and land a permanent 4 3 2 1
job.
2 Finish my high school education and work here 4 3 2 1
or abroad after high school graduation.
3 Become a popular leader in our community. 4 3 2 1
4 Become a successful farmer. 4 3 2 1
Strongly Agree Disagree Strongly
Economic Aspirations Agree (3) (2) Disagree
(4) (1)
1 Establish a family business. 4 3 2 1
2 Have a good income and own a beautiful 4 3 2 1
house.
3 Have a vast agricultural farmland. 4 3 2 1
4 To be a lending proprietor. 4 3 2 1
Strongly Agree Disagree Strongly
Political Aspirations Agree (3) (2) Disagree
(4) (1)
1 To be elected as provincial official such as 4 3 2 1
governor, vice governor or board member.
2 To be elected as municipal official such as 4 3 2 1
mayor, vice mayor or councillor.
3 To be elected as barangay official such as 4 3 2 1
captain or councillor.
4 To be an ordinary citizen not aiming to occupy 4 3 2 1
any political position in the government.
Strongly Agree Disagree Strongly
Social Aspirations Agree (3) (2) Disagree
(4) (1)
1 Have a happy family living in a peaceful 4 3 2 1
community.
2 Improve my social status and material wealth. 4 3 2 1
3 Earn acclaim and prestige. 4 3 2 1

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 4 Earn a fame in our community. 4 3 2 1

PART II. Use the 4-Point Likert Scale below together with its verbal description to accurately assess
the challenges you experience in your place.
Always Sometimes Rarely Never
Discrimination and Oppression (4) (3) (2) (1)
1 Some people look down on me and my ethnic 4 3 2 1
group or native place.
2 Some Christians think that Maguindanaon are 4 3 2 1
not as good as them.
3 We, Maguindanaon, are treated as we are 4 3 2 1
inferior.
4 Some teachers and other school personnel 4 3 2 1
don’t give us equal opportunities and rights.
5 Some Christians consider that Maguindanaon 4 3 2 1
are hard-headed students or trouble makers.
6 We, Maguindanaon, are considered good 4 3 2 1
targets for verbal attack.
Always Sometimes Rarely Never
Peace and Order (4) (3) (2) (1)
1 Rido (Away ng Magkalabang Pamilya o 4 3 2 1
Agawan ng Lupa)
2 Conflict between Government of the 4 3 2 1
Philippines (GPH) and Moro Islamic Liberation
Front (MILF) or Bangsamoro Islamic Freedom
Fighters (BIFF) (Bakbakan sa pagitan ng mga
Sundalo at ng MILF/BIFF)
3 Criminal Gang (Pagnanakaw, Pangingikil, 4 3 2 1
Pananakot at Pagdadala ng Sibilyan sa
Pampublikong Lugar)
4 Political Elite (Paghahari ng mga 4 3 2 1
Makapangyarihang Angkan)
5 Political Rivalry (Away ng Magkalaban sa 4 3 2 1
Pulitika)
Always Sometimes Rarely Never
Poverty (4) (3) (2) (1)
1 Don’t have enough budgets for household 4 3 2 1
basic needs such as food and medicines.
2 Don’t have enough allowance needed for my 4 3 2 1
studies.
3 Parents borrow money with interest just to 4 3 2 1
sustain my studies.
4 Experience delayed payment of school fees. 4 3 2 1
Always Sometimes Rarely Never
Parental Practices (4) (3) (2) (1)

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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1 When Maguindanaon parents find out that their 4 3 2 1
daughter/son is dating someone, she/he forced
to marry even though she/he doesn’t want to.
2 Maguindanaon parents prefer to encourage 4 3 2 1
their sons to join Jihad than going to school.
3 Maguindanaon parents are less persistent to 4 3 2 1
send their children to school.
4 Maguindanaon parents don’t allow their 4 3 2 1
daughters to study in distant schools as they
are afraid of the opposite sex relationship that
their daughters will engage.

3. PRE-TEST/POST-TEST is a research instrument used to find out the students’ performance

or achievement before and after the experimentation about the topics covered in the study.
It is a Multiple-Choice Items’ Test.

Table of Specifications (TOS) should be constructed before beginning to make Pre-

Test/Post-Test to ensure a fair and representative sample of questions appearing on the test.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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TASK 25: ANOTHER MAJOR TASK (GROUP TASK)

DIRECTION:

From the approved research problem (temporary title) with conceptual framework and
statement of the problem (SOP) you presented to your teacher, construct a research instrument to
be used during your data gathering activities.

One of the MOST DIFFICULT parts of writing a research is the construction of a

RESEARCH INSTRUMENT. Use the sample survey questionnaires in the previous pages. Good
luck students. We hope that you can make your research instrument based from the objectives of
your study.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 WEEK 2
nd
of the 2
Quarter
(Lesson 12; pages 115 – 118)
Reminder: There are two individual TASKS (Tasks 26 and 27) you need to comply this 2nd Week
of the 2nd Quarter of First Semester of the New Normal School Year 2020-2021.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 LESSON 12: TYPES OF SCALE AND CLASSIFICATIONS OF RESEARCH HYPOTHESIS

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. describe the types of scale;
2. demonstrate their understanding about the two general types of statistics;
3. explain the need of a hypothesis in conducting most of the quantitative research;
4. construct statement of the problem (research question), null hypothesis and alternative
hypothesis given the working title of a research.

Types of Scale

1. NOMINAL SCALE describes a variable with categories that do not have a natural order
or ranking. In nominal scale, calculation of mean, median or standard deviation is meaningless.
Some examples of nominal scale include age, gender, religion, tribe, educational attainment,
political party, nationality, marital status, income, years of experience, and profession.
2. ORDINAL SCALE describes a variable where the order matters but not the difference
between values. There is no way that a mean should ever be calculated for ordinal scale which
has a median and mode only. Some examples of ordinal scale are socio-economic status (low
income, middle income, high income), educational level (elementary, high school, bachelor’s
degree, master’s degree, doctoral degree), income level (less than 10K, 10K-50K, over 50K) and
satisfaction rating (extremely like, like, neutral, dislike, extremely dislike).
3. INTERVAL SCALE describes a variable where there is an order and the difference
between two values is meaningful. It always appears in the form of numbers or numerical values
where the distance between the two points is standardized and equal. It holds no true zero and can
represent values below zero. For example, Celsius scale has no such thing as “no temperature”
but there’s a “negative temperature”. Some examples of interval scale are temperature scale,
Liker scale, and pH score.
4. RATIO SCALE has all the properties of an interval scale except that ratio scale holds “an
absolute true characteristic” or “no negative value”. It never falls below zero. For instance, height
and weight measure from zero and above. It has no negative height and no negative weight. Some
examples of ratio scale are height, weight, age and pulse rate.
5. LIKERT SCALE is a psychometric scale commonly involved in research that employs
questionnaires. It is the most widely used approach to scaling responses in survey research.
Common examples of Likert scale are 5-Point Likert Scale and 4-Point Likert Scale.

Examples of Likert Scale

5 – Strong Agree
4 – Agree
3 – Moderately Agree Five-Point Likert Scale
2 – Disagree
1 – Strongly Disagree

4 – Very Well Implemented

3 – Well Implemented
Four-Point Likert Scale
2 – Rarely Implemented
1 – Poorly Implemented

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

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 QUANTITATIVE RESEARCH is also known as STATISTICAL RESEARCH. This research
utilizes statistical tools.

Two Types of Statistics

1. Descriptive Statistics (Hypothesis is not needed.)

a. Standard Deviation
b. Frequency and Percentage
c. Simple Mean/Weighted Mean
d. Mode
e. Median
f. Ranking

2. Inferential Statistics (Hypothesis is needed.)

a. t-test
b. z-test
c. Analysis of Variance (ANOVA) or F-Test
d. Pearson’s r
d. Chi-square
e. Regression

DESCRIPTIVE STATISTICS is the term given to the data analysis that helps describe, show
or summarize data in a meaningful way. It doesn’t, however, allow us to make inferences or
predictions. There are two general types of statistics that are used to describe data. They are (1)
Measures of Central Tendency (Mean, Mode & Median); and (2) Measures of Spread (Variance
and Standard Deviation).

INFERENTIAL STATISTICS is a technique that allows researchers to make predictions or

inferences from the data. With inferential statistics, researchers take data from samples and make
generalizations about a population. Inferential statistics uses statistical models to help researchers
compare their sample data to other samples or to previous research. Hypothesis testing is applied
in inferential statistics.

What is a Hypothesis?

Hypothesis is a proposed explanation made on the basis of limited evidence as a starting

point for further investigation. It is a proposition made as a basis for reasoning, without any
assumption of its truth. It is an educated guess or tentative answer to the research problem. It is
classified as Null Hypothesis and Alternative Hypothesis.

Null hypothesis (H0) is the statement that there is no significant difference, effect or
relationship between two or more variables or populations. It is the hypothesis that we wish to reject.

Alternative hypothesis (Ha) is the hypothesis that is contrary to null hypothesis. It is a claim
about a certain phenomenon contradictory to H0.

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Constructing Research Hypothesis

1. SOP: Is there a significant difference in the academic performance of students in experimental

and control groups before the experimentation?
H0: There is no significant difference in the academic performance of students in
experimental and control groups before the experimentation.
Ha: There is a significant difference in the academic performance of students in experimental
and control groups before the experimentation.

2. SOP: Is there a significant relationship between students’ participation to extracurricular activities

and their self-efficacy?
H0: There is no significant relationship between students’ participation to extracurricular
activities and their self-efficacy.
Ha: There is a significant relationship between students’ participation to extracurricular
activities and their self-efficacy.

TASK 26: Given the research title and one of its SOP, list the null hypothesis and alternative
hypothesis. This is an individual task.

1. Research Title: Management of Resources and Development of School Facilities of Esperanza

National High School

SOP: Is there a significant relationship between management of resources and development of

school facilities?

H0:

Ha:
2. Research Title: Bullying and Teen Depression at Esperanza National High School

SOP: Is there a significant relationship between bullying and teen depression?

H0:

Ha:

3. Research Title: Parenting Styles and Behavioral Problems among Technical-Vocational

Livelihood (TVL) Students

SOP: Is there a significant relationship between parenting styles and behavioral problems of TVL
students?

H0:

Ha:

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4. Research Title: Parenting Styles and Behavioral Problems of Technical-Vocational Livelihood
(TVL) Students

SOP: Is there a significant difference between the parenting styles received by male and female
TVL students?
H0:

Ha:

TASK 27: Given the research title, state the major SOP. Then, list the null hypothesis and
alternative hypothesis.

1. Research Title: Learning Stress and Stress Management Strategies of Senior High School
Students

SOP:

H0:

Ha:

2. Research Title: Pantawid Pamilyang Pilipino Program (4P’s): Impact on the Academic
Performance and Attendance of Students

SOP:

H0:

Ha:
3. Research Title: Parental Relationship, Academic Performance and Behavior of Students of
Esperanza National High School

SOP:

H0:

Ha:

4. Research Title: Impact of Motivation on the Performance of Teachers of Esperanza National

High School
SOP:

H0:

Ha:

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 WEEK 3
nd
of the 2
Quarter
(Lessons 12 & 13; pages 120 – 128)
Reminder: There is one task (Task 28) you need to comply this WEEK 3 of the 2nd Quarter of the
2nd Semester of the New Normal School Year 2020-2021.

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 LESSON 12: QUANTITATIVE RESEARCH DESIGNS AND STATISTICAL TOOLS

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. describe the quantitative research design and its types;
2. identify the statistical tools applicable for each type of quantitative research design; and
3. give the statistical tool applicable for each given statement of the problem (research
objective).

What is a Research Design?

RESEARCH DESIGN is the blueprint of the research. It is the set of methods and
procedures used in collecting and analyzing measures of the variables specified in the research
problem. It is a framework that has been created to find answers to research questions.

Example of the Resign Design of the research proposal entitled “COVID-19 Stress and
Resilience of Nurses of Public and Private Hospitals in the Province of Sultan Kudarat

Research Design

This study will employ a descriptive correlational research design that will determine the
relationship between COVID-19 stress and resilience of nurses. It will also investigate the influence
of demographic profile of nurses to the COVID-19 stress they experience and their resilience. This
research design will underlie three premises in gathering necessary data.
First, information for the COVID-19 stress and resilience of nurses will be collected,
averaged and synthesized. Second, after determining the weighted mean for each main variable
and its indicators, the level to which the variables and indicators’ scores using the set criteria for
each variable will be determined. Third, inferential statistics will be utilized to determine if there is a
significant difference of COVID-19 stress and resilience of nurses when grouped according to their
demographic profile and finally to examine the relationship of the COVID-19 stress on the resilience
of nurses.

Common Types of Quantitative Research Design

1. Descriptive Research Design

2. Comparative Research Design
3. Correlational Research Design
4. Descriptive Correlational Research Design
5. Comparative Correlational Research Design
6. Experimental Research Design
7. Quasi-Experimental Research Design

Types of Quantitative Research Designs and the Applicable Statistical Tools

1. Descriptive Research Design
Statistical Tools to be used in this research design
- Frequency and Percentage
- Weighted Mean (Major Statistical Tool)
- Mixed Methods of Qualitative and Quantitative can also belong here.

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 2. Comparative Research Design
Statistical Tools to be used in this research design
- t-test
- Analysis of Variance (ANOVA)

3. Correlational Research Design

Statistical Tools to be used in this research design
- Pearson’s r
- Spearman’s Rho
- Chi-square

4. Descriptive Correlational Research Design

Statistical Tools are combination of descriptive and correlational statistical tools. For
instance, mean and Pearson’s r.

5. Comparative Correlational Research Design

Statistical Tools are combination of comparative and correlational statistical tools. For
instance, t-test and Pearson’s r or ANOVA and Pearson’s r.

6. Experimental Research Design

Statistical Tools to be used in this research design
- t-test
- Analysis of Variance

7. Quasi-Experimental Research Design

Statistical Tools to be used in this research design
- t-test
- Analysis of Variance

Remarks:

Many researchers apply descriptive correlational research design if the needed

statistical tools are combinations of mean, t-test, ANOVA and Pearson’s r.

RESEARCH DESIGNS and STATISTICAL TOOLS can be determined using the research
objectives or statement of the problem (SOP). If you cannot determine what statistical tool is
applicable in each research objective, that research objective or SOP is not well constructed.

Research objectives or statement of the problem (SOP) must be SMART.

S – Specific
M – Measurable
A – Attainable
R – Realistic
T – Time bounded

The two most commonly conducted research for senior high school students are
Descriptive Research and Correlational Research.

DESCRIPTIVE RESEARCH is used to describe characteristics of a population or

phenomenon being studied. It focuses on answering the “what” question, rather than getting the
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answers about how/when/why the characteristics occurred. It is the most widely-used research as
indicated by the theses, dissertations and research reports of educational institutions. Its common
means of obtaining data include the use of questionnaire, personal interviews with the aid of
study guide or interview schedule, and observation, either participatory or not. Descriptive
research has only independent variable/s. It doesn’t have dependent variable.

LESSON 13: IDENTIFYING THE RESEARCH DESIGN AND STATISTICAL TOOL

APPLICABLE FOR THE GIVEN STATEMENT OF THE PROBLEM

OBJECTIVES:
At the end of this lesson, the students are expected to:
1. identify the research design and statistical tool applicable for the given statement of the
problem (SOP);
2. write the general and specific objectives of the study; and
3. change research objective from interrogative form to infinitive form or vice versa.

Examples of Descriptive Research, their Objectives and Statistical Tools to be Used

Research Title: Status of the Implementation of K to 12 Science Technology Engineering and

Mathematics in the Division of Sultan Kudarat

Statement of the Problem

This study generally aims to describe the status of the implementation of the K to 12 Science,
Technology, Engineering and Mathematics (STEM) curriculum of the public senior high schools in
the Division of Sultan Kudarat, Region XII, Philippines.
Descriptive Research Design

Specifically, this study seeks to answer the following questions:

1. What are the qualifications of Science, Technology, Engineering and Mathematics
(STEM) teachers in terms of:
1.1 Educational Background;
1.2 Teaching Experience; Frequency and Percentage
1.3 Related Trainings; and
1.4 Professional Regulation Commission (PRC)
License?
2. What is the level of parents’ involvement in the implementation of the Science,
Technology, Engineering and Mathematics (STEM) curriculum in terms of:
2.1 Student Learning Process;
2.2 Financial Support;
2.3 Planning and Preparations; and Weighted Mean
2.4 Decision-Making?
3. What is the extent of the implementation of the Science, Technology, Engineering and
Mathematics (STEM) curriculum along with the following:
3.1 Curriculum;
3.2 Instructional Supervision;
3.3 Physical Plant and Facilities;
3.4 Equipment; Weighted Mean
3.5 Learning Resources;
3.6 Teaching Strategies;
3.7 Utilization of Library Resources;

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 3.8 Financial Allocation and Expenditures; and
3.9 Administrative Support?
4. What are the observed gaps in the implementation of the Science, Technology,
Engineering and Mathematics (STEM) curriculum? Frequency and Percentage

Research Title: Evaluation of the Program Implementation of Special Education (SPED) in Sultan
Kudarat Division

Statement of the Problem

Generally, the purpose of this study is to evaluate the program implementation of special
education (SPED) centers in Region XII for the School Year 2018 - 2019.
Descriptive Research Design

Specifically, this study seeks to answer the following questions:

1. What is the status of the program implementation of special education (SPED) along with
the following key result areas (KRAs):
1.2 Philosophy, Goals, and Objectives;
1.3 Assessment Process;
1.4 School Admission and Organization of Classes;
1.5 Curriculum Content, Instructional Strategies, and Materials;
1.6 Organizational Patterns; Weighted Mean
1.7 School Plant and Facilities;
1.8 Personnel Recruitment, Welfare and Development;
1.9 Administration and Supervision;
1.10 Research and Special Studies;
1.11 Parent Education and Community Involvement;
1.12 Monitoring and Evaluation; and Linkages?
2. What are the facilitating factors that helped in the program implementation?
3. What are the hindering factors encountered by special education (SPED)?
4. What are the best practices of SPED centers in Region XII?

NOTE: SOP #s 2-4 are qualitative in nature. Thus, key informant interview (KII) and
focus group discussion (FGD) are applicable.

Research Title: Students’ Experiences, Reactions and Opinions on Bullying at Esperanza

National High School

Statement of the Problem

This research aims to determine the experiences, reactions and opinions of students on
bullying at Esperanza National High School for the School Year 2019 – 20120.
Specifically, this study will seek answers to the following questions.
Descriptive Research Design

1. To what extent are the experiences of the students on the following types of bullying at
school and at home?
1.1 Physical Bullying; Weighted Mean
1.2 Verbal Bullying;
1.3 Relational Bullying;
1.4 Sexual Bullying; and
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 1.5 Cyber Bullying?
2. To what extent do the students experience bullying from the following:
2.1 Friends;
2.2 Classmates; Weighted Mean
2.3 Neighbours;
2.4 Teachers;
2.5 Relatives; and
2.6 Parents?
3. What are the reactions of the students when they are bullied?
Qualitative Data Gathering Tools: KII and FGD

Examples of Correlational Research, their Objectives and Statistical Tools to be Used

Research Title: Aspirations and Challenges of Maguindanaon Students in the Conflict Areas of
Maguindanaon Province

Statement of the Problem

This study will investigate and explore the effect of the challenges experienced by the
Maguindanaon students on their personal, economic, environmental, political and social
aspirations.
Descriptive Correlational Research Design

Specifically, this study will seek answers to the following questions:

1. To what extent are the aspirations of Maguindanaon students relative to the following:
1.1 Personal;
1.2 Economic;
1.3 Environment; Weighted Mean
1.4 Political; and
1.5 Social?
2. To what extent are the challenges met by Maguindanao students relative to:
2.1 Oppression;
2.2 Peace and Order;
2.3 Poverty; Weighted Mean
2.4 Parental Practices; and
2.5 Access to Quality Education?
3. Is there a significant difference on the aspirations and challenges experienced by male
and female Maguindanaon students? t-test

4. Are the aspirations of Maguindanaon students affected by the challenges they

encounter in the conflict areas of Maguindanao?
Pearson’s r

Research Title: Assessment on the Full Implementation of Senior High School Curriculum
in the Division of Sultan Kudarat

Statement of the Problem

This study will investigate the impact of the respondents’ expectations and apprehensions
on the effectiveness of the full implementation of SHS curriculum.

Descriptive Correlational Research Design

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 Specifically, it sought answers to the following questions:
1. To what level are the private and public high schools expected on the full implementation
of senior high school curriculum in terms of:
1.1 Quality of Instructional Practices; Weighted Mean
1.2 College and Career Readiness;
1.3 Global Competitiveness;
1.4 Advancement of Knowledge, Skills and
Attitudes (KSA); and
1.5 Planning and Preparations?
2. To what level are the private and public high schools apprehended on the full
implementation of senior high school curriculum in terms of:
2.1 Financial Expenses;
2.2 Dropouts and Failures; Weighted Mean
2.3 Prevalence of Delinquent Behaviors;
2.4 Buildings and other Resources;
2.5 New School Environment; and
2.5 External Linkages for Immersion and On-the-Job
Training?
3. To what level is the effectiveness of private and public high schools on the full
implementation of senior high school curriculum in terms of:
3.1 Curriculum Adjustment,
3.2 School Facilities;
3.3 Administration and Management; Weighted Mean
3.4 Teachers’ Qualifications;
3.5 Teaching Strategies; and
3.6 Instructional Materials?
4. Is there a significant difference on the expectations, apprehensions and effectiveness of
the full implementation of senior high school curriculum between private and public high schools?
t-test

5. Are the respondents’ expectations and apprehensions significantly related to the

effectiveness of the full implementation of the senior high school curriculum?
Pearson’s r

More Examples on Determining the Statistical Tool Given the Specific Objectives of the
Study

1. SOP: Are the smoking habits of the students significantly related to their gender?
Chi-square
2. SOP: What is the effect of the distance learning modalities on the academic performance of
Grade 12 students?
t-test
3. SOP: Is there a significant relationship between the categorical responses of the women
and men in the legalization of the divorce in the Philippines?
Chi-square
4. SOP: What is the impact of management of resources on the development of school
facilities?
Pearson’s r

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 5. SOP: Is there a significant effect of supplemental learning materials (SLM’s) on the
Mathematics achievement of students?
t-test
6. SOP: Is there a significant effect of students’ participation to extracurricular activities in
developing their self-confidence?
Pearson’s r
7. SOP: Is there a significant impact of online math applications on the solving-problem skills
of students?
t-test

8. SOP: Is there a significant impact of mentoring program on the teaching performance of

newly hired teachers?
Pearson’s r

9. SOP: Is there a significant influence of the profile of teachers on their teaching performance?
ANOVA

10. SOP: Is there a significant influence of the teachers’ gender on the academic achievement
of the students in Mathematics?
t-test

11. SOP: Is there a significant influence of the students’ study habits on their learning
performance?
Pearson’s r

12. SOP: Is the COVID-19 stress experienced by the nurses significantly influenced by their
gender profile? t-test

13. SOP: Is the financial literacy of the teachers affected by their monthly take home pay?
ANOVA

14. SOP: Is the leadership competence of school heads significantly influenced by their
educational attainment? ANOVA

15. SOP: Is the learning performance of students significantly influenced by the type of school
(private or public school) where they are enrolled?
t-test

TASK 28: Given the statement of the problem (SOP), identify what statistical tool that is applicable.
This is an individual task.

1. SOP: What is the profile of STEM teachers in terms of teaching experience and educational
attainment?

2. SOP: To what extent is the problem-solving skills of grade 7 students?

3. SOP: Is there a significant gender difference on the performance of students in their

Geometry subjects?

4. SOP: What is the impact of the reading interest on students’ literary comprehension?

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 5. SOP: What is the effect of teachers’ educational qualifications on the learning performance
of students in Mathematics?

6. SOP: Is there a significant difference in the learning performance of the students exposed
in the three different methods of teaching: Traditional, Game-Based, and Activity-Oriented?

7. SOP: Is there a significant difference between the responses of the women and men in the
legalization of the divorce in the Philippines?

8. SOP: Are the public school teachers more competent compared to the private school
teachers?

9. SOP: What is the profile of the NQuESH takers in terms of administrative experience and
educational attainment?

10. SOP: What is the level of the reading comprehension of grade 7 students?

11. SOP: Is there a significant difference between the performance of the students in the two
previous grading periods?

12. SOP: Is there a significant relationship between the reading interest and literary
comprehension of the students?

13. SOP: Is the learning performance of the students in Mathematics significantly influenced by
the educational qualification of their teachers?

14. SOP: Is there a significant difference in the learning performance of the students exposed
in the three different methods of teaching: Traditional, Computer-Assisted Instruction, and
Practical Work Approach?

15. SOP: Is there a significant relationship between the responses of the women and men in
the legalization of the divorce in the Philippines?

16. SOP: Are the public school teachers more satisfied with their jobs compared to the private
school teachers?

17. To what degree is the student absenteeism in the following causes:

1.1 Physical/school factors,
1.2 Health problems,
1.3 Personal attitudes,
1.4 Family-related issues,
1.5 Teacher-related reasons,
1.6 Subject-related matters,
1.7 Classroom atmosphere,
1.8 Peer relationship,
1.9 Financial constraints, and
1.10 Obsession in the computer or online games/social networking sites?

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 18. What is the level of academic performance of low performing students in the following tool
subjects:
2.1 Filipino,
2.2 English,
2.3 Mathematics, and
2.4 Science?

19. Is there a significant difference in the attitudes of students towards absenteeism when they
are grouped according to:
3.1 Grade 7,
3.2 Grade 8,
3.3 Grade 9, and
3.4 Grade 10?

20. Is the assessment of the respondents towards absenteeism significantly different according
to the following types of respondents:
4.1 Low performing students,
4.2 Their respective parents or guardians, and
4.3 Their close friends?

21. Does the academic performance of struggling students in the tool subjects (Filipino, English,
Mathematics and Science) significantly differ from each other?

22. Is there a significant difference in the attitudes of male and female students towards
absenteeism?

23. Is there a significant relationship between the causes of absenteeism and academic
performance of the struggling students?

24. What intervention programs can be proposed to minimize, if not totally eradicate
absenteeism among the low performing students?

Note: SOP #s 17 – 24 belong to the same research title.

25. Is there a significant difference between the academic performance of ABM and HUMSS
students?

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 WEEK 4
nd
of the 2
Quarter
(Lesson 14; pages 129 – 135)
Reminder: There is one task (Task 29) you need to comply this WEEK 4 of the 2nd Quarter of the
2nd Semester of the New Normal School Year 2020-2021.

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 LESSON 13: SAMPLING PROCEDURE

OBJECTIVES:
At the end of this module, the students are expected to:
1. demonstrate their understanding about sampling procedure;
2. identify the sampling techniques commonly used in quantitative research; and
3. compute for the sample given the population.

What is a Sampling Procedure?

Sampling procedure is a process of choosing part of a population to use to usually test

hypotheses about the entire population. It is used to choose the number of respondents from a large
group of people (population). Since survey research has a larger scope of respondents, sampling
technique is very necessary. For instance, the population of the research is 6,033 students,
teachers, parents and school administrators. It doesn’t mean that all of these 6,033 target
respondents will be given a survey questionnaire. Sampling technique should be done
systematically so that expenses and time will be minimized but the generality and reliability of the
information will be maintained.

Sampling Techniques

For Quantitative Research

1. Simple Random Sampling
- Fishbowl Method
- Lottery Method
2. Systematic Sampling
3. Stratified Sampling
4. Cluster Sampling

For Qualitative Research

1. Convenience Sampling
2. Voluntary Response Sampling
3. Purposive Sampling
4. Snowball Sampling

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Types of Sampling (Published on September 19, 2019 by Shona McCombes. Revised on
October 2, 2020)

Probability Sampling is a sampling technique where a researcher sets a selection of a

few criteria and chooses members of a population randomly. All the members of the population
have an equal opportunity to be a part of the sample using the selection parameters.

Non-probability Sampling is a sampling method in which not all members of the population
have an equal chance of participating in the study. Unlike probability sampling in which each
member of the population has a known chance of being selected.

Types of Probability Sampling

1. Simple Random Sampling. In a simple random sampling, every member of the population
has an equal chance of being selected. Your sampling frame should include the whole
population. To conduct this type of sampling, you can use tools like random number
generators or other techniques that are based entirely on chance.

Example: You want to select a simple random sample of 50 students out of 500 students of
School X. You are going to write each name of these 1500 students in a small sheet of
paper, fold and put it a box. Shuffle the box and pick up one name of the student at a time.
Repeat the process until the desired number of sample is completed.

2. Systematic Sampling. Systematic sampling is similar to simple random sampling, but it is

usually slightly easier to conduct. Every member of the population is listed with a number,
but instead of randomly generating numbers, individuals are chosen at regular intervals.

Example: All employees of the company are listed in alphabetical order. From the first 10
numbers, you randomly select a starting point: number 6. From number 6 onwards, every
10th person on the list is selected (6, 16, 26, 36, and so on), and you end up with a sample
of 100 people.

Another Example: You have a computed sample of 100 out of 1500. You are going to
assign a number to every student from 1 to 1500. Divide 1500 by 100 and the quotient is 15.
Students who have assigned numbers of 15, 30, 45, 60, …, 1470, 1485 and 1500 comprise
the sample of 100.

3. Stratified Sampling. Stratified sampling involves dividing the population into

subpopulations that may differ in important ways. It allows you draw more precise
conclusions by ensuring that every subgroup is properly represented in the sample. To use
this sampling method, you divide the population into subgroups (called strata) based on the
relevant characteristic (e.g. gender, age range, income bracket, job role). Based on the
overall proportions of the population, you calculate how many people should be sampled
from each subgroup. Then you use random or systematic sampling to select a sample from
each subgroup.

Example: The company has 800 female employees and 200 male employees. You want to
ensure that the sample reflects the gender balance of the company, so you sort the
population into two strata based on gender. Then you use random sampling on each group,
selecting 80 women and 20 men, which gives you a representative sample of 100 people.

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 4. Cluster Sampling. Cluster sampling also involves dividing the population into subgroups,
but each subgroup should have similar characteristics to the whole sample. Instead of
sampling individuals from each subgroup, you randomly select entire subgroups. If it is
practically possible, you might include every individual from each sampled cluster. If the
clusters themselves are large, you can also sample individuals from within each cluster using
one of the techniques above. This method is good for dealing with large and dispersed
populations, but there is more risk of error in the sample, as there could be substantial
differences between clusters. It’s difficult to guarantee that the sampled clusters are really
representative of the whole population.

Example: The company has offices in 10 cities across the country (all with roughly the same
number of employees in similar roles). You don’t have the capacity to travel to every office
to collect your data, so you use random sampling to select 3 offices – these are your clusters.

Types of Non-probability Sampling

In a non-probability sample, individuals are selected based on non-random criteria, and not
every individual has a chance of being included. This type of sample is easier and cheaper to
access, but it has a higher risk of sampling bias, and you can’t use it to make valid statistical
inferences about the whole population.
Non-probability sampling techniques are often appropriate for exploratory and qualitative
research. In these types of research, the aim is not to test a hypothesis about a broad population,
but to develop an initial understanding of a small or under-researched population.

1. Convenience Sampling. A convenience sample simply includes the individuals who

happen to be most accessible to the researcher. This is an easy and inexpensive way to
gather initial data, but there is no way to tell if the sample is representative of the population,
so it can’t produce generalizable results.

Example: You are researching opinions about student support services in your school, so
after each of your classes, ask your fellow students to complete a survey on the topic. This
is a convenient way to gather data, but as you only surveyed students taking the same
classes as you at the same level, the sample is not representative of all the students at your
university.

2. Voluntary Response Sampling. Similar to a convenience sample, a voluntary response

sample is mainly based on ease of access. Instead of the researcher choosing participants
and directly contacting them, people volunteer themselves (e.g. by responding to a public
online survey). Voluntary response samples are always at least somewhat biased, as some
people will inherently be more likely to volunteer than others.

Example: You send out the survey to all students at your university and a lot of students
decide to voluntarily complete it. Students are chosen on voluntary basis. This can certainly
give you some insight into the topic, but the people who responded are more likely to be
those who have strong opinions about the student support services, so you can’t be sure
that their opinions are representative of all students.

3. Purposive Sampling. This type of sampling involves the researcher using their judgement
to select a sample that is most useful to the purposes of the research. It is often used in
qualitative research, where the researcher wants to gain detailed knowledge about a specific

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 phenomenon rather than make statistical inferences. An effective purposive sample must
have clear criteria and rationale for inclusion.

Example: You want to know more about the opinions and experiences of disabled students
at your university, so you purposefully select a number of students with different support
needs in order to gather a varied range of data on their experiences with student services.

4. Snowball Sampling. If the population is hard to access, snowball sampling can be used to
recruit participants via other participants. The number of people you have access to
“snowballs” as you get in contact with more people.

Example: You are researching experiences of homelessness in your city. Since there is no
list of all homeless people in the city, probability sampling isn’t possible. You meet one
person who agrees to participate in the research, and she puts you in contact with other
homeless people that she knows in the area.

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Problem:
A researcher is conducting a study about the effect of student absenteeism on academic
performance of students. The main respondents of the study are the students from all grade levels.
The number of sub-population per grade level is as follows:

Grade 7 – 1209
Grade 8 – 1083
Grade 9 – 985
Grade 10 – 889
Grade 11 – 1087
Grade 12 – 780

What appropriate sampling technique can be applied? How many samples do we have?
How many samples from each grade level?

Solution:

Stratified Random Sampling using Slovin’s Equation

𝑵
n=𝟏 + 𝑵𝒆𝟐
where:
n = desired sample
N = population
e = margin of error = 5% = 0.05
Grade 7 – 1209
Grade 8 – 1083
Grade 9 – 985
Grade 10 – 889
Grade 11 – 1087
Grade 12 – 780
6033
𝑁
n=1 + 𝑁𝑒 2
6033
= 1 + 6033(0.05)2
6033
= 1 + 6033(0.0025)
6033
= 1 + 15.0825
6033
=
16.0825
n = 375

Proportional Percentage:
373
6003
= 0.0622

Grade 7 – 1209 x 0.0622 = 75

Grade 8 – 1083 x 0.0622 = 67
Grade 9 – 985 x 0.0622 = 61
Grade 10 – 889 x 0.0622 = 55
Grade 11 – 1087 x 0.0622 = 68
Grade 12 – 780 x 0.0622 = 49
375

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 Then, apply the simple random sampling or systematic sampling technique in choosing the
individual respondent per group.

TASK 29: Solve the following problems. This is an individual task.

1. A researcher is conducting a study about the full implementation of Senior High School
(SHS) curriculum in Sultan Kudarat. The following are the sub-population of the study:

Students – 3050
Teachers – 550
Parents – 320
Principals – 150

Compute for the total number of sample as well as the sample per group.

2. Compute for the total sample and sample per school using the following data.

Population
USM - Kabacan – 1580
MSU - Maguindanao – 1398
CCSPC – 1409
SKSU – 1216

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 WEEK 5
nd
Of the 2
Quarter
(Lesson 15; pages 137 – 140)
Reminder: There is a major task (Task 30) you need to comply this WEEK 5 of the 2nd Quarter of
the 2nd Semester of the New Normal School Year 2020-2021.

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 LESSON 15: PARTS OF THE CHAPTER III (METHODOLOGY) OF THE
RESEARCH PROPOSAL

OBJECTIVES:
At the end of this module, the students are expected to:
1. Identify the parts of the Chapter III (Methodology) of the research proposal; and
2. Write Chapter III (Methodology) of the research proposal.

Parts of the Chapter III (Methodology) of the Research Proposal

Research Design
Respondents of the Study
Locale of the Study
Sampling Technique
Data Gathering Instrument
Data Gathering Procedure
Statistical Treatment

What is written in the Research Design Section?

RESEARCH DESIGN is a plan of investigation conceived to obtain an answer to research

questions. Specify the research design appropriate to your study. Explain this research design
based from your previous readings.
Research design also provides the strategy of investigation for your study.

What is written in the Respondents of the Study Section?

RESPONDENTS are those persons or individuals who have been invited to participate in a
particular study. In this section, specify the types of respondents you have in your research. Explain
why you choose them to be part of your study. Give details on the criteria why they become
respondents of your research.

What is written in the Locale of the Study Section?

LOCALE OF THE STUDY is the place the researchers choose to conduct their study. You
can include the map of the locale of the study in this section.

What is written in the Sampling Technique?

SAMPLING is systematic technique of selecting individual members or a subset of the

population to make statistical inferences from them and estimate characteristics of the whole
population. SAMPLING TECHNIQUE is widely used by researchers so that they do not need to
consider the entire population to collect actionable insights. It is a time-convenient and a cost-
effective method and hence forms the basis any research design. In this section, specify the
sampling technique/s you will employ in your research.
You can also show your precise solution on how you computed your sample. You can also
present sampling distribution table.

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What is written in the Data Gathering Instrument Section?

In this section, specify the research instrument you are to employ in your study whether
researcher-made research instrument, modified research instrument or adopted research
instrument.
A researcher-made research instrument is personally constructed by you with an aid of
some references. A modified research instrument had undergone little revision from the research
instrument of other researcher to jibe with the objective of your study. An adopted research
instrument had undergone no revision. The variable, indicators and the statements are retained
from the original research instrument of other researchers.
Explain the parts of your research instrument. If your research instrument is a researcher-
made instrument or modified research instrument, you need to explain the process how you will test
its validity and reliability.
If you don’t have your research instrument, you cannot proceed with the data gathering
activities.

What is written in the Data Gathering Procedure Section?

In this section, explain in details the steps or procedures you will undergo in gathering data.
Start it from the approval of your research proposal by the concerned teachers. Asking the approval
letter from the concerned school will be included. How you are going to orient your respondents in
answering the survey questionnaires will be explained. Retrieval of the questionnaires and
tabulation of data will also be included. You can also present the schematic diagram of the data
gathering procedure you will undergo.

Sample Diagrams of Data Gathering Procedure (Taken from the Study of Abubakar (2019))

Approval of the College of Graduate Coordination with

Studies to Conduct the Study
- Schools Division
Superintendents
Approval of - School Administrators

- Schools Division
Superintendents
- School Administrators
Distribution of the Research
Instrument to the Grade 12
Students

Interviews with the

Selected
Respondents for Retrieval of the Research
Cross Examination of Instrument
the Data

Data Collection Tabulation of Data

Analysis and
Interpretation of
Data

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 Letter of Approval from the
Regional Office

Validation of the Getting Approval Letter from the

Research DepEd – Sultan Kudarat
Instrument

Orientation of the Respondents

Distribution of the Research

Instrument

- Teachers
- SSG Officers
- Class Mayors
- Student Athletes
- PTA Officers
- Disbursing Officer
- Bookkeeper
- Supply Officer
- Local School Board

Retrieval of the Survey

Questionnaire
Tabulation of the Data

Data Analysis and

Interpretation

What is written in the Statistical Treatment Section?

The term “statistical treatment” is used when a researcher applies a statistical method to
a data set to draw meaning from it. Statistical treatment is divided into two groups: (1) descriptive
statistics, which summarize research data as a group or summary statistic; (2) inferential statistics,
which make predictions and test hypotheses about research data.
In this section, specify what major type of statistics you are going to apply if it is a descriptive
statistics or inferential statistics or combination of the two. Then, identify clearly the statistical tool
to be used per objective.
Include in this section the research parameters you are going to employ for your data
analysis and interpretation.

Sample Research Parameters

Scale Verbal Description Interpretation

3.26 – 4.00 Very High The level of protection, appreciation

and preservation of IPs cultural
heritage is Very Satisfactory.

2.51 – 3.25 High The level of protection, appreciation

and preservation of IPs cultural
heritage is Satisfactory.

1.76 – 2.50 Low The level of protection, appreciation

and preservation of IPs cultural
heritage is Poor.

1.00 – 1.75 Very Low The implementation of IPEd

curriculum is Very Poor.

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 Scale Extent of Students’ Extent of Students’
Experiences and Reactions Opinions on the Effect of
on Bullying Bullying
4.20 – 5.00 Always Very High
3.40 – 4.19 Often High
2.60 – 3.19 Sometimes Moderately High
1.80 – 2.59 Rarely Low
1.00 – 1.79 Never Very Low

Parameters for the Level of Academic Performance of Students

Mean Percentage Score (MPS) Descriptive Rating

96 – 100 Mastered
86 – 95 Closely Approximating Mastery
66 – 85 Moving Towards Mastery
35 – 65 Average Mastery
15 – 34 Low Mastery
5 – 14 Very Low Mastery
0–4 Absolutely No Mastery

Parameters for the Extent of Students’ Attitudes in Mathematics

Mean Score Verbal Description

4.20 – 5.00 Highly Positive
3.40 – 4.19 Positive
2.60 – 3.39 Moderately Positive
1.80 – 2.59 Negative
1.00 – 1.79 Highly Negative

TASK 30: Write the Chapter III (Methodology) of your group research proposal.

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 WEEK 6
nd
Of the 2
Quarter
(Lesson 16; pages 142 – 151)

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 LESSON 16: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

OBJECTIVES:
At the end of this module, the students are expected to:
1. demonstrate their understanding about data presentation, analysis and interpretation;
2. identify the bases in presenting and analyzing the data; and
3. explain the three ways of presenting the data.

Presentation, Analysis and Interpretation of Data

Data Presentation is the process of organizing information into logical, sequential, and
meaningful categories and classification to make the gathered facts amenable to the study.
Quantitative data can be presented through tables, graphs, figures or other non-textual forms.
Data analysis is the process of systematically applying statistical and/or logical techniques
to describe and illustrate, condense and recap, and evaluate data. An essential component of
ensuring data integrity is the accurate and appropriate analysis of research findings. Deductive
appropriate is usually applied in data analysis for quantitative research. Analysis refers to the skill
of the researcher in describing, delineating similarities and differences, highlighting the significant
findings or data and the ability to extract information or messages out of the presented data.
Data interpretation is the process of reviewing data through some predetermined concepts,
principles or related findings which will help assign some meanings to the data. It involves taking
the result of data analysis, making inferences or implications on the relations studies, and using
them to arrive at valid conclusion. In simple language, data analysis and interpretation is the
discussion of the results of the study. Related literatures play a very significant role in the discussion
of the data. They give justice to the research findings. They usually support the findings. However,
there are some literatures that contradict the findings. Review of related literature (RRL) will give
credibility to the findings of the research. Interpretation is the explanation or suggestion inferred
from the data, their implications but not conclusions.

Bases in Presenting and Analyzing Data

1. Statement of the Problem (SOP)/Objectives

2. Hypothesis
3. Research Instruments
4. Statistical Tools

Three Ways of Presenting Data

1. Tabular form is a systematic arrangement of related data in which numerical facts or data
are separated and grouped according to class or category.
2. Graphical form is a presentation of data through pictorial, chart or diagrammatical form.
It could be bar graph, line graph, pie chart or pictograph.
3. Textual Form is a presentation of data using group of words. It describes or narrates to
readers what the researcher has done and the results that he has obtained. Bothe tabular and
graphical forms still apply the textual form of analysis to give meanings to the gathered data.

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Examples of Tabular Presentation of Data
Table 3. Mean Score and Verbal Description of Students in Reading
Table 1. Mean Score and Verbal Description of Students in Reading
Influences

Indicators Mean Verbal Description

1 My family is fond of reading at home. 3.01 Satisfactory
2 My course motivates me to read. 3.55 Very Satisfactory
3 My family encourages me to read from time 3.49 Very Satisfactory
to time.
4 My teacher does a good job of motivating me 3.54 Excellent
to read.
5 My friends are reading enthusiasts. 3.19 Satisfactory
Overall Mean 3.36 Satisfactory

Table 6.2.Extent
Table Extentof Students’ Reading
of Students’ Interest Interests
Reading

Indicators Weighted Mean Verbal Description

1 Reading Attitudes 3.16 Satisfactory
2 Reading Preferences 3.39 Satisfactory
3 Reading Influences 3.36 Satisfactory
4 Frequency of Reading 2.65 Satisfactory
Grand Mean 3.14 Satisfactory

Examples of Graphical Presentation of Data

Tribe Profile

Rouble (2004), as cited by Clarke (2010), defined tribe as a group of

individuals who are organized on the basis of social, economic,

philosophical, and political ideologies and beliefs. Secondary school

principals’ tribal affiliation can be gleaned in Figure 7.

Figure7.
Figure 1. Bar
Bar Graph
Graph ofof the
the Percentage
Percentage Distribution
Distribution of
of School Principals
Secondary School in
Principals in Terms of Tribe (n = 15)
Terms of Tribe

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 Gender Profile

Gender equality has been a major goal in employment and promotion

process. Various directives have been laid down to strengthen the foundation of

equal treatment and opportunities of employees (Lucero, 2014). However,

despite the existence of comprehensive legislative frameworks, gender equality

is yet to be achieved. Shown in Figure 5 is the gender profile of the principals.

Figure 5. Pie Chart of the Percentage Distribution of Secondary School

Figure 2. Pie Chart of
Principals the Percentage
in Terms Distribution
of Gender (n = 15) of School Principals in
Terms of Gender

Example of Presentation, Analysis and Interpretation of Data

Self-Awareness of Secondary School Principals

Self-awareness refers to the school head’s consciousness in his emotional

states or feelings. It is having a clear perception of his personality, including

strengths, weaknesses, thoughts, beliefs, motivation, and emotions. It allows

him to understand other people. It is an essential life skill in handling stress and

anxiety. Table 3 presents the extent of secondary school principals on self-

awareness.
Table 3. Mean Score and Descriptive Interpretation of Secondary School
Principals on Self-Awareness (n = 348)

Principals’ Teachers’ Overall

Self-Awareness Assessment Assessment Assessment
Mean Description Mean Description Weighted Mean Description

1 Finds ways to express 4.27 Highly 3.76 Intelligent 3.78 Intelligent

his/her feelings. Intelligent
2 Recognizes situation 4.00 Intelligent 3.66 Intelligent 3.68 Intelligent
that triggers his/her
emotions.
3 Knows how his/her 4.20 Highly 3.71 Intelligent 3.73 Intelligent
emotions give impact Intelligent
on performance.
4 Feels confident to work 4.67 Highly 3.98 Intelligent 4.01 Intelligent
without the need of Intelligent
direct supervision.
5 Assumes significant, 4.67 Highly 3.88 Intelligent 3.92 Intelligent
personal and Intelligent
professional risks to
accomplish important
goals.

Means 4.36 Highly 3.80 Intelligent 3.82 Intelligent

Intelligent

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 As shown in the above table, school administrators rated themselves as

highly intelligent in terms of self-awareness as revealed by the mean of 4.36.

This is somewhat supported by the teachers who appraised their principals as

intelligent only as reflected by the mean of 3.80. An overall weighted mean of

3.82 described as intelligent connotes that school heads in Region XII are

generally aware of their internal states, preferences, habits, resources and

intuitions. This also means that principals feel confident to work without the

need for direct supervision in the implementation of the relevant program of

activities to achieve organizational goals.

Saxe (2011) supports the above findings when he emphasized that

administrators must be aware of their internal states by being conscious of their

potentials and strengths as well as acknowledging what they still have yet to learn.

Articulo and Florendo (2003) added that self-awareness is an essential life skill

that is crucial to effective leadership behavior. Further, Hebert (2011) concluded

that school administrators who are aware of their emotions and preferences can

easily influence their teachers to perform better in achieving organizational goals.

The above findings suggest that organizational leaders should be

conscious of their core values, inclinations and instincts so that their followers will

be inspired to become leaders in the future. Further, they should be sensible of

what they are good at while acknowledging what they still have yet to learn by

being aware and open-minded of the feedbacks they receive from their teachers.

NOTE: Group of words in RED COLOR is the data analysis. Group of words in GREEN COLOR is
the data interpretation. First paragraph of the group of words in BLACK COLOR is the RLL that
supports or contradicts the findings of the research. Second paragraph of the group of words in
BLACK COLOR is the implication stated by the researcher.

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Sample Methodology taken from the Research Proposal of Abo (2020) about the Learning
Modalities amid COVID-19 Pandemic (Quasi-Experimental Research Design)

METHODOLOGY

This chapter presents and discusses the research design and methods used in the conduct
of the study. It includes the locale of the study, respondents of the study, sampling techniques,
research instrument, data gathering procedure and data analysis.

Research Design

This study will use a quasi-experimental research design to determine the effect of the
technology learning approach (TLA) using online video presentation and modular learning approach
(MLA) using self-instructional module (SIM) on problem solving skills and attitudes of Grade 10
students towards Physics. Before and after the experimentation, pre-test and post-test will be
administered to determine the difference in the problem-solving skills of students. Survey
questionnaire will be distributed to determine their attitudes towards Physics. The experimental
group will be exposed to TLA while the control group will be subjected to MLA.
Quasi-experimental research design aims to evaluate the effect of the intervention in the
experimental group. It is used when randomization is impractical or not applicable. It differs from
true experimental research design because either there is no random selection of the participants
and no random assignment of the groups under experimentation (Abraham & MacDonald, 2011 as
cited by Paculanan, 2013).
Respondents of the Study
Grade 10 students of President Quirino National High School for the new normal School
Year 2020-2021 will serve as the respondents of this study. There will be two (2) Grade 10 sections
out of eight (8) sections. These two Grade 10 sections will automatically serve as the experimental
group and control group under study.
Table 1 presents the distribution of the respondents of the study.

Table 1. Frequency and Percentage Distribution of the Respondents

Groups Frequency Percentage

1 Experimental Group 55 50.93%
2 Control Group 53 49.07%
Total 108 100%

Locale of the Study

This study will be conducted at President Quirino National High School, Poblacion, President
Quirino, Sultan Kudarat, Region XII. President Quirino National High School had its humble
beginning with only 5 teachers to take care of 305 students and Mr. Ernesto E. Diaz was the first
principal in 1991. The school population continued to increase and having seen the absolute need
of the community to have a stable public secondary school, then SB Member Lucio Castillo
sponsored a Municipal Resolution No. 85-05 establishing a Municipal High School in Poblacion,
President Quirino, Sultan Kudarat. The school has received many awards and recognition due to
its incessant quest for quality education.
Figure 1 presents the map of the Municipality of President Quirino, Sultan Kudarat where
the locale of the study is found.
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 Legend:

President Quirino National High School

Figure 2. Map of President Quirion, Sultan Kudarat

Sampling Technique

There are eight (8) Grade 10 sections that are heterogeneously grouped. This means that
the academic performance of students from these sections is comparable. Thus, simple random
sampling using fishbowl method will be applied to choose two (2) sections that will serve as the
experimental group and control group. Simple random sampling will be applied to increase the
generality of the results of the experimentation. Random assignment of the experimental and control
groups will be done. However, random selection of students will not be possible since all students
in both experimental and control groups will be included as respondents of the students. Control

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group has 55 total students and experimental group has 53 total students. The two sample sections
will represent all the eight (8) sections of Grade 10 students.

Data Gathering Instruments

The quantitative data needed in the study will be collected and analyzed using two sets of
research instrument. To determine the extent of students’ problem-solving skills in the six topics of
behavior of gases such as Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Avogadro’s Law,
Combined Gas Law and Ideal Gas Law, a researcher-made test will be used. Each Gas Law has
ten (10) items, a total of sixty (60) items. The items of the researcher-made test will be based on
Most Essential Learning Competencies (MELC) of Grade 10 Science Subject during the first quarter
of the new normal School Year 2020-2021. To ensure the proper distribution of the test items, Table
of Specification (TOS) will be prepared with six (6) major topics and four (4) levels of objectives
following the revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001 as stated by Paculanan
(2013).
The researcher-made test instrument will be shown to his adviser for any improvements. Its
content will be pre-validated by Science experts to determine its weaknesses. Initially, a 15-item
test per topic, a total of 90-item test for the 6 topics in bahavior of gases, will be prepared for the
validation purposes. First validation process will be done by administering the 90-item test to 35
Grade 11 senior high school students of President Quirino National High School. After the first
administration, the instrument will be refined. From 15 items per topic, it will become 10 items per
topic, a total of 60 items for the 6 different topics, after screening out questions which will be very
easy and very difficult. Items that will receive below 0.40 index of discrimination will be either be
discarded or modified. Only very good items that will obtain an index of discrimination of 0.40 or
above will be automatically accepted. Some of the items identified to be very difficult (receiving an
index of difficulty of 0.30 or below) will be reworded and modified purposely to go with the
competencies enumerated in the Table of Specifications (TOS). The remaining 60-item test will
serve as the main instrument used in the study.
Following the validation will be the reliability testing which will involve 50 students from other
Grade 11 students of President Quirino National High School. The students who will be used in the
validation and reliability tests will not be part of the respondents of the study and had already taken
and passed Physics subject. In the item analysis of the test, the researcher used U – L index method
adopted from the study of Abdullah (2020). The index of discrimination of the test items will be
interpreted using the following guides:
Index of Discrimination Item Evaluation
0.40 or higher Very Good Item
0.30 – 0.39 Good Item
0.20 – 0.29 Marginal Item
0.19 or lower Poor Item

The index of difficulty of the test items will be interpreted using the following criteria:
Index of Difficulty Item Evaluation
0.70 or higher Low Difficulty
0.31 – 0.69 Moderate Difficulty
0.30 or below High Difficulty

After the validation process, the reliability test using Kuder- Richardson Formula 20 for the
researcher-made test will be conducted. Kuder- Richardson Formula 20 will be used in determining
the correlation coefficient of the test. Correlation coefficient value (r) will be used to determine the
reliability of the responses as well as the measure of internal consistency or homogeneity of the
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measuring instrument. It will also serve as a basis of acceptance of the Test Instrument. The
following scale will be used to interpret the reliability of the researcher-made instrument.
Reliability Coefficient Interpretation
0.90 – 1.00 Very High Reliability
0.70 – 0.89 High Reliability
0.60 – 0.69 Moderately High Reliability
0.50 – 0.59 Poor Reliability
0.00 – 0.49 Very Poor Reliability

The second set will be a modified survey questionnaire of Gegone (2020) to determine the
attitudes of students towards Physics before and after the experimentation relative to positivity,
relation to real world, importance of formulas, dependence on procedures, confidence in solving,
exploration in problem solving, independence in learning and use of technology. Each indicator has
six (6) statements, a total of forty-eight (48) statements. Letter of approval from Gegone (2020) will
be secured to legalize the adoption of her survey questionnaire. Each statement of the indicator will
be rated by the students using the Five-Point Likert Scale such as 5-Strongly Agree; 4-Agree; 3-
Moderately Agree; 2-Disagree; and 1-Strongly Disagree.
To measure students’ level of attitudes towards Physics, second set of research instrument
will be used. This second set of research instrument (survey questionnaire on attitudes of students
towards Physics) will also undergo validation process, which is the most important feature of an
instrument. The items will be reviewed and validated by the 3 Science and Research Experts.
Cronbach’s alpha (α) will be used to test the internal consistency of the survey questionnaire. Senior
high school STEM students of President Quirino National High School will be used for the reliability
test of the survey questionnaire.
The interpretation of the computed α will be based from the scale below:

Cronbach’s Alpha (α) Descriptive Interpretation of Internal

Consistency
0.90 – 1.00 Excellent
0.70 – 0.89 Highly Acceptable
0.60 – 0.69 Acceptable
0.50 – 0.59 Poor
0.00 – 0.49 Unacceptable

Students and teachers who will be used for testing the validity and reliability of the two sets
of research instrument will be excluded in the final respondents of the study. The result will be
analyzed and interpreted with the help of the statistician.

Data Gathering Procedure

Upon approval and permission of the Dean of the Graduate School and panelists to proceed
with the study, a certification will be secured with the information that the researcher will be
conducting a study entitled “Technology Learning Approach (TLA), Problem Solving Skills and
Attitudes of Grade 10 Students in Physics” and that he will be permitted by the Schools Division
Superintendent of Sultan Kudarat to conduct his experimentation in the respondent school which is
President Quirino National High School.
Permission from the school principal in administering and distributing the pre-test and survey
questionnaire using the Grade 10 students will be also secured. The duly approved letter from the
Schools Division Superintendent will be attached. Online orientation and administration of the pre-
test to the Grade 10 will follow for the experimental group. House to house distribution of the pre-
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test and survey questionnaire to the control group following the minimum safety protocols set by
Department of Health (DOH) and Inter-Agency Task Force (IATF) COVID-19 will strictly be followed.
Questions raised by the respondents regarding the clarity and direction of the pre-test will be
properly answered. Pre-test will be retrieved upon the completion of the students. After the conduct
of pre-test, survey questionnaire on attitudes of students towards Physics will be administered.
Experimentation of six (6) weeks for the two sections, Grade 10 Einstein and Grade 10
Newton, will start. Only the learning modalities will differ since experimental group will be subjected
to technology learning approach (MLA) using online video presentation and the control group will
be solely exposed to modular learning approach (MLA) using self-instructional module (SIM). Same
set of topics and competencies for the two groups will be observed.
In the experimental group, there will be a lecture of the basic concepts through online video
presentation before problem solving techniques will be given. In the control group, students will be
the ones to manage their time to study the module given to them. They can ask the assistance of
their family members to understand the lessons on the module. After the six (6) of teaching, post-
test will be administered and survey questionnaire will be administered to the two sections.

Approval of the College of Graduate Coordination with

Studies to Conduct the Study
- Schools Division
Superintendent of Sultan
Approval of Kudarat
- School Principal of
- Schools Division
President Quirino NHS
Superintendent
- School Principal
Orientation and Distribution of the
Research Instruments to the
Grade 10 Students

- Online Orientation and

Distribution of the Research
Instruments in the Experimental
Group
Retrieval of the
Research Instruments
- House to House Orientation and
from the Respondents
Distribution of the Research
through Online and
Instruments in the Control
House to House
Group

Tabulation of Data Statistical Treatment

of Data

Analysis and
Interpretation of
Data

Figure 3. Diagram of Data Gathering Procedures

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Statistical Treatment

Problem solving skills of students will be described using Mean Percentage Score (MPS)
(SOP 1). Weighted mean will be employed in determining the attitudes of students in Physics (SOP
2). To determine if there is a significant difference in the problem-solving skills on gas laws and
attitudes of students towards Physics before and after the experimentation, t-test will be applied
(SOP’s 3, 4, 5 and 6).
Problem solving skills of students will be determined using their pre-test and post-test scores
which will be converted into MPS and will be dichotomously categorized, described and interpreted
following the criteria adopted from National Educational Testing Research Council (NETRC).
Mean Percentage Score (MPS) Descriptive Rating
96 – 100 Mastered
86 – 95 Closely Approximating Mastery
66 – 85 Moving Towards Mastery
35 – 65 Average Mastery
15 – 34 Low Mastery
5 – 14 Very Low Mastery
0–4 Absolutely No Mastery

To find out the attitudes of students in Physics before and after the experiment, the following
criteria adopted from the research instrument of Gegone (2020) will be employed. The criteria are
as follows:
Mean Score Verbal Description
4.20 – 5.00 Highly Positive
3.40 – 4.19 Positive
2.60 – 3.39 Moderately Positive
1.80 – 2.59 Negative
1.00 – 1.79 Highly Negative

Remarks:

In the next pages, the whole research proposal of Subido (2020) based from the format of
Davao Doctors College, General Malvar St. Davao City is presented. You can use this research
proposal as a basis in writing your own research proposal. Observe how the background of the
study, conceptual framework, SOP and RRL are congruent with each other. Observe also the in-
text citation and referencing using the APA format.

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 CHAPTER 1

INTRODUCTION

Background of the Study

The coronavirus disease (COVID-19) outbreak has created a public health emergency

globally. This contagious virus has not only raised health problems, but also caused stress and

lower level of resilience from different layers of populations (Salari et al., 2020). With more Filipinos

infected by COVID-19, the consequences of a medical brain drain are weighing on the nursing

workforce. Private Hospitals Association of the Philippines, Inc. (PHAPI) has estimated a scarcity

of 23,000 nurses nationwide. This situation is so severe that most Filipinos die without even seeing

a medical professional (Lopez & Jiao, 2020).

Thousands of nurses are working hand in hand against COVID-19 pandemic. As the largest

sector of the healthcare workers in the Philippines, nurses are the backbone and lifeblood of

patients’ care. Many nurses are falling ill or even giving the last breath of their very lives just to

attend to the needs of the patients (Carlson, 2020). As a matter of fact, nurses have embedded

within it an ethos of compassionate care with their patients and their families, often under COVID-

19 stress.

With lack of nurses across the nation, there is an exponentially increasing burden and

pressure on the existing nursing workforce. Acknowledging the need to support the well-being of

nurses to boost their resilience in all healthcare settings has never been more important at this time

of health crisis (Rappler.com, 2020). Anxiety disorders experienced by the nurses in light of their

battle against the unseen enemy cannot be disparaged. If nurses are not given prior attention by

the government, COVID-19 stress would definitely turn into very serious emotional and social

imbalances that can have a lasting effect on their resilience. If their efforts to fight for the COVID-

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19 are less appreciated, their ability to recuperate from the heavy workload as frontliners to win the

battle against this pandemic would be futile.

Caring for patients in the high-risk contexts of the pandemic has caused COVID-19 stress

among nurses. Feelings of danger and contamination, socioeconomic consequences, xenophobia,

traumatic symptoms and compulsive checking among nurses are likely to occur especially if there

is little praise on their ability to do the jobs (Taylor et al., 2020). World Health Organization (WHO)

issued guidance on COVID-19 stress that recognizes the particular needs of nurses. Due to the

continuous contagion of the virus, nurses in Sultan Kudarat are confronted with so much COVID-

19 stress that puts their resilience at risk.

Within the current COVID-19 pandemic and against a backdrop of a pre-existing shortage

of nurses in the country and Sultan Kudarat Province is no exemption, it is crucial to consider the

COVID-19 stress of nurses and how it is related to their resilience.

Thus, this research is prompted.

Review of Related Literature

This section presents the literature reviews from a variety of studies both local and foreign

settings on COVID-19 stress, resilience and effect of COVID-19 stress on the resilience of nurses.

COVID-19 Stress of Nurses

Concurrent with the prevalence of coronavirus disease 2019 (COVID-19) is the presence of

stress among nurses. This pandemic has caused so many emotional and socioeconomic problems.

It has had a significant impact on public stress level. Salari et al. (2020) emphasized that monitoring

and oversight of the population’s emotional and social imbalances during this hardest time is an

immediate priority. Nervousness and anxiety in a society affect everyone to a large extent. People

who are kept in isolation and quarantine experience significant levels of anxiety, anger, confusion,

and stress. Simione and Gnagnarella (2020) comprehensively explained how COVID-19 originated.

They stated that on December 31, 2019, some cases of pneumonia of unknown etiology have
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emerged in Wuhan, Hubei Region of China. Then, on January 07, 2020, the causative agent has

been identified by means of oropharyngeal swabs, i.e., a virus belonging to the Coronaviridae family

called SARS-CoV-2 (severe acute respiratory syndrome coronavirus 2). This new coronavirus was

responsible of the respiratory syndrome called COVID-19 (WHO, 2020). Most patients with positive

swab test developed only minor symptoms, such as fever, dry cough, and pharyngitis, with a benign

evolution and spontaneous resolution of the clinical picture. Nurses who were assigned to take care

of these first suspected and confirmed cases of COVID-19 really felt stress as they were afraid that

they could bring the virus to their family and friends. The pandemic has been very stressful for the

general populations particularly the nurses. Fear and anxiety about a new disease and what could

happen can be overwhelming and cause strong emotion in adults and children too (Tugade et al.,

2020).

The restriction in social mobility to control the pandemic is stressful as it prevents face-to-

face connections and traditional social interactions (Zhang et al., 2020). Those who can go out like

the workers who provide essential services exhibited less symptoms of anxiety and depression

compared to those who stay 20 to 24 hours at home. Those who exhibited COVID-related symptoms

or potential contacts of COVID were isolated and separated from loved ones. Those who were

isolated from loved ones gradually developed COVID-19 stress (Health et al., 2020). The very strict

imposed quarantine outbreaks have associated COVID-19 stress that may be linked to fears of

having the infection and spreading it to family members; frustration and boredom from being

isolated; duration of uncertainty and scarcity of basic supplies (Brooks et al., 2020). While isolation

may be a necessary preventive measure, adequate information, opening lines of communication

and provision of essential supplies to those confined may improve psychosocial outcomes.

The COVID-19 pandemic marks an unprecedented global public health crisis giving an

overwhelming public health emergency to many countries including the Philippines. Health et al.

(2020) stated that COVID-19 is a newly identified disease, and concrete evidence is still emerging

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on its pathophysiological impact and epidemiology, and the demographical implications of the

pandemic to the stress level and anxiety disorders of the nurses as major frontliners to fight for the

unseen enemy of the nation.

The Chinese government has studied the well-being of the frontline healthcare workforce in

Wuhan, China identifying factors leading to long-term suboptimal emotional health status, including

stress, anxiety, depressive symptoms, insomnia, denial, anger and fear (Maben & Bridges, 2020).

These factors are associated with, and correspond to, the high risk of potential infection with the

virus and inadequate protection against contamination, overwork, physical and mental exhaustion,

discrimination, isolation, complex patient care, and a lack of contact with families. Kang et al. (2020)

emphasized that the impact of these emotional issues will not only affect healthcare workers in the

present fight against COVID-19 but may also affect their long-term health status.

Cereda et al. (2020) stated that COVID-19 outbreak greatly affects the emotional status of

the nurses. They referred COVID-19 stress as a state of mental or emotional strain or tension

resulting from adverse or very demanding health circumstances. Taylor et al. (2020) identified the

indicators of COVID-19 stress such as danger and contamination, socioeconomic consequences,

xenophobia, traumatic symptoms and compulsive checking. Maben and Bridges (2020) added that

experiencing barriers to work as frontliners in the COVID-19 outbreak adds to the complexities of

their responsibilities.

Health et al. (2020) emphasized that COVID-19 stress occurs when nurses feel threatened,

their nervous system responds by releasing a flood of stress hormones, including adrenaline and

cortisol, which rouse the body for emergency action. If nurses experience COVID-19 stress, their

hearth pounds faster, muscles tighten, blood pressure rises, breath quickens and their sense

become sharper. Fletcher and Sarkar (2020) added that COVID-19 pandemic has caused adversity,

trauma, tragedy, threat or significant source of stress to the general populations particularly to the

nurses. They noted that when nurses face adversity, misfortune, or frustration in the midst of the

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pandemic, COVID-19 stress becomes more complex. Carlson (2020) noted that appreciating the

contributions of the nurses in their campaign against this contagious disease is a great factor to

help them overcome COVID-19 stress and further to win the battle against the unseen enemy of

the nation.

Based on the research findings so far by Simione and Gnagnarella (2020), healthcare

workers particularly the nurses have shown higher levels of stress, anxiety, depression, and death

apprehension particularly to the places where the contagion was higher. In fact, their findings

revealed that direct exposition to virus outbreak affected the emotional and social competence of

nurses. Lai et al. (2020) reported that those living in the region of Wuhan, China had higher CPVID-

19 stress than colleagues living elsewhere. They found out that nurses perceived higher levels of

risk for themselves and for their relatives and that this effect was true even when controlling for such

traumatic stress. As a matter of fact, it was revealed that higher risk perception was not linked only

to a worse emotional state, but also to a greater knowledge of the COVID-19 disease and of its

possible consequences. It was found out that nurses have already higher levels of knowledge of

the new coronavirus and they keep them updated with the news circulating online and other sources

of data that caused them more stressful. Due to the containment and prevention measures, nurses

reported a higher engagement in preventing measures with respect to other people and request for

more stringent containment measures. Relative to this, their responsibilities to take care of the

suspected and confirmed cases of COVID-19 have caused them stressful situations.

As the COVID-19 pandemic swept across the globe, the skills of nurses have been shown

to the world. Nurses themselves were shocked as they battled against this new and frightening

pandemic, a very contagious virus with no cure, and little treatment. In late April 2020, the

International Council of Nurses (ICN) reported that “there is strong evidence that nurses are

experiencing unprecedented levels of COVID-19 stress,” going on to say that nurses are at “high-

risk for full-blown stress response syndromes, anxiety, depression, post-traumatic stress disorder,

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chronic illness and burnout. Cereda et al. (2020) stated that impossible workloads, the fear of

exposure to COVID-19, and risking their own health and that of their families are some of the effects

of COVID-19. Lack of childcare has also been a problem for nurses, along with financial pressures,

long shifts with little to eat or drink, personal protective equipment shortages, and deaths of patients

and colleagues, all of which are contributing to nurses’ poorer emotional and social competence

(Anyan & Hjemdal, 2020).

The COVID-19 pandemic has hit the nursing workforce when staff are already experiencing

widespread stress, burnout and other emotional and socioeconomic problems. As cited by Ozbay

et al. (2020), a recent report by the Society of Occupational Medicine highlights the high demand

experienced by nurses in the UK and how this affects their emotional state. The report, written

before the pandemic, shows that the stress of work was leading to long term and widespread

psychological problems among nurses. In addition, Imai (2020) emphasized that current working

conditions experienced by nurses pose a significant threat to their emotional competence.

Workplace factors such as excessive workload, bullying, discrimination, inadequate support, and

emotional labor have a strong impact on nurses’ mental wellbeing as well as on their ability to deliver

high quality care to patients. All of these mentioned factors have caused COVID-19 stress to the

frontline health workers particularly the nurses (Abolghasemi & Varaniyad, 2020).

Sohrabi et al. (2020) cited that work-life balance is generally poor among nurses and a major

cause of COVID-19 stress. Longer shifts, as well as limiting opportunities for rest and recovery, can

also be detrimental for their well-being, and job satisfaction. Adequate opportunities to recover from

the job mentally as well as physically are vital to ensure health and optimum job performance.

Xiang et al. (2020) found out that nurses are at considerable risk of work-related stress,

burnout and emotional health problems such as depression and anxiety. The risk, including the rate

of suicide among female nurses, is greater than that of the general working population or those in

other professions. A recent report into suicide by female nurses showed the suicide rate was 23%

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higher amongst nurses than the UK national average. More than half of the nurses who died were

not in contact with mental health services, suggesting a need to improve access to emotional state

care in nurses (Brooks et al., 2020).

The high levels of work-related problems are likely to have risen further the COVID-19 stress

of nurses due to the exceptional pressure that they experience during the pandemic and will likely

increase for some time to come. Many of them are at high risk of post-traumatic COVID-19 stress

symptoms and are experiencing moral distress. Employers of nurses should be concerned about

these emotional and social issues in their key workforce (Kang et al., 2020).

Overall, nurses are deeply engaged in the work they do and strongly motivated to make a

positive difference to the lives of patients and their families. Most strive hard to ensure that any

stress they may experience does not adversely affect their patients. Nonetheless, there is strong

evidence that poor well-being among staff impairs the quality of patient care. Nurses are at

particularly high risk of moral distress if institutional pressures and constraints stop them from

pursuing what they believe to be the most appropriate course of action for their patients (Spina et

al., 2020).

Resilience of Nurses amid COVID-19 Pandemic

On the frontlines of healthcare, resilience has been described as the ability to improvise with

materials at hand to develop solutions to unexpected problems, thereby enabling patient care to be

delivered safely despite obstacles (Schumacher et al. 2020). Resilience is known to have three

interconnected levels: (i) the individual level, for example, individual healthcare workers who use

workarounds to temporarily resolve recurring safety problems on the frontlines, and then

communicate their safety concerns to managers, in an effort to prevent problem recurrence; (ii) the

team level, for example, managers who encourage frontline healthcare workers to freely

communicate their safety concerns, with a view to addressing underlying issues and preventing

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problem recurrence; and (iii) the organizational level, for example, senior leadership commitment to

patient safety and lasting improvement or change (Hollnagel et al., 2015; Wreathall, 2018). In other

words, resilience can be described as a property of individuals, teams, and the whole organization.

Tugade et al. (2020) stressed that frontline health workers are integral to the global response

to COVID-19. In hospitals, clinics and homes around the world, health workers are taking on

significant personal risk and too often working without adequate equipment to ensure all of us can

receive the care we need. The current crisis is demonstrating the essential, tireless, innovative and

too-often undervalued role of health workers in ensuring strong, resilient health systems for every

health worker around the globe. Waugh & Koster (2020) insisted that government agencies should

be all-in to continue to advance the resilience and well-being of health professionals serving on the

front lines of care. Now more than ever, the well-being and professional endurance of the healthcare

frontline is key to the collective future. It is enjoined that nurses’ contributions to COVID-19

pandemic should not be taken for granted and appreciation to their efforts to minimize the spread

of COVID-19 will boost their resilience (Health et al., 2020). Fletcher and Sarkar (2020)

recommended that resilience intervention programs should be conducted to boost their emotional

and social competence in light of COVID-19 pandemic.

Rangachari and Woods (2020) stated that during the COVID-19 pandemic, healthcare

workers are fighting a lethal virus with acute shortages of Personal Protective Equipment (PPE).

They added that these unprecedented circumstances have amplified the sources of emotional

distress and worker burnout that have had a significant impact on their resilience. They noted also

that nurses’ resilience are at risk if not given much attention by the government. During the total

lockdown imposed by COVID-19 high risk countries, weak resilience of nurses was evident. Tomyn

& Weinberg (2016) stressed that it is imperative for healthcare organizations (HCOs) leaders to

recognize that a limited view of worker psychological safety, without due consideration for the

broader emotional distress created by the pandemic, could have the effect of restricting

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organizational resilience and adversely impacting patient safety and staff retention during and

beyond the pandemic.

The study of Rangachari and Woods (2020) uses the organizational resilience framework to

discuss the potential impact of a stoic approach to healthcare worker support on patient safety and

staff retention in a hospital intensive care unit (ICU) during COVID-19. The discussion in turn, helps

to develop recommendations for HCOs to overcome these challenges.

During normal circumstances, working in healthcare is recognized to be emotionally

distressing (Zhou et al., 2020). With the arrival of COVID-19, healthcare workers are fighting a lethal

virus with PPE shortages and no evidence-based treatment. These unprecedented conditions have

greatly amplified the sources of emotional distress experienced by healthcare workers. This

emotional distress really challenged the resilience of nurses. Without adequate PPE protection, the

paramount fear expressed by healthcare workers is that they will not only get sick, but also spread

the virus to their patients and families. Lai et al. (2020) emphasized that many nurses had opted to

socially isolate themselves within their own homes. Concurrently, healthcare workers were being

forced to handle life and death situations on the frontlines, like never before. While patient care

decisions were historically based on patient preferences, during COVID-19, with limited resources,

these decisions were being based on triaging protocols, creating moral distress among healthcare

workers, as they were being called upon to triage patients knowing there were a limited number of

ICU beds and ventilators.

Other sources of lower levels of resilience include extreme workloads, rapidly evolving

practice environments (e.g., non-ICU nurses serving in makeshift ICUs), and witnessing large

volumes of medication errors, infections, and deaths. Under these unprecedented circumstances,

the USA has witnessed a surge in federal and state legislation in support of healthcare workers’

resilience, including looser professional licensing, credentialing, and point-of-care restrictions, limits

and immunities to healthcare provider liability, deployment of medical students, use of “volunteer”

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or retired practitioners, repurposing of units and beds never intended for intensive care, and

“sharing” of ventilators. The common theme therefore, has been expanding capacity to enable

healthcare providers to regain their resilience to handle extreme caseloads. Cumulatively, such

legislation has had the effect of enhancing job security for healthcare workers, in areas most

affected by the pandemic (Huang et al. 2020).

Dean et al. (2020) emphasized that psychological impact of COVID-19 cannot only reduce

frontline workers’ personal resilience, but it also becomes linked to dynamic interactions between

an individual and the structural and social circumstance within which they live and work; as well as

the level and type of support they receive. They added that health systems resilience relies on the

ability of systems to be able to adapt their functioning to absorb a shock and transform where

necessary to recover from disaster while maintaining essential services.

Artuch-Grade et al. (2020) stated that the ability to self-regulate behavior is one of the most

important protective factors in relation with resilience and should be fostered especially in at-risk

population. They found out that that self-regulation would be associated with and would be a good

predictor of resilience, and that low-medium-high levels of self-regulation would lead to similar levels

of resilience.

Bandag and Ergun (2020) stated that the COVID-19 pandemic as a public health issue has

spread to the rest of the world and this greatly affected the resilience of healthcare professionals.

They added that the well-being and emotional resilience of healthcare professionals are key

components of continuing healthcare services during the COVID-19 pandemic. Healthcare

professionals have been observed in this period to experience serious psychological problems and

to be at risk in terms of resilience. Healthcare workers constitute the most affected group of people

in the fight against the COVID-19 virus. Among the common effects of the pandemic are anxiety,

panic, depression, anger, confusion, ambivalence and financial stress. Healthcare workers were

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observed to experience similar problems of low level of resilience during previous pandemics (Black

Dog Institute, 2020).

Figueroa and Aguilera (2020) stressed that during the total lockdown imposed by the

COVID-19 high risk countries, many hospitals and healthcare organizations (HCOs) in the United

States, have opted for a “stoic approach” to healthcare worker support, i.e., no additional support

beyond the federal and state policy protections to improve the level of resilience of healthcare

professionals. For example, the dire shortages of PPE during early days of pandemic, prompted the

USA Centers for Disease Control & Prevention (CDC) to issue directives to healthcare workers to

improvise with materials at hand, to develop face masks. This was to reduce the COVID-19 stress

experienced by the frontline workers and to regain their resilience (Health et al., 2020).

A growing body of pandemic literature has reported concern in regard to lack of reassurance,

support, and acknowledgment from HCO leaders, for the unprecedented level of emotional distress

experienced by frontline healthcare workers during COVID-19 (Fletcher & Sarkar, 2020). Under

normal circumstances, healthcare workers could seek solace from workplace stress with family and

social lives. This no longer remains an option during COVID-19. As such, worker burnout and low

resilience from emotional distress has become a growing concern during the pandemic. In this

scenario, a key public health concern being reported in the pandemic literature, is sustaining an

adequate healthcare workforce, both by way of quantity (adequate numbers of healthcare workers),

and quality (maximizing clinician resilience to provide safe and effective care to large volumes of

patients under challenging conditions) (Jun et al. 2020).

The outbreak of COVID-19 really challenged the resilience of nurses. Thus, Health et al.

(2020) emphasized the important roles and functions of nurses to minimize the spread of COVID-

19 as well as to maintain the high level of their resilience. These important roles and functions cover

five domains. The first domain is providing health education, screening services, and support for

the general public and for individuals in high-risk categories. Health education should cover

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strategies for infection prevention (e.g., washing hands regularly; avoiding touching the eyes, nose,

and mouth; canceling group activities and communal dining) and early detection of infections signs

(respiratory symptoms, cough, fever, and muscle soreness). The second domain is nosocomial

infection prevention and surveillance. The third domain is implementing appropriate preparations

and precautions in nursing home and long-term care settings. The fourth domain is the protection

of patients with immune deficits or underlying diseases such as chronic obstructive pulmonary

disease, chronic illnesses, and cancer. These patients face significantly higher health risks from a

COVID-19 infection than the general population. The fifth and final domain is providing care to

patients with COVID-19 who are in an acute or critical condition. COVID-19 may induce severe

pneumonia and even lead to mortality in every age group, with the highest risk groups including

older adults and individuals with immune deficits. Thus, it is important to provide urgent, intensive

care to patients who are infected and symptomatic, particularly so for those with severe conditions

(Lai et al., 2020).

Effect of COVID-19 Stress on the Resilience of Nurses

Li et al. (2020) found out that negative affective state in healthcare workers significantly

lowers their resilience. They added that doctors were found to have considerably lower resilience

levels compared to other healthcare workers due to the COVID-19 stress they experience.

Individuals tend to develop negative emotions to protect themselves if they start to feel COVID-19

stress (Polizzi & Lynn, 2020). People have reported heightened negative emotions during the

COVID-19 virus outbreak. Prolonged negative affective state, however, may lead to various

problems that caused low levels of resilience.

Some studies have shown that resilience is negatively correlated with stress and anxiety.

Resilience characteristics are associated with lower anxiety and depression symptom levels

(Skrove et al., 2012). Anyan and Hjemdal (2016) indicated that resilience partially mediated the

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relationship between stress, and symptoms of anxiety, and depression. Goldstein et al. (2013)

argued that internal resilience is both a compensatory and protective factor for depression

symptoms in the context of abuse among emerging adults transitioning out of child welfare. Lung et

al. (2019) pointed out that resilience independently predicted symptoms of depression and

moderated the association between adverse childhood experiences and depression. Shapero et al.

(2019) determined that resilience significantly moderated the relationship between emotional

reactivity and depressive symptoms. All aspects of resilience, the equanimity and meaning factors

are most related to depression. Building resilience may be one way of preventing stress caused by

the pandemic.

In addition, resilience showed significant correlation with COVID-19 stress. Taylor et al.

(2020) noted that during the times of COVID-19 pandemic, many people exhibit stress or anxiety-

related responses that include fear of becoming infected, fear of coming with possibly contaminated

objects or surfaces, fear of foreigners who might be carrying infection, fear of socioeconomic

consequences of the pandemic and compulsive checking. Tomyn and Weinberg (2016) found a

moderate, positive correlation between resilience and stress. Abolghasemi and Varaniyab (2010)

found that resilience and perceived COVID-19 stress explained 31 and 49%, respectively, of the

variance of life satisfaction based on multiple regression analysis. Smith (2019) showed that

resilience and positive emotions might have a reciprocal influence on each other.

The studies addressing the relationship between resilience and stress are mostly cross-

sectional studies, while data analysis methods are centered on correlation and regression analysis

(Goldstein et al., 2020), with some studies using the intermediate effect or regulatory effect analysis

(Shapero et al., 2019). However, follow-up studies about the relationship of COVID-19 stress and

resilience of frontline workers are generally insufficient. Thus, Goldstein et al. (2020) recommended

that the temporal relationship between resilience and work-related stress should be conducted

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among the frontline workers particularly the nurses since they are the ones directly taking care of

the COVID-19 suspected and confirmed cases.

Many studies focus on the predictive function of resilience for stress indicators (Vitale, 2015).

Correspondingly, most intervention studies pay attention to the influence of resilience training to the

improvement of mental health status. For example, in a meta-analysis, Dray et al. (2017) found that

resilience-focused interventions were effective relative to a control in reducing depressive and

anxiety symptoms for children and adolescents, particularly if a cognitive-behavioral therapy based

approach is used. Waugh and Koster (2015) revealed that there was evidence that positivity training

interventions aimed at increasing well-being, positive emotions and resilience had beneficial effects

on depression. There are few studies that assessed mental health’s influence on resilience.

Regarding the impact of mental ill-being on resilience, Ozbay et al. (2020) found that compared with

the general population, individuals with anxiety disorders exhibit less resilience. In terms of the

impact of positive mental health on resilience, Tugade et al. (2020) argued that positive emotions

served an important function in the ability of resilient individuals to rebound from stressful

encounters. Nevertheless, the bidirectional causality between both sides has not been clearly

explored. Thus, the follow-up study of Rangachari and Woods (2020) examined the temporal effects

between resilience and emotional status of frontline workers.

Furthermore, previous studies have concentrated on separately analyzing the relationship

between resilience and stress indicators. The study of Wu et al. (2020) aimed to gain insight into

the reciprocal relationship of higher levels of resilience predicting lower levels of stress, and higher

levels of stress, and vice versa. Students were bombarde with several school requirements due to

distance learning modality particularly the online mode of learning. Thus, Wu et al. (2020) attempted

to conduct a study that aimed to determine the status of emotional competence and resilience of

these students.

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 More resilient people are able to "roll with the punches" and adapt to adversity without lasting

difficulties; less resilient people have a harder time with stress and life changes, both major and

minor. Research shows that those who deal with minor stresses more easily also can manage major

crises with greater ease (Wu et al., 2020).

Numerous studies indicate that resilience is essential for maintaining emotional and social

balance. The harmful consequences of low resilience are low self-esteem and easy feeling of stress.

Resilience represents a process of adapting well in the face of adversity. Resilience to stress are

extremely complex. That’s why, Ozbay et al. (2020) suggested relationship between resilience and

stress should be investigated. The added that the sympathetic nervous system and hypothalamic-

pituitary-adrenocortical (HPA) system are extensively involved in stress response and resilience.

Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats,

or significant sources of emotional problems such as family and relationship problems, serious

health problems, or workplace and financial stressors (Vitae, 2015). As much as resilience involves

“bouncing back” from these difficult experiences, it can also involve profound personal growth.

Waugh and Koster (2020) stressed that being resilient doesn’t mean that a person won’t experience

difficulty or distress. People who have suffered major adversity or trauma in their lives commonly

experience emotional pain and stress. In fact, the road to resilience is likely to involve considerable

emotional distress.

Sahu et al. (2019) emphasized that stress is an emerging issue in the present life. There are

many factors that lead to stress among the nursing students. The effect of perceived stress on

students’ health depends on their coping abilities and resilience as well. Research focusing on

nurses has commonly found that this population reports high levels of stress. Stress has been

defined as ‘a strain that accompanies a demand perceived to be either challenging (positive) or

threatening (negative) and depending on the appraisal either adaptive or debilitating. Resilience is

related to positive emotions and these positive emotions during stressful experience have adaptive

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benefits in coping with stress. Thus, the individual with good resilience tends to perceive less stress

in a difficult environment and overcome the stressful situation easier than the one with less

resilience (Wells et al. 2018).

Theoretical Framework

This study is anchored on “The Adaptation Model of Nursing” of Sister Callista Roy. In her

theory, she sees the individual as a set of interrelated systems who strives to maintain a balance

between various stimuli. She explained that adaptation occurs when people respond positively to

environmental changes, and it is the process and outcome of individuals and groups who use

conscious awareness, self-reflection, and choice to create human and environmental integration.

The key concepts of her adaptation model are made up of four components: person, health,

environment, and nursing.

Roy’s adaptation model signifies that a person is a bio-psycho-social being in constant

interaction with a changing environment. He or she uses innate and acquired mechanisms to adapt.

The model includes people as individuals, as well as in groups such as families, organizations, and

communities. This also includes society as a whole. The model states that health is an inevitable

dimension of a person’s life, and is represented by a health-illness continuum. Health is also

described as a state and process of being and becoming integrated and whole.

The environment has three components: focal, which is internal or external and immediately

confronts the person; contextual, which is all stimuli present in the situation that all contribute to the

effect of the focal stimulus; and residual, whose effects in the current situation are unclear. All

conditions, circumstances, and influences surrounding and affecting the development and behavior

of people and groups with particular consideration of mutuality of person and earth resources,

including focal, contextual, and residual stimuli.

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 The model includes two subsystems, as well. The cognator subsystem is a major coping

process involving four cognitive-emotive channels: perceptual and information processing, learning,

judgment, and emotion. The regulator subsystem is a basic type of adaptive process that responds

automatically through neural, chemical, and endocrine coping channels.

The study is also based from “The Society-to-Cells Resilience Theory” based on 6

fundamental tenets (Szanton & Gill, 2016). This theory states that each person is born with resilient

potential. That potential changes over time depending on interactions between society, community,

and family, and individual psychological, physiologic, and cellular factors and how each factor reacts

to a challenge. Resilience includes 3 aspects: (a) resistance to a challenge, resulting in the continual

maintenance of health, (b) recovery from a challenge, resulting in a return to previous levels of

functioning after a period of compromised functioning, or (c) rebounding from a challenge, resulting

in the attainment of a higher level of functioning than before the challenge. Nurses can foster

resilience through action affecting one or more factors, and this action has increased possibility of

affecting comprehensive change if it addresses multiple factors. Each factor may interact with all

the other factors. Just as there may be particularly vulnerable periods of risk, there are times during

which an individual, community, or society may be particularly resilient in meeting a challenge.

Resilience is both a process and a capacity. Resilience can be measured in studies as an outcome

but is also a measure of theoretical resilient capacity. This perspective is essential, as all individuals

are in constant adaptation, and the process of adaptation must also be considered a facet of

resilience, not only the final outcome.

Timely, the two theories above appreciate the ability of the health care system particularly

the nurses to remain emotionally and socially solvent in the middle of changes in COVID-19 patients’

care delivery. The major purpose of this study is to investigate the effect of COVID-19 stress to the

resilience of nurses in the province of Sultan Kudarat.

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Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

COVID-19 Stress Resilience of Nurses

1. Danger 1. Self-Belief
2. Contamination 2. Optimism
3. Socioeconomic 3. Purposeful Direction
Consequences 4. Adaptability
4. Xenophobia 5. Ingenuity
5. Traumatic Symptoms 6. Challenge Orientation
6. Compulsive Checking 7. Emotion Regulation
8. Support Seeking

Demographic Profile of
Nurses
1. Gender
2. Civil Status
3. Tribe
4. Religion
5. Length of Service

Intervening Variable

Figure 1. Research Paradigm

Figure 1 presents the conceptual framework of the study. It depicts how the resilience of the

nurses will be affected by COVID-19 stress. The arrow connecting the two boxes illustrates how the

dependent variable will respond or react to the stimulus given by the independent variable. The five

indicators of COVID-19 stress such as danger and contamination, socioeconomic consequences,

xenophobia, traumatic symptoms and compulsive checking will serve as the independent variable

of the study. On the other hand, the resilience of nurses such as such as self-belief, optimism,

purposeful direction, adaptability, ingenuity, challenge orientation, emotion regulation and support

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seeking will as the dependent variable of the study. The research paradigm also shows the

demographic profile of nurses relative to gender, civil status, tribe, religion and length of service

which will serve as the intervening variable that might influence the independent and dependent

variables of the study.

Statement of the Problem

The general purpose of this study is to determine the effect of COVID-19 stress on the

resilience of nurses of the private and public hospitals in the Province of Sultan Kudarat, Region

XII.

Specifically, this study will be carried out to find answers to the following questions:

1. What is the demographic profile of nurses in terms of:

1.1 Gender;

1.2 Civil Status;

1.3 Tribe;

1.4 Religion; and

1.5 Length of Service?

2. What is the level of the COVID-19 stress of nurses relative to:

2.1 Danger;

2.2 Contamination;

2.3 Socioeconomic Consequences;

2.4 Xenophobia;

2.5 Traumatic Symptoms; and

2.6 Compulsive Checking?

3. What is the level of the resilience of nurses in relation to:

3.1 Self-Belief;

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 3.2 Optimism;

3.3 Purposeful Direction;

3.4 Adaptability;

3.5 Ingenuity;

3.6 Challenge Orientation;

3.7 Emotion Regulation; and

3.8 Support Seeking?

4. Is there a significant relationship between COVID-19 stress and resilience of nurses?

Hypotheses

This study is guided by the following hypotheses:

H01: There is no significant difference on the COVID-19 stress and resilience of nurses when they

are grouped according their demographic profile.

H02: There is no significant relationship between COVID-19 stress and resilience of nurses.

Definition of Terms

There are a few important terms discussed throughout this study and these terms need to

be operationally defined for clarity of meanings.

Adaptability. This refers to the extent to which nurses are willing to adapt their behavior

and approach in response to changing circumstances.

Challenge Orientation. This refers to the extent to which nurses enjoy experiences which

challenge them, and perceive stretching situations as opportunities to learn and develop.

Compulsive Checking. This refers to the extent to which nurses have an attitude of always

checking the news media or social media, seeking reassurance from friends or medical

professionals and afterwards they have a fear of the possible consequences of COVID-19.

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 Contamination. This refers to the extent to which nurses have a fear of the objects they are

handling are contaminated with the virus.

COVID-19 Stress. This refers to the physical, mental or emotional state of nurses that

causes bodily or mental tension. This is classified as danger, contamination; socioeconomic

consequences; xenophobia; traumatic symptoms; and compulsive seeking.

Danger. This refers to the extent to which nurses have a fear of becoming infected, a fear

that their family will get infected with the virus and a fear that healthcare system is unable to protect

them from the virus.

Emotion Regulation. This refers to the extent to which nurses are able to remain calm and

in control of their emotions in stressful situations.

Ingenuity. This refers to the extent to which nurses perceive that they are capable of finding

solutions to problems they encounter.

Optimism. This refers to the extent to which nurses believe that they will experience good

outcomes in life, and the way in which they explain setbacks that they experience.

Purposeful Direction. This refers to the extent to which nurses have clear goals that they

are committed to achieve their goals in life.

Resilience. This refers to the nurses’ process of adapting well in the face of adversity,

trauma, tragedy, threat or significant source of stress caused by COVID-19 pandemic. This is

classified into self-belief, optimism and purposeful direction, adaptability, ingenuity, challenge

orientation, emotion regulation, support seeking.

Self-Belief. This refers to the extent to which nurses have confidence in their ability to

address problems and obstacles that they encounter.

Socioeconomic consequence. This refers to the extent to which nurses have a fear of job

losses, fear of having economic instability due to closure of many business establishments, fear of

disruption in the supply chain and fear of looting or rioting.

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 Support Seeking. This refers to the extent to which nurses are willing to ask others for help

and support when dealing with difficult situations.

Traumatic Symptom. This refers to the extent to which nurses have nightmares and

intrusive thoughts about the negative effect of COVID-19.

Xenophobia. This refers to the extent to which nurses have a fear of foreigners who might

be carrying infection.

Significance of the Study

The fundamental advantage of this study is to improve the level of resilience of nurses for

them to be emotionally, mentally and socially healthy in light of COVID-19 pandemic. It is believed

that with the findings of this research, stress and anxiety of nurses amid this global health crisis will

be given prior attention by the local government of units in the province of Sultan Kudarat.

Further, this study will be a useful tool in helping the nurses as frontliners to fight for this

COVID-19 pandemic and it is deemed significant to the following:

Nurses. Exploring the issues and concerns that nurses face during their battle against

COVID-19 pandemic will support their emotional, mental and social well-being and develop

protocols and plans to improve their preparedness. This study will explore the challenges faced by

nurses during their response to the COVID-19 crisis. It will help to provide support and identify the

needs of nurses in all affected municipalities of Sultan Kudarat to ensure that they can work and

respond to this crisis with more confidence. Moreover, this will help enhance preparedness for

pandemics and consider issues when drawing up crisis plans.

Local Government Units (LGUs of Sultan Kudarat). The major goal of this research is to

determine the current emotional, mental and social health status and resilience of nurses in the face

of COVID-19 outbreak. This study also aims to stimulate investigations and perspectives on how

they are psychologically affected by COVID-19 pandemic and how they can cope with this kind of

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health emergency. It will serve as a discussion platform on how to help nurses cope with and adjust

to the critical situation. Through the findings of this research, the LGUs from the province of Sultan

Kudarat can give their full attention and support to the needs and priorities of the health workers

particularly the nurses. Specific aims of this research include reducing the risk of developing

distress, improving well-being, as well as promoting preventive behaviors among nurses. This study

can offer LGUs research-based recommendations to improve the resilience of nurses. Finally, it will

elucidate strategies to effectively manage physical, emotional and social state of nurses in the

COVID-19 pandemic.

Community. Concern for the community where the nurses live, is more, not less, important

during this COVID-19 pandemic. This study will enlighten the community to understand the nature

of work of nurses in light of COVID-19 pandemic that they should give their full support and love to

the nurses. Their unconditional love of the family and community will really help a lot to improve the

emotional, mental and social well-being of nurses and develop their effective resilience strategies

to cope with the heavy tasks to win the battle against this global health crisis.

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 CHAPTER 2

METHODOLOGY

This chapter presents the methodology that will be used in this study. It begins with a

description of the research design, setting, participants, measures, ethical considerations,

procedures, data analysis and scope and limitations of the study.

Research Design

This study will employ a descriptive correlational research design that will determine the

relationship between COVID-19 stress and resilience of nurses. It will also investigate the influence

of demographic profile of nurses to the COVID-19 stress they experience and their resilience. This

research design will underlie three premises in gathering necessary data. First, information for the

COVID-19 stress and resilience of nurses will be collected, averaged and synthesized. Second,

after determining the weighted mean for each main variable and its indicators, the level to which the

variables and indicators’ scores using the set criteria for each variable will be determined. Third,

inferential statistics will be utilized to determine if there is a significant difference of COVID-19 stress

and resilience of nurses when grouped according to their demographic profile and finally to examine

the relationship of the COVID-19 stress on the resilience of nurses.

Setting

This study will be conducted in the private and public hospitals of the two (2) municipalities

and one (1) city such as Isulan, Esperanza and Tacurong City in Sultan Kudarat, Region XII. There

are five (5) hospitals such as Hospital A, Hospital B, Hospital C, Hospital D and Hospital E in Isulan,

Sultan Kudarat. There are nine (9) hospitals such as Hospital F, Hospital G, Hospital H, Hospital I,

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Hospital J, Hospital K, Hospital L, Hospital M and Hospital N. There are four (4) hospitals such as

Hospital O, Hospital P, Hospital Q and Hospital R in Esperanza Sultan Kudarat.Map of Sultan

Kudarat Province where the setting of the study will be conducted is presented in Figure 2.

Legend: Hospital where the study is conducted.

Figure 2. Site Map

Respondents

The respondents of this study are the nurses of private and public hospitals of the two (2)

municipalities and one (1) city in Sultan Kudarat, Region XII. They are chosen as the respondents

of the study since their resilience has been challenged by COVID-19 stress. Their profession

focuses on health care sector on the care of individuals, families, and communities so they may

attain, maintain or recover optimal health and quality of life.

A stratified random sampling technique will be used for selecting the participants of the

study. This procedure will be employed to ensure a fairly equal representation of nurses per

municipality and per hospital to really get the general responses of the nurses as to their COVID-

stress and resilience. To determine the number of sample size of nurses, Raosoft will be utilized.

For specific identification of sub-sample per municipality or per hospital, proportional

allocation formula will be used. Then, simple random sampling will be used to determine the actual

participants of the study. There are three hundred ninety-five (395) nurses in the private and public

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hospitals in the two (2) municipalities and one (1) city in Sultan Kudarat. Using Raosoft sample size

calculator, a sample of 195 is expected.

Table 1 presents the total number of nurses per municipality or city as well as the expected

number of samples of the study.

Table 1. Number of Nurses and Sample per Respondent-Municipality or City

Municipality or City Number of Sample Percentage

Nurses (%)
1 Esperanza 85 42 21.54
2 Isulan 105 52 26.67
3 Tacurong 205 101 51.79
Total 395 195 100

Measures

Adopted research tool will be used in this study. It is divided into two parts: Part I will

determine the level of the COVID-19 stress of nurses of private and public hospitals. Part II will

describe the level of the resilience of nurses of private and public hospitals.

The first part consists of six (6) indicators such as danger, contamination; socioeconomic

consequences, xenophobia, traumatic symptoms and compulsive checking. Each indicator consists

of (6) items; a total of 30 items for COVID-19 stress. This survey questionnaire is adopted from the

COVID-stress scales of Taylor et al. (2020).

The second part is composed of eight (8) indicators with five (5) items for each indicator, to

wit: self-belief, optimism, purposeful direction, adaptability, ingenuity, challenge orientation, emotion

regulation and support seeking. This survey questionnaire is adopted from the resilience

questionnaire developed by Assessment and Development Consultants (A&DC) (2017).

The two parts of the research instrument use a Five-Point Likert Scale with the following

descriptors: 5 – Strongly Agree; 4 – Agree; 3 – Moderately Agree; 2 – Disagree and 1 – Strongly

Disagree.

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 Since that the research tool is adopted from foreign settings, validation and reliability tests

of the research tool will be ensured. The research tool will be validated in terms of content, grammar

and style. Pilot testing will be conducted in one of the private hospitals in South Cotabato to

determine the internal consistency of the indicators and items per indicator of the survey

questionnaire. The researcher will present the initial drafts of the research tool to her adviser for

necessary corrections of the style, indicators and items of the main variables involved in the study.

From time to time, her adviser, together with other members of the panelists will be consulted for

potential suggestions, comments, revisions, and refinement as to the organization, structure,

appropriateness and format of the research instruments. Five (5) research experts and language

specialists will be consulted for the improvement of the items of each variable and indicator involved

in the study.

Ethical Considerations

In the conduct of the study, the researcher will comply all requirements particularly ethical

considerations. Before the conduct of this study, this will undergo ethical review and approval by

the concerned authorities and individuals.

After incorporating all the necessary comments and suggestions of the panelists during the

outline defense, permission from the Master of Arts in Nursing (MAN) Program will be secured.

Informed Consent. The respondents will be informed about the purpose, expected

duration, and the benefit of the research. Systematic random sampling will be employed to get

accurate representatives of the population. If there will be respondents who will decline or withdraw

their participation in the research process, another simple random sampling will be considered in

order to not affect the number of respondents needed in this study. Reasonably foreseeable factors

that may influence the participants’ willingness to participate such as potential risks, discomfort or

adverse effects will be explained during the orientation of the respondents. It will be stated in

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consent form that the respondents’ contribution will be completely voluntary. With this, the

respondents will opt to refuse answering the items they will not feel comfortable to answer or if they

will not be willing to take part in this study,

Recruitment of the Respondents. Recruitment of the respondents will be carefully planned

and handled in an ethical manner. Except in unusual circumstances, the researcher should not

directly ask the nurses to be one of the respondents, as it may be hard to refuse such request.

Instead, nurses will be recruited indirectly through letter.

Respondents’ Rights. In this study, protection of respondents’ human rights will be the top

consideration. The researcher will ensure that all research activities particularly in gathering data

such as face to face distribution of the survey questionnaire will conform to the highest degree of

protecting human rights and safety. Protecting the rights and welfare of those who will willingly

participate in this research will be a fundamental tenet of this ethical consideration. The researcher

will guarantee that respondents will be protected from unintended harm, especially in the areas of

confidentiality and informed consent. She will assist the respondents in avoiding errors or oversights

that can result in justifiable actions. Human dignity, inherent to all respondents, irrespective of place

of residence, gender, ethnic origin, religion, language, or any status, will be carefully safeguarded.

Every respondent will be equally entitled to human rights in participating in this study without

discrimination and prejudice. Respecting respondents’ rights, keeping them safe from COVID-19

infection, preventing them from violating their rights and providing positive assistance or services

during the conduct of the study will be some of the researcher’s utmost concerns.

Privacy and Confidentiality. In some cases, simply being invited into a study may involve

time consumption and privacy concerns. For instance, sending a formal letter inviting the nurses to

take part in the study will be done. Recruitment methods must take into account of private concerns.

No nurse will be surprised that he or she will be one of the respondents of the study. Prior notice

will be sent through approved letter by the MAN Program Chair. The respondents will be

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approached by the researcher in their most convenient time. The researcher will look into the

situation in which nurses will not so busy in doing their responsibilities as frontline health workers.

That will be the time that their consent to participate in the study will be asked from them. The

researcher will look into the time where the respondents are not busy to accurately give their insights

and opinions about the COVID-19 stress and resilience. She will facilitate and analyze the research

procedures of this study and take hold of the documents for confidentiality. Subsequently, disclosing

information and revealing secrecy of conversations will be tantamount, and this speaks the integrity

and ethics that the researcher is keeping. The names and details of the respondents will be dealt

with utmost confidentiality. In particular, the researcher will never mention their names and the name

of the hospital they are employed in the context of the data presentation and analysis.

Data Handling and Storage. The researcher herself is the custodian of the research data

and is responsible for data handling and storage. It is ensured that physical access to the data are

strictly confined only to the researcher. No one will be given granted to have an access to the data.

Strict protocols for the unauthorized access of all physical locations where the data are stored will

be ensured. The researcher will ensure that data will be handled with utmost confidentiality and will

never be exposed to anyone else. A month after the researcher’s graduation, the data will be

destroyed and discarded. The survey answered questionnaire will be destroyed in such a way that

no more data will be exposed from the answered research too to ensure that the data will no longer

be accessed. The researcher will do everything to protect their privacy.

Accuracy of Results. Before the limited face to face distribution of the survey questionnaire

following the minimum health standards and protocols set by Department of Health (DOH) and

COVID-19 Inter-Agency Task Force (IATF), content validity, acceptability and reliability tests will be

conducted to ensure the accuracy of the results that will be taken from the respondents’ responses.

Mimited face to face orientation before distributing the survey questionnaire will be conducted to

explain the all the variables, indicators and items of the survey questionnaire. Tabulation of data will

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be strictly done so that no responses of the respondents will be changed. Statistical treatment of

data will be done in Microsoft excel and to be checked using scientific calculator so that no error will

be committed for computation. Results will be balanced and free of misleading emphasis that will

make the study excessively attractive. Expected benefits will not be overstated. No manipulation of

data will be done. All discussions will be based from the results of the survey questionnaires. Making

the research results attractive will solely be done through accurate data or information.

Research Misconduct. The researcher will ensure that research misconduct which

includes fabrication, falsification, or plagiarism will never be committed. She will really avoid the

data-fraudulent practices like falsification, alteration, misrepresentation, concealing of findings,

biased or subjective language, labeling people or singling out a group.

Procedures

The following steps will be followed by the researcher in conducting this descriptive

correlational study:

1. The researcher will secure permission to conduct the study from the Program Chair of

the Master of Arts in Nursing (MAN) of Davao Doctors College and from the Medical

Center and Chief Nurse of Davao Regional Medical Center.

2. After the permission will be granted, survey questionnaire will be formulated.

Consequently, it will undergo validation process by the validation committee of Davao

Doctors’ College.

3. Afterwards, permission letter will be sent to one of the private hospitals in South Cotabato

for testing the reliability of the research tool. Informed consent for the initial respondents

of the study will be secured in voluntary basis. Nurses who will be included in the

validation and reliability tests of the research tool will not be part of the final respondents

of the study.

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 4. After ensuring that the research tool is valid and reliable already, letter of permission

from the Office of the Medical Director from each hospital will be secured.

5. The researcher will give a letter to the Human Resource Department (HRD) of each

respondent-hospital and will ask for a complete list of names of their nurses for sampling

purposes.

6. Upon getting the total number of nurses per respondent-hospital, the researcher will use

Raosoft to compute for the sample size and proportional allocation formula to compute

for sub-sample per hospital.

7. After identifying the individual respondents of the study, informed consent will be secured

for each respondent before the limited face to face distribution of the research tool.

8. The researcher will conduct a face to face orientation to each randomly chosen

respondent of the study following the safety protocols and minimum health standards by

the COVID-19 IATF and DOH. She will explain the objectives of the study.

9. Respondents will be given ample time to answer the survey questionnaire in their most

convenient times. Researcher will be back to retrieve the survey questionnaire based

from the date scheduled by each respondent.

10. Upon the retrieval of the survey questionnaires from the respondents, tabulation of data

will be the next step.

11. All the gathered data will be encoded in a Microsoft excel and will be subjected to

statistical computation with the help of the statistician.

12. Then, presentation, analysis and interpretation of the data will be the last step in data

gathering procedures.

Statistical Tools

The following statistical tools will be employed in this study:

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 Frequency and Percentage. These will be used to describe the demographic profile of the

respondents.

Mean. This will be employed to determine the level of the COVID-19 stress and resilience

of the respondents.

Analysis of Variance (ANOVA). This tool will be used to analyze the differences of the

COVID-19 stress and resilience of the respondents relative to their demographic profile.

Pearson Product Moment Correlation. This tool will be employed to determine the

relationship of the COVID-19 stress and resilience of the respondents.

Scope and Limitations of the Study

This study focused on determining the relationship of COVID-19 stress and resilience of

nurses of public and private hospitals in the Province of Sultan Kudarat. The study will employ a

descriptive correlational research design. The respondents will include one hundred ninety-five

(195) nurses who will be proportionally chosen from the two (2) biggest municipalities of Isulan and

Esperanza and only one (1) city of Tacurong in the Province of Sultan Kudarat.

Raosoft will be employed to compute for the total number of samples. Proportional allocation

formula will be applied to determine the sub-sample per hospital. Simple random sampling using

lottery method will be used to select individual respondents of the study. The statistical tools to be

used will be frequency and percentage, mean, ANOVA and Pearson Product Moment Correlation.

The study will be conducted in the two (2) municipalities and one (1) city in the Province of Sultan

Kudarat from December 2020 to March 2021.

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 Research Instrument of Subido (2020) (The research proposal above)

Dear Nurse:

I am pleased to inform you that I am a graduating student of Davao Doctors College, General
Malvar St., Davao City, taking up Master of Arts in Nursing. Because of your full commitment to
serve the general populace of Sultan Kudarat against the spread of COVID-19, you have been
chosen as one of the respondents of my master’s thesis entitled “COVID-19 STRESS AND
RESILIENCE OF NURSES OF PUBLIC AND PRIVATE HOSPITALS IN THE PROVINCE OF
SULTAN KUDARAT.”

Kindly answer the survey questionnaire to the highest level of your honesty based from your
experiences amid COVID-19 pandemic particularly during the strict implementation of quarantine
protocols. The honest responses you give to this online survey questionnaire will be vital information
that can be used to initiate programs in enhancing the resilience of frontline health workers in Sultan
Kudarat. Rest assured that your responses will be held with utmost confidentiality.

CHERRY JOY G. SUBIDO, RN

Researcher

PART I. DEMOGRAPHIC PROFILE

Direction: Please fill in the blanks the appropriate spaces for what is being asked.

1. Name of the Respondent (Optional): ___________________________

2. Gender: ___________________________

3. Civil Status: ___________________________

4. Tribe: ___________________________

5. Religion: ___________________________

6. Length of Service (in years): ___________________________

PART II. QUESTIONAIRE ON COVID-STRESS

Direction: This questionnaire will assess the COVID-19 stress you experience for the past months.
Please indicate your responses by checking the appropriate columns/boxes that correspond to your
answers.

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 COVID-STRESS
Danger Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I am worried about catching the virus.
2 I am worried that I can’t keep my family safe
from the virus.
3 I am worried that our healthcare system
won’t be able protect my loved ones.
4 I am worried that our healthcare system is
unable to keep me safe from the virus.
5 I am worried that basic hygiene (e.g.
handwashing) is not enough to keep me safe
from the virus.
6 I am worried that social distancing is not
enough to keep me safe from the virus.
Contamination Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I am worried that if I touch something in a
public space (e.g. handrail, door handle), I
would catch the virus.
2 I am worried that if someone coughs or
sneezes near me, I would catch the virus.
3 I am worried that people around me will infect
me with the virus.
4 I am worried about taking change in cash
transactions.
5 I am worried that I might catch the virus from
handling money or using ATM machine.
6 I am worried that the foods and other grocery
items I buy are contaminated with the virus.
Socioeconomic Consequences Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I am worried about grocery stores running
out of food.
2 I am worried that grocery stores will close
down.
3 I am worried about grocery stores running
out of cleaning or disinfectant supplies.
4 I am worried about grocery stores running
out of cold or flu remedies.
5 I am worried about grocery stores running
out of water.
6 I am worried about grocery stores running
out of prescription medicines.
Xenophobia Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)

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1 I am worried that foreigners are spreading
the virus in my country.
2 If I go to a restaurant or mall, I am worried
about catching the virus from the foreigners.
3 I am worried about coming into contact with
foreigners because they might have the
virus.
4 If I am in a public place with a group of
foreigners, I am worried that they are infected
with virus.
5 I am worried that foreigners are spreading
the virus because they are not clean as we
are.
6 If I meet a person coming from a foreign
country like Overseas Filipino Workers
(OFWs), I am worried that they might have
the virus.
Traumatic Symptoms Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I have trouble concentrating because I keep
thinking about the virus.
2 Disturbing mental images about the virus
pop into my mind against my will.
3 I have trouble sleeping because I am worried
about the virus.
4 I think about the virus when I don’t mean to.
5 Reminders of the virus cause me to have
physical reactions, such as sweating or a
pounding heart.
6 I have dreams about the virus.
Compulsive Checking Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I search the internet for treatments for
COVID-19.
2 I ask health professionals (e.g. doctors or
pharmacists) for advice about COVID-19.
3 I watch Youtube videos about COVID-19.
4 I check my body for signs of COVID-19
infection (e.g. taking my temperature).
5 I seek reassurance from my friends or family
about COVID-19.
6 I am worried if I watch videos or read posts
concerning COVID-19.

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 PART II. QUESTIONNAIRE ON RESILEINCE

Direction: This questionnaire measures your resilience or how equipped you are to bounce back
after stressful events, tragedy or trauma. Please indicate your responses by checking the
appropriate columns/boxes that correspond to your answers.

RESILIENCE
Self-Belief Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I am confident that my family really cares
about me and my health.
2 In a difficult spot, I believe that there are
people who are there to motivate me to be
successful.
3 I don’t take personally the criticism, provoked
humiliation and discriminatory behaviors
against me and my family.
4 I try to control events rather than being a
victim of bad circumstances.
5 I don’t take problems seriously. Instead, I am
trying my best to be good at finding solutions
to problems.
Optimism Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I trust my intuition that things will work out
well in the future.
2 I feel confident that vaccines for COVID-19
pandemic will be discovered very soon and
normal life will be back.
3 I wouldn’t describe myself as an anxious
person.
4 I am calm during crisis and optimistic that
everything will go smoothly in a soonest
possible situation.
5 I manage to keep things in proper direction
and perspectives.
Purposeful Direction Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I make myself clear what my duties and
responsibilities as health worker are.
2 I have clear direction to serve the general
populace against infectious disease. That’s
why, I have to work very intensively.
3 I am determined to give the best services
expected of me.
4 I surround myself with people with purposeful
direction in life.
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5 I focus on one thing at a time rather than
trying to do it all.
Adaptability Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I respond to changing trends or innovations.
2 I embrace learning new things and ready to
unlearn things which are not anymore
applicable to the present phenomenon.
3 I discover coping mechanism and consider
changing some aspects of it.
4 I switch strategies to overcome various life
challenges and learn from mistakes.
5 I don’t run away the wrongdoings I had
before. Instead, I change what’s not working
with my coping mechanisms.
Ingenuity Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I find ways and means to be a creative
problem solver.
2 I am able to identify solutions to the difficult
problems I encounter.
3 I have the ability to solve difficult real-life
problems without so much stress.
4 I have the capacity to think creatively about a
hard situation.
5 I am able to overcome the fear of failure.
Challenge Orientation Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I have the ability to seek out challenging
experiences.
2 I see challenges as opportunities to learn and
improve professionally.
3 I enjoy working with challenging task or
responsibility as long as it is in line with my
field of expertise.
4 I stay engaged and motivated to perform the
assigned task to me despite challenging
situation.
5 I divide the challenging problems into smaller
pieces and concentrate on one thing at a
time.
Emotion Regulation Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I tend to stay calm even in the most difficult
situations.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 193
2 I make sure that I appear to be emotionally
controlled.
3 I don’t make decisions if I am emotional or
angry.
4 I find ways to be stress free by going out of
the box of my comfort zones.
5 I give myself some space to enjoy life. I aim
for regulation, not repression.
Support Seeking Strongly Agree Moderately Disagree Strongly
Agree (4) Agree (2) Disagree
(5) (3) (1)
1 I am comfortable talking to other people
about issues and asking them for support me
during difficult times.
2 I seek advice from my close friends rather
than solving difficult issues alone.
3 If I feel stressed or emotionally challenged, I
seek support of the closest persons in my
life.
4 I believe that seeking help is an important
step towards getting better from difficult
situation.
5 If I experience difficult thoughts and feelings,
I look for someone to talk to.

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 194
 REFERENCES

Books

1. Baraceros, E. L. (2015). Practical Research 1. Quezon City: Rex Bookstore

2. Zulueta, F. M. & Costales, Jr., N. B. (2005). Methods of Research: Thesis Writing & Applied
Statistics, Mandaluyong City: National Book Store

Online Sources

1. https://www.pat.nhs.uk/education-and-research/why-is-research-important.htm
2. https://www.coursehero.com/file/26735019/KINDS-OF-RESEARCH-ACROSS-FIELDSpptx/
3. https://imotions.com/blog/qualitative-vs-quantitative-research/
4. http://www.emgo.nl/kc/qual-data-collection/
5. http://www.qualitative-research.net/index.php/fqs/article/view/2961/4227
6. https://english.washington.edu/what-humanities-research
7. https://edutechwiki.unige.ch/en/Arts-based_research
8. https://ebn.bmj.com/content/21/1/7
9. https://link.springer.com/chapter/10.1007/978-1-4020-6057-1_1
10. https://www.journals.elsevier.com/fisheries-research
11. https://www.waikato.ac.nz/study/subjects/social-science-research
12. https://www.academia.edu/Documents/in/Mathematics
13. https://www.sciencedirect.com/topics/neuroscience/grounded-theory
14. https://education.seattlepi.com/stepbystep-background-study-thesis-1626.html
15. https://www.journals.elsevier.com/fisheries-research/most-downloaded-articles
16. https://www.journals.elsevier.com/fisheries-research
17. https://www.alliedacademies.org/journal-fisheries-research/
18. http://www.qualitative-research.net/index.php/fqs/article/view/2961/4227
19. http://www.sciencepublishinggroup.com/journal/index?journal

REMINDER:

This INSTRUCTIONAL MATERIAL is still developing. Any time, revision of the contents of
the material is done to make it more FRIENDLY to the senior high school teachers and students
who are going to use it for teaching-learning activities. If you want to replicate some of the research
topics in this material, just email the authors at [email protected]. Kindly
subscribe to the YOUTUBE Channel of the major author (Samsudin Noh Abduilah) of this
instructional material for the detailed video lessons of the Practical Research 2 (Quantitative
Research).

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by

SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 195