PRACTICAL RESEARCH 2

1ST SEMESTER

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This module is exclusive to Mother Theresa Colegio Group of Schools students only.
 LEARNING
JOURNEY

NATURE OF INQUIRY AND

RESEARCH
The learner…
1. describes characteristics, strength, weaknesses, and kinds
of quantitative research.
2. illustrates the importance of quantitative research across
Learning
Competencies fields.
3. differentiates kinds of variables and their uses.

INQUIRY VS. RESEARCH

INQUIRY
 a term that is synonymous with the word ‘investigation’
 When you inquire or investigate, you tend to ask questions to probe
or examine something. You do this kind of examination through
HOTS or higher-order thinking strategies of inferential, analytical,
critical, creative, and appreciative thinking to discover more
understandable or meaningful things beyond such object of your
inquiry. Thinking in this manner makes you ask open-ended
questions to elicit views, opinions, and beliefs of others in relation
to your research. (Small 2012)

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 RESEARCH
 is a scientific, experimental, or inductive manner of thinking.
Starting from particular to more complex ideas, you execute varied
thinking acts that range from lower-order to higher-order thinking
strategies reflected by these research activities: identifying the
topic or problem, gathering data, making theories, formulating
hypotheses, analyzing data, and drawing conclusions.

A. Compare and contrast Inquiry and Research. Use Venn diagram.

B. Determine whether Inquiry or Research is applicable to the given situations. Check the
corresponding column of your answer.

SITUATION INQUIRY RESEARCH

1. A person wants to know the occupant of one
condominium.
2. A student wants to know the medicinal
effects of guava leaves.
3. Mr. Cruz wants to know the technique to
make his electric fan function instantly.
4. Professor Gomez wants to discover the
impact of social networking on his students’
learning abilities.
5. Aling Rose wants to know the reason behind
the decrease of her sales for the day.
6. A business man wants to find out which
between these two marketing strategies; free
tasting and attractive packaging, could
increase daily sales.

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 THE CHARACTERISTICS, STRENGTHS, WEAKNESSES AND
KINDS OF QUANTITATIVE RESEARCH

QUANTITATIVE RESEARCH
 deals in numbers, logic, and objective stance
 focuses on numeric and unchanging data and detailed, convergent
reasoning rather than divergent reasoning (i.e. the generation of a
variety of ideas about a research problem in a spontaneous, free-
flowing manner)

Characteristics of Quantitative Research

1. The data is usually gathered using structured research instruments.
2. The results are based on larger sample sizes that are representative of the
population.
3. The research study can usually be replicated or repeated, given its high reliability.
4. Researcher has a clearly defined research question to which objective answers are
sought.
5. All aspects of the study are carefully designed before data is collected.
6. Data are in the form of numbers and statistics, often arranged in tables, charts,
charts, figures, or other non-textual forms.
7. Project can be used to generalize concepts more widely, predict future results, or
investigate casual relationships.
8. Researcher uses tolls, such as questionnaires or computer software, to collect
numerical data.

The overarching aim of a quantitative research study is to classify features, count them,
and construct statistical models in an attempt to explain what is observed.

Things to keep in mind when reporting the results of a study using Quantitative
methods:

 Explain the data collected and their statistical treatment as well as all relevant
results in relation to the research problem you are investigating. Interpretation of
results is not appropriate in this section.

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  Report unanticipated events that occurred during your data collection. Explain
how the actual analysis differs from the planned analysis. Explain your handling of
missing data and why any missing data does not undermine the validity of your
analysis.
 Explain the techniques you used to “clean” your data set.
 Choose a minimally sufficient statistical procedure; provide a rationale for its
use and a reference for it. Specify any computer programs used.
 Describe the assumption for each procedure and the steps you took to ensure that
they were not violated.
 When using inferential statistics, provide the descriptive statistics, confidence
intervals, and sample sizes for each variable as well as the value of the test statistic,
its direction, the degrees of freedom, and the significance level [report the actual
value].
 Avoid inferring causality, particularly in nonrandomized designs or without
further experimentation.
 Use tables to provide exact values; use figures to convey global effects. Keep
figures small in size; include graphic representations of confidence intervals
whenever possible.
 Always tell the reader what to look for in tables and figures.

Strengths and Weaknesses

STRENGTHS WEAKNESSES
Findings can be generalized if selection Related secondary data is sometimes not
process is well-designed and sample is available or assessing available data is
representative of study population difficult/ impossible
Relatively easy to analyze Difficult to understand context of a
phenomenon
Data can be very consistent, precise and Data may not robust enough to explain
reliable complex issues

Importance of Quantitative Research

1. More reliable and objective
2. Can use statistics to generalize a finding
3. Often reduces and restructures a complex problem to a limited number of variables
4. Looks at relationships between variables and can establish cause and effect in highly
controlled circumstances
5. Test theories or hypotheses

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 6. Assumes sample is representative of the population
7. Subjectivity of researcher in methodology is recognized less
8. Less detailed that qualitative data and may miss a desired response from the
participant

Quantitative vs. Qualitative Research

STANDARDS QUALITATIVE QUANTITATIVE

Mental survey of Results from social Exists in the physical world
reality interactions
Cause-effect Explained by people’s Revealed by automatic
relationships objective desires descriptions of
circumstances of conditions
Researcher’s Subjective; sometimes Objective; least involvement
involvement with personally engaged by the researcher
the object or
subject of the
study
Expression of data, Verbal language (words, Numerals, statistics
data analysis, and visuals, objects)
findings
Research plan Takes place as the research Plans all research aspects
proceeds gradually before collecting data
Behavior toward Desires to preserve the Control or manipulation of
research natural setting of research research conditions by the
aspects/conditions features researcher
Obtaining Multiple methods Scientific method
knowledge
Purpose Makes social intentions Evaluates objectives and
understandable examines cause-effect
relationships
Data-analysis Thematic codal ways, Mathematically based
technique competence-based methods
Style of expression Personal, lacks formality Impersonal, scientific, or
systematic
Sampling More inclined to purposive Random sampling as the
technique sampling or use of chosen most preferred
samples based on some
criteria

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A. Choose the letter of the correct word to complete the sentence.

1. You tend to inflate something in a qualitative research because of your _______________.

a. objective views c. personal traits
b. teacher’s influence d. mathematical skills

2. This line, “The truth is out there.” is true for _______________.

a. qualitative research c. all research designs
b. quantitative research d. any research type

3. People inclined to doing a quantitative research wants to discover truth in

_______________.
a. an exact manner c. an indirect way
b. a careful way d. a personal way

4. Some think of quantitative research as complex because of its use of _______________.

a. hypotheses c. factual data
b. numerical data d. theories

5. A quantitative research presents research findings in this manner.

a. Many prefer to study with textbooks.
b. Students find textbooks indispensable or necessary.
c. Perhaps, 30 consider textbook unnecessary in their studies.
d. Out of 100 college students, 90 find textbooks beneficial to their studies.

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 KINDS OF QUANTITATIVE RESEARCH

Kinds of Quantitative Research

1. Experimental
2. Non-experimental

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 determines
the extent of the effects or influence of the treatment on the
object/subject then discovers the causes of such effects.

CLASSIFICATION:
a) True experimental research
b) Quasi-experimental research

TRUE EXPERIMENTAL RESEARCH

 uses random selection in determining who among the participants should compose
the experimental group or the control group

QUASI-EXPERIMENTAL RESEARCH
 adopts a comparative technique in choosing the subjects
 Usually, participants chosen in a quasi-experimental research are those forming a
class that remains as one group incapable of disintegration. The not randomly
chosen participants are subjected to any of these types of quasi-experimental
research (Muijs 2011):

1. matched comparison – choosing a treatment group and another group

that has similarities with the treatment group
2. time-series quasi-experimental research – giving them series of pre-tests
and post-tests

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 3. single-subject quasi-experimental research – controls treatment and
condition applied to just one individual or a group

In which field of knowledge does a true experimental research usually take place?
People in hard sciences (Physics, Chemistry, Biology, Pharmacy, and the like) love to do this
kind of research; those in soft sciences (Psychology, Sociology, Humanities, Literature,
Education, and other subjects falling under Social Sciences) usually do quasi-experimental
research. (Gray 2012; Lauren et al. 2010)

A. Explain your understanding about the text by answering the following questions on the
given lines.

1. Compare and contrast the two basic types of experimental research.

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2. Why is an experimental research also called a scientific method?

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3. Which is better between the two types of experimental research? Justify your
choice.
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 NON-EXPERIMENTAL RESEARCH
 is a way of finding out truths about a subject by describing the
collected data about such subject and determining their
relationships or connections with one another. Any treatment or
condition is not involved

CHARACTERISTICS OF NON-EXPERIMENTAL RESEARCH

1. It is incapable of establishing cause-effect relationships; by itself, it is able, if it takes
place in conjunction with other experimental and quasi-experimental research
methods.
2. It involves various ways of data analysis:
 Primary – analysis of data collected by the researcher himself
 Secondary – examination of data collected by other people
 Meta-analysis – analysis of data expressed numerically.
3. It uses research method that applicable to both quantitative and qualitative data.

It collects data through survey, observation, historical studies, case studies,

documentary analysis, and so on. (Suter 2012; Sarantakos 2013)

SURVEY RESEARCH
 is a method of research that aims at knowing what a big number of
people think and feel about some sociological issues.
 is the most used non-experimental research in the field of Sociology,
Psychology, and Humanities.
 The data it collects from these people serving as “representatives or
informants” explain or describe the society’s thoughts, attitudes and
feelings towards environmental issues. (Babbie 2013, p.383)

PURPOSES OF SURVEY RESEARCH

1. To obtain information about people’s opinions and feelings about an issue.
2. To identify present condition, needs, or problems of people in a short span of time.
3. To seek answers to social problems.

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 4. To give school officials pointers on curricular offerings, guidance and counseling
services, teacher evaluation, and so on.

PLANNING A SURVEY RESEARCH

The research design of a survey research is similar to that of the experimental
research, only, that when it comes to data collection method and instrument, survey
research goes through the following phases:

1. Explanation of objectives clearly

2. Formulation of research questions or hypotheses to predict relationships of
variables
3. Determination of the exact kind of data referred to by the hypotheses or research
questions
4. Assurance of the population or group of people to which the findings will be applied
to
5. Finalization of the sampling method for selecting the participants
6. Identification of the method or instrument in collecting data; that is, whether it is
questionnaire on paper, through phone, via computer, or face-to-face.

STRENGTHS OF SURVEY RESEARCH

Stressing the effectiveness and usefulness of survey research, Schutt (2013) gives
the following pluses of survey research:

1. Versatility. It can tackle any issue affecting society.

2. Efficiency. It is not costly in terms of money and time, assuming there is excellent
communication or postal system.
3. Generality. It can get a good representation or sample of a large group of people.
4. Confidentiality. It is capable of safeguarding the privacy or anonymity of the
respondents.

Here are the weak points of survey research appearing in several books about this
type of quasi-experimental research:

1. It cannot provide sufficient evidence about the relationships of variables.

2. It cannot examine the significance of some issues affecting people’s social life.

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 3. It cannot get data reflecting the effects of the interconnectedness of environmental
features on the research study.
4. It cannot consider man’s naturalistic tendencies as the basis of human behaviour
unless his ways or styles of living are related to his surroundings.
5. It cannot promote interpretive and creative thinking unless its formation of ideas
results from scientific thinking.
6. It cannot have an effective application to all topics for research.
7. It cannot use a questioning or coding method that can accurately register
differences among the participants’ responses.
8. It cannot diffuse the main researcher’s abilities to control and manipulate some
factors affecting the study.
9. It cannot account for real or actual happenings, but can give ideas on respondents’
views, beliefs, concepts, and emotions.

Ethical Principles and Rules in Survey Research

You are in a Higher Education Institution called college or university that always
considers academic excellence as its number one goal. Be academically competent by
producing excellent research paper that will mirror not only your intellectual abilities but
your valuing system as well. Considering the importance of honesty and integrity in
conducting a research paper, keep in mind the following ethical principles and rules in
producing an honest-to-goodness research paper ( Ransome 2013; Corti 2014):

1. Respect whatever decision a person has about your research work for his
participation in your study comes solely from his or her own decision making
powers.
2. Make sure that your study will be instrumental in elevating the living conditions of
people around you or in bringing about world progress.
3. Conduct your research work in a way that the respondents will be safe from any
injury or damage that may arise from their physical and emotional involvement in
the study.
4. Practice honesty and truthfulness in reporting about the results of your study.
5. Accept the reality that the nature, kind, and extent of responses to your questions
depend solely on the dispositions of the respondents.
6. Decide properly which information should go public or secret.

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 7. Stick to your promise of safeguarding the secrecy of some information you obtained
from the respondents.

A. Explain your understanding about the text by answering the following questions on the
given lines.

1. Describe one doing a survey research.

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2. Explain the relevance of survey research to education.

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3. How would you describe yourself as a researcher with integrity?

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 KINDS OF VARIABLES

VARIABLES
 a label of name that represent a concept or characteristic that varies
(e.g., gender, weight, achievement, attitudes toward inclusion, etc.)
 are “changing qualities or characteristics” of persons or things like
age, gender, intelligence, ideas, achievements, confidence, and so on
that are involved in your research study
TYPES:
a) Independent variables
b) Dependent variables

Independent variable sometimes called an experiment or predictor variable, is a variable

that is being manipulated in an experiment in order to observe the effect on a dependent
variable, sometimes called an outcome variable. Hence, in a causal relationship, the cause
comes from the independent variables; the effects, on the dependent variables.

Other Types of Variables

Extraneous variable are to be controlled by you, the experimenter. But if they do
not give in to your control, they become confounding variables that can strongly
influence your study.

There are other types of variables which are as follows (Russell 2013; Babbie 2013):

1. Constant – do not undergo any changes during an experiment

2. Attribute – characteristics of people: intelligence, creativity, anxiety, learning styles,
etc.
3. Covariate – included in the research study to create interactions with the
independent and dependent variables
4. Continuous – quantitative in nature and is used in interval or ratio scale of
measurement
5. Dichotomous – has only two possible results: one or zero

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 6. Latent – cannot be directly observed like personality traits
7. Manifest – can be directly observed to give proofs to latent variables
8. Exogenous – found outside an identified model
9. Endogenous – found inside; as a part of identified model

A. Write C if the sentence is correct; W, if not.

______1. The experimenter relates himself/herself with the independent variable.

______2. Extraneous variables are nuisance variables.

______3. Extraneous variables are as significant as independent variables.

______4. All variables are prone to changes or variations.

______5. All variables are controllable.

______6. The effects of something on dependent variables are measurable.

______7. Only words can express the effects of variables on dependent variables.

______8. The effects of something can be shown through fractions and percentages.

______9. It is wrong to expose the variables to changeable factors.

______10. Attribute variables have the same meaning as participants’ variables.

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MATH MIRROR 1
 REFLECTION: HOW WELL I UNDERSTAND

How am I going to apply the concept of Quantitative Research in life?

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 SELF REMARKS

What are the weaknesses I encountered in understanding the topic? How am I going
to surpass those?
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What part of the topic I really understand well? How am I going to improve it?
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 Points to Clarify and Why
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 REFERENCE

Baraceros, Esther L. Practical Research 2, First Edition 2016, Rex Book Store, 856 Nicanor,
Sr. St., Manila, Philippines

Cortez, Shiahari I., RN, M.Ed. Module in Practical Research (Quantitative Research),
Philippines

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 LEARNING
JOURNEY

IDENTIFYING THE INQUIRY

AND STATING THE PROBLEM

The learner…
4. designs a research used in daily life.
5. writes a research title.
6. describes background of research.
Learning
Competencies
7. states research questions.
8. indicates scope and delimitation of study.

RESEARCH IN DAILY LIFE

The main purpose of research is to get deep into the topic so that
something helpful can churn out, which can be helpful for everybody and
used in our daily living.

POSSIBLE RESEARCH TOPIC RELATED TO DAILY LIFE

 Poverty alleviation  Child care

 Unemployment  All forms of violence
 Homelessness  Traffic situation
 Gender equality  Environmental protection
 Population aging  Health care

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 A. Give at least 5 possible research topic that can be used your daily lives as a:
1) Student
2) Member of the community
B. What is the importance of having research in our daily living?
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RESEARCH TITLE

RESEARCH TITLE
 A research title is a product of real world observations, dilemmas,
wide reading, selective viewing, films documentaries and deep
reflection.
 The title of the research is the research problem in capsule form. It
must clearly reflect the topic of investigation and it must be
original, clear, concise or specific.
 The title summarizes the main idea or ideas of your study. A good
title contains the fewest possible words that adequately describe
the contents and/or purpose of your research paper.

The title is without doubt the part of a paper that is read the most, and it is usually
read first. If the title is too long it usually contains too many unnecessary words, e.g., "A
Study to Investigate the...." On the other hand, a title which is too short often uses words
which are too general. For example, "Philippine Politics" could be the title of a book, but it
does not provide any information on the focus of a research paper.

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A good research paper title:

 Condenses the paper’s content in a few words

 Captures the readers’ attention
 Differentiates the paper from other papers of the same subject area

The following parameters can be used to help you formulate a suitable research paper
title:

 The purpose of the research

 The narrative tone of the paper [typically defined by the type of the research]
 The methods used
 The initial aim of a title is to capture the reader’s attention and to draw his or her
attention to the research problem being investigated.

Three basic tips to keep in mind while writing a title:

o Keep it simple, brief and attractive: The primary function of a title is to provide a
precise summary of the paper’s content. So keep the title brief and clear. Use active
verbs instead of complex noun-based phrases, and avoid unnecessary details.
Moreover, a good title for a research paper is typically around 10 to 12 words long.
A lengthy title may seem unfocused and take the readers’ attention away from an
important point.

Avoid: Drug XYZ has an effect of muscular contraction for an hour in snails of
Achantina fulcia species

Better: Drug XYZ induces muscular contraction in Achantina fulcia snails

o Use appropriate descriptive words: A good research paper title should contain
key words used in the manuscript and should define the nature of the study. Think
about terms people would use to search for your study and include them in your
title.

Avoid: Effects of drug A on schizophrenia patients: study of a multicenter mixed

group

Better: Psychosocial effects of drug A on schizophrenia patients: a multicenter

randomized controlled trial

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 o Avoid abbreviations and jargon: Known abbreviations such as AIDS, NATO, and so
on can be used in the title. However, other lesser-known or specific abbreviations
and jargon that would not be immediately familiar to the readers should be left out.

Avoid: MMP expression profiles cannot distinguish between normal and early
osteoarthritic synovial fluid

Better: Matrix metalloproteinase protein expression profiles cannot distinguish

between normal and early osteoarthritic synovial fluid

Effective titles in academic research papers have several characteristics.

 Indicate accurately the subject and scope of the study.

 Avoid using abbreviations.
 Use words that create a positive impression and stimulate reader interest.
 Use current nomenclature from the field of study.
 Identify key variables, both dependent and independent.
 May reveal how the paper will be organized.
 Suggest a relationship between variables which supports the major hypothesis.
 Is limited to 10 to 15 substantive words.
 Do not include "study of," "analysis of" or similar constructions.
 Titles are usually in the form of a phrase, but can also be in the form of a question.
 Use correct grammar and capitalization with all first words and last words
capitalized, including the first word of a subtitle. All nouns, pronouns, verbs,
adjectives, and adverbs that appear between the first and last words of the title are
also capitalized.
 In academic papers, rarely is a title followed by an exclamation mark. However, a
title or subtitle can be in the form of a question.

Make a one (1) research title from the following topics:

 Poverty alleviation  Child care

 Unemployment  All forms of violence
 Homelessness  Traffic situation
 Gender equality  Environmental protection
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 RESEARCH BACKGROUND

RESEARCH BACKGROUND
OF STUDYis a brief outline of the most important studies
A research background
that have been conducted so far presented in a chronological order.
Research background should also include a brief discussion of major
theories and models related to the research problem. When writing
research background, you also need to demonstrate how your research
relates to what has been done so far in this research area.

Research background is written after the literature review. Therefore, literature

review has to be the first and the longest stage in the research process, even before the
formulation of research aims and objectives, right after the selection of the research area.

STAGES OF WRITING THE BACKGROUND OF RESEARCH

1. Conduct preliminary research

 Visit a library, check the internet and other electronic databases to find relevant
information from the reputable sources

2. Read and gather the information

 You should take notes and also keep an accurate track of the sources of information
you have used up to this point

3. Develop research question or thesis statement

 Write out your position or opinion as an authoritative statement

4. Complete your research

 Use questions and thesis statement as your guide

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5. Work on structure

 Create five different sections that have the key issues, major findings, and the
controversies that are surrounding your research question or thesis and also a
section that provides evaluation and a conclusion

6. Identify the further studies that need to be done

 Put them into the Conclusion section. Mention possible solutions to the issue that
have not been put into consideration in the past

7. Proofread

 You can also ask someone else to help you go through it

WRITING FORMAT

 Begin by giving a general overview of your research topic and introduce the main
ideas you will be making use of throughout your thesis.

 Then, give the detailed and precise information about all the methodologies used in
the research. This can take up to several paragraphs depending on the individual
and research question or thesis topic.

 Cite your sources where necessary to avoid plagiarism.

 Then you can introduce the experiment by describing your choice of methodology
briefly, why you have decided to use this methodology instead of others and the
objective of the methodology.

Create a research background from the situation below (one paragraph will do). Don’t
forget to make your research title.

a) Health care situation in the Philippines during the fight against COVID-19

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 RESEARCH QUESTION

RESEARCH QUESTION
A research question is an answerable inquiry into a specific concern or
issue. It is the initial step in a research project. The 'initial step' means
after you have an idea of what you want to study, the research question is
the first active step in the research project.

WRITING A RESEARCH QUESTION

Writing a good research question means you have something you want to study.
Let's say you're interested in the effects of television. We will examine the steps and then
look at how you could write a research question.

 Specify your specific concern or issue

 Decide what you want to know about the specific concern or issue
 Turn what you want to know and the specific concern into a question
 Ensure that the question is answerable
 Check to make sure the question is not too broad or too narrow
 This is the basic process in writing a research question. Writing a good question will
result in a better research project.

RESEARCH QUESTIONS
Interrogative statements:

1. What is an English grammar textbook?

2. What is communicative competence?
3. What components of the grammar textbook work for communicative competence
development?
4. How many Manila private universities require the use of grammar textbooks?
5. How many Manila private universities use grammar textbooks as references only?

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 6. To what extent do Manila private universities find grammar textbooks effective in
helping college students attain communicative competence?

Declarative statements:

Likewise, this study aims at finding answers to the following specific objectives:

1. To define a grammar textbook

2. To explain the meaning of communicative competence
3. To identify the components of the grammar book that work for communicative
competence development
4. To determine the number of Manila private universities requiring the use of
grammar textbooks
5. To determine the number of Manila private universities using grammar textbooks as
references only
6. To determine the extent of Manila private universities considering grammar
textbooks as the means by which they can help the college students attain
communicative competence

Which of the following research question is better? And why?

1.
a) What effect does social media have on people’s minds?
b) What effect does daily use of Twitter have on the attention span of under-16s?

The first question is not specific enough: what type of social media? Which people?
What kind of effects? The second question defines its concepts more clearly. It is
researchable through qualitative and quantitative data collection.

2.
a) Has there been an increase in homelessness in San Francisco in the past ten
years?
b) How have economic, political and social factors affected patterns of homelessness
in San Francisco over the past ten years?

The first question is too simple: it can be answered with a simple yes or no. The
second question is more complex, requiring in-depth investigation and the
development of an original argument.

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Which of the following research question is better? Why? Explain your answers.

1.
a) How can drunk driving be prevented?
b) What effect do different legal approaches have on the number of people who
drive after drinking in Philippines?

2.
a) How can health services and LGBT support services in district X be improved?
b) How can health clinics in district X develop their services and communications
to be more LGBT-inclusive?

3.
a) What should political parties do about low voter turnout in region X?
b) What are the most effective communication strategies for increasing voter
turnout among under-30s in region X?

4.
a) Does the US or the UK have a better healthcare system?
b) How do the US and the UK compare in health outcomes and patient satisfaction
among low-income people with chronic illnesses?

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 SCOPE AND DELIMITATION OF THE STUDY

SCOPE OF THE STUDY

 contains the explanation of what information or subject is being
analyzed. It is followed by an explanation of the limitation of the
research. Research usually limited in scope by sample size, time
and geographic area.

DELIMITATION OF THE STUDY

 is the description of the scope of study. It will explain why definite
aspects of a subject were chosen and why others were excluded. It
also mention the research method used as well as the certain
theories that applied to the data.

It is important to narrow down your thesis topic and limit the scope of your study.
The researcher should inform the reader about limits or coverage of the study. The scope
identifies the boundaries of the study in term of subjects, objectives, facilities, area, time
frame, and the issues to which the research is focused.

Sample phrases that help express the scope of the study:

The coverage of this study …

The study consists of …

The study covers the …

This study is focus on …

The delimitation of the study is delimiting a study by geographic location, age, sex,
population traits, population size, or other similar considerations. Delimitation is used to
make study better and more feasible and not just for the interest of the researcher. It also
identifies the constraints or weaknesses of your study which are not within the control of
the researchers.

Sample phrases that expressed the delimitations of the study

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The study does not cover the …

The researcher limited this research to …

This study is limited to …

SAMPLE SCOPE AND DELIMITATIONS

The main focus of this project was the design of an efficient Energy Recovery System
of Seawater Reverse Osmosis Plant. The system will be using pressure technology by
application of pressure exchanger as an energy recovery device. Pressure exchanger
transfer pressure from a high pressure stream to slow pressure stream in a ceramic motor.
The proposed system is limited only in reducing high power consumption of the high
pressure pump. The project can be used in all existing Seawater Reverse Osmosis Plant in
the Philippines. Some calculations, assumptions, and selections were made as a
consideration of a proper and realistic design.

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MATH MIRROR 2
 REFLECTION: HOW WELL I UNDERSTAND

What is the importance of having RESEARCH in our lives?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

 SELF REMARKS

What are the weaknesses I encountered in understanding the topic? How am I going
to surpass those?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What part of the topic I really understand well? How am I going to improve it?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 Points to Clarify and Why
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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 REFERENCE

Baraceros, Esther L. Practical Research 2, First Edition 2016, Rex Book Store, 856 Nicanor,
Sr. St., Manila, Philippines

Cortez, Shiahari I., RN, M.Ed. Module in Practical Research (Quantitative Research),
Philippines

https://scribbr.com

https://study.com

https://content.wisestep.com

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 LEARNING
JOURNEY

LEARNING FROM OTHERS AND

REVIEWING THE LITERATURE

The learner…
1. illustrates and explain the conceptual framework.
2. defines terms used in study.
3. lists research hypothesis.
Learning
Competencies
4. presents written review of related literature and
conceptual framework

CONCEPTUAL FRAMEWORK
 graphical presentation of your concepts or ideas on the basic
structure or components of your research as well as on the
relationships of these elements with one another.
 graph or non-prose material, specifically, a schematic diagram that
shows a well-ordered elements of the research. Giving a carefully
constructed arrangement of the components of your study,
conceptual framework is abroad outline or plan to give shape to
your research. (Shields & Rangarjan 2013)

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PURPOSES OF CONCEPTUAL FRAMEWORK
 shows the organization, order, and direction of your research study

 essential initial activity of your research because by means of a schematic diagram,

explained verbally as well, it enables the readers to obtain a general understanding
of the research
 gives people a notion on the research activities you want to perform, on the manner
you want to carry these activities out, and on the knowledge you have to prove your
familiarity with your research topic or research problem
 serves the purpose of clarifying concepts and their relationships with one another in
a research study.

CONCEPT MAP
CONCEPTUAL FRAMEWORK looks like a map showing the main features of a plan or
project plus the relationship between or among the features or variables in the
research.
 Made up of varied figures: lines, circles, boxes, and other marks or
symbols representing your concepts on these varied features of your
research—research question, review of related literature, research
methodology, and variables, among others
 Through the proper connection of lines and pointing of arrows to boxes and
other codes symbolizing your concepts about the research, the readers are
able to visualize a comprehensive picture of your study.

Research Problem or Topic: “Improving Critical thinking through Systemic Functional

Grammar”

Systemic Functional Grammar or SFG is a modern language theory

which states that man’s critical thinking increases whenever he uses
language for these reasons: first, for ideational function or for knowledge
acquisition; second, for interpersonal function or creating human
relationships, and third, for textual function or for strategic and coherent
expression of ideas. In this case, the independent variables are the SFG
components (ideational, interpersonal, and textual functions) and the
dependent variable is critical thinking. Here is the conceptual framework to
present the concepts underlying this study. (Ravich & Riggan 2012)
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 Ideational
Function

Systemic
Interpersonal Functional Textual
Function Grammar Function

Critical
Thinking

A Sample Conceptual Framework

CONCEPTUAL FRAMEWORK VS THEORETICAL FRAMEWORK

CONCEPTUAL FRAMEWORK THEORETICAL FRAMEWORK

 plans, concepts, or ideas about the  explains the theories, principles,
many aspects of your research are generalizations, and research
shown and clarified graphically and findings, which have some
verbally in the conceptual framework connection to your research study
 enables the readers to clearly see in  makes people know and understand
their minds the basic structure of the evidence-based truths, concepts,
research and the relationships of speculations, and assumptions
variables and other factual things underlying each aspect of the
involved in the study research and the relationships of
these research features with one
another
 the broad outline plan to carry out  you get to read in the theoretical
the research on the basis of the framework the basis or foundation of
theories, principles, or the research
generalizations proven true by facts
and logical reasoning.

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POINTERS IN WRITING A CONCEPTUAL FRAMEWORK
1. Familiarize yourself with the objective of the conceptual framework.
2. Base the contents of the conceptual framework on your own understanding of the
elements and of the relationships of the research features.
3. See to it that all aspects of the conceptual framework are related to the objective of
the research.
4. Let others read your conceptual framework for comments or feedback for
improvement purposes.

A. Decide whether each set of words make up a conceptual or a theoretical framework.

Put a check mark ( ) on the line under your correct answer.

Conceptual Theoretical
Framework Framework

1. Relationship of variables ______________ ______________

2. Language has a social basis ______________ ______________
3. Einstein’s ideas on nuclear energy ______________ ______________
4. Conducting pre-test and post-test ______________ ______________
5. Analysis of rhetorical patterns ______________ ______________
6. Reading as a psycholinguistics game ______________ ______________
7. Universe formation through explosion. ______________ ______________
8. Seeing the link between the Science ______________ ______________
book and the CHED syllabus
9. Syllabus as the blueprint of the course ______________ ______________
10. Testing the effects of Ebola virus on rats ______________ ______________

B. Using a Venn Diagram, compare and contrast Conceptual Framework and

Theoretical Framework

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 DEFINING TERMS USED IN A STUDY

Concepts, theories, principles, assumptions, predictions, and other abstracts terms

are the catchwords of research. These are cognitively-coined terms that appear so complex
to readers, in general, especially, those with zero background knowledge about research.

THEORETICAL DEFINITION VS. OPERATIONAL DEFINITION

THEORETICAL DEFINITION OPERATIONAL DEFINITION

 A theoretical definition  Operational definition is making the concept
(explanation based on the or the thing meaningful by specifying the
concepts or knowledge way your research should measure such
related to the field of concept.
discipline and widely
 It defines the basic concept through the
accepted as correct) prevents
operation used or research activity involved
readers from immediately
to measure the concept.
seeing the relationships or
relevance of things involved in  Defining the term based on its operation or
the research. application in the research gives other
researchers the opportunity to evaluate the
measurement procedure and to repeat such
procedure in their own research studies.
 One way of giving a clear meaning of a
concept or anything involved in the research
is to define it operationally.

GUIDELINES IN GIVING OPERATIONAL DEFINITIONS

Gleaned from books on research are the following pointers on defining terms
operationally:

1. Have a clear understanding of the concept focused on by your study before you
begin defining such concept operationally.
2. Base your operational definition on the concept under study.
3. Express the operational definition in only one sentence.
4. Let the operational definition explain the measurement of variables clearly.
5. Construct an operational definition that other researchers can understand, assess,
and repeat in other research studies.

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EXAMPLES OF OPERATIONAL DEFINITIONS
1. Defining Temperature
 Theoretical/Conceptual Definition: heat flowing between infinite reservoirs
 Operational Definition: define temperature in relation to operations with gas
thermometers

2. Defining Electric Current

 Theoretical/Conceptual Definition: force between two parallel conductors
 Operational Definition: mention the device, current balance, to measure
electric current

3. Defining Anger
 Theoretical/Conceptual Definition: intangible; not directly measured by
observation
 Operational Definition: mention facial expressions, vocabulary, or voice tone
to measure anger

4. Defining Virgo
 Theoretical/Conceptual Definition: constellation of stars (cannot tell the
process of formation)
 Operational Definition: mention the way of locating Virgo in the sky
(repeatable process)

A. Check the statement that is true.

1. ________ Science is synonymous with jargon.
________ Science deals with concrete and abstract terms.
________ Science is a branch of research

2. ________ Operational definition stresses the category of the concept under study.
________ Operational definition stresses theoretical definition of a concept.
________ Operational definition stresses the measurement of a concept.

3. ________ Research is understandable because of its multisyllable words.

________ Research sounds complex because of its multisyllable words.
________ Research needs more multi-syllable words from experts.

4. ________ Theoretical definition is your stepping stone to operational definition.

________ Theoretical definition is a substitute of operational definition.
________ Theoretical definition has nothing to do with operational definition.

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 5. ________ Other researchers should not mind one’s operational definition of a
term.
________ Other researchers could base their definition on one’s operational
definition.
________ Other researchers are not in a position to judge one’s operational
definition.

B. On the line provided, write OD, if the sentence defines the term operationally; TD, if
it defines the term theoretically or conceptually.

_______ 1. A sentence is a word or group of words that expresses a complete idea.

_______ 2. A sentence is made up of a subject, consisting of a name word, and a
predicate, made up of an action word, to express a complete thought.
_______ 3. A bug is a fault or an error in a computer program.
_______ 4. A bug is an error in a computer program that is characterized by high-
speed telegraph key.
_______ 5. Strangury is less than 20-minute slow and bloody way of urinating.

HYPOTHESES

HYPOTHESIS
A hypothesis is an educated guess and tentative explanation or an answer
to a question about variables, their relationships, and other facts involved
in the research. It has to be tested through analytical investigation to
prove how true or false it is. (Creswell 2014; Russell 2013)

A research always ends up with a result. However, you are free to hypothesize;
meaning, to infer, propose, or guess about factual things related to the research.

Inferential thinking
 you guess something based not only on whatever experience or factual
knowledge you have about such thing but also on conclusions that were
logically drawn by other research studies.

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PURPOSES OF HYPOTHESES
Some researchers find hypotheses essential because of the following reasons:
1. They guide you on which aspect of the research to focus on.
2. They provide opportunities to prove the relationship between variables.
3. They give the right direction of the research.
4. They outline your thoughts on your manner of summarizing the results and of
explaining the conclusions.
5. They push for an empirical study to prove the existence of relationship of variables
and the effects of independent variable on the dependent variable.

CATEGORIES OF HYPOTHESES
1. Null hypotheses
 symbolized as Ho
 states the absence of relationship between the independent and dependent
variables
 a statement to disprove the fact that the independent variable (treatment,
intervention, or condition) has an effect on the dependent variable
 a statement that the researcher would like to be rejected hence the object of
hypothesis testing

2. Alternative Hypotheses
 symbolized as Ha
 statement that opposes or contradicts the null hypothesis
 states the relationship between the independent and the dependent
variables and the fact that the first affects the second one
 statement that the researcher believes to be true hence also known as the
researcher’s hypothesis

TYPES OF HYPOTHESES
Choosing which type of hypothesis to use depends solely on you, the researcher. It
does not mean, however, that choosing one of the following types of hypotheses makes you
come out with the best hypothesis because no type of hypotheses is superior to any
hypothesis. (Badke 2012; Morgan 2014)

1. Theory-driven vs. Data-driven hypotheses

 A hypothesis that is based on existing theory to explain the relationship of
variables and the effects of one variable on the other variables is theory-
driven. But if it is based on the findings of previous research studies, it is a
data-driven hypothesis.

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 2. Directional (one-tailed) vs. Non-directional (two-tailed) hypotheses
 Directional hypotheses state the relationship of two variables as well as of
the relationship of these variables. Non-directional hypotheses, on the other
hand, state the relationship of variables but not on the direction of the
relationship.

3. Descriptive vs. Causal hypotheses

 A statement specifying the relationship between two variables due to the
influence of something is a descriptive hypothesis; due to cause-effect
relationship, it is a causal hypothesis. True experimental or quasi-
experimental research such as a correlation study uses causal hypotheses;
non-experimental research uses descriptive hypotheses.

GUIDELINES IN FORMULATING HYPOTHESES

The craft in hypotheses formulation requires you think of the following pointers (Mc
Bride 2013; Lapan 2012):

1. Express your hypotheses in a declarative sentence.

2. Support your hypotheses with ideas based on theories, known facts, previous
studies, or your own experience and wisdom.
3. Establish a logical relationship between the hypotheses and the research problem.
4. Have your hypotheses predict the nature of relationship between or among
variables.
5. Ascertain the possibility of having some means of testing, analyzing, and
investigating your hypotheses.
6. Avoid wordiness by using clear, exact, or specific language in stating the hypotheses.

DEVELOPING A HYPOTHESIS
1. Ask a question
 Writing a hypothesis begins with a research question that you want to
answer. The question should be focused, specific, and researchable within
the constraints of your project.
 Do students who attend more lectures get better exam results?

2. Do some preliminary research

 Your initial answer to the question should be based on what is already
known about the topic. Look for theories and previous studies to help you
form educated assumptions about what your research will find.

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  At this stage, you might construct a conceptual framework to identify which
variables you will study and what you think the relationships are between
them.

3. Formulate your hypothesis

 Now you should have some idea of what you expect to find. Write your initial
answer to the question in a clear, concise sentence.
 Attending more lectures leads to better exam results.

4. Refine your hypothesis

 You need to make sure your hypothesis is specific and testable. There are
various ways of phrasing a hypothesis, but all the terms you use should have
clear definitions, and the hypothesis should contain:
 The relevant variables
 The specific group being studied
 The predicted outcome of the experiment or analysis

5. Phrase your hypothesis in three ways

 To identify the variables, you can write a simple prediction in if…then form.
The first part of the sentence states the independent variable and the second
part states the dependent variable.
 If a first-year student starts attending more lectures, then their exam
scores will improve.
 In academic research, hypotheses are more commonly phrased in terms of
correlations or effects, where you directly state the predicted relationship
between variables.
 The number of lectures attended by first-year students has a positive
effect on their exam scores.
 If you are comparing two groups, the hypothesis can state what difference
you expect to find between them.
 First-year students who attended most lectures will have better exam
scores than those who attended few lectures.

6. Write a null hypothesis

 If your research involves statistical hypothesis testing, you will also have to
write a null hypothesis. The null hypothesis is the default position that there is
no association between the variables. The null hypothesis is written as H0, while
the alternative hypothesis is H1 or Ha.

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  H0: The number of lectures attended by first-year students has no effect
on their final exam scores.
 H1: The number of lectures attended by first-year students has a positive
effect on their final exam scores.

The following are the examples of hypothesis:

 What are the health benefits of eating an apple a day?

 Increasing apple consumption in over-60s will result in decreasing frequency of
doctor’s visits.
 Increasing apple consumption in over-60s will have no effect on frequency of
doctor’s visits.
 Which airlines have the most delays?
 Low-cost airlines are more likely to have delays than premium airlines.
 Low-cost and premium airlines are equally likely to have delays.
 Can flexible work arrangements improve job satisfaction?
 Employees who have flexible working hours will report greater job satisfaction than
employees who work fixed hours.
 There is no relationship between working hour flexibility and job satisfaction.
 How effective is high school sex education at reducing teen pregnancies?
 Teenagers who received sex education lessons throughout high school will have
lower rates of unplanned pregnancy than teenagers who did not receive any sex
education.
 High school sex education has no effect on teen pregnancy rates.
 What effect does daily use of social media have on the attention span of under-16s?
 There is a negative correlation between time spent on social media and attention
span in under-16s.
 There is no relationship between social media use and attention span in under-16s.

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Write Ho on the line if the statement is a null hypothesis for the given research problem;
Hi, if it is an alternative hypotheses; and X if it is not a hypotheses.

Quantitative Research Problem: In what order should the 18 senatorial candidates be

ranked on the basis of their experience on legal management?
_______ 1. One-half of the senatorial candidates are knowledgeable about law.
_______ 2. Two-thirds of the senatorial candidates have no knowledge about law.
_______ 3. Being lawyers means having rich background knowledge on law.
_______ 4. The lone lawyer among the candidates will be in rank one.
_______ 5. The only lawyer in the group will not be number one in the rank.

REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE

RRL is an important component of research regardless of the type of research. Be it
qualitative or quantitative research, you spend time and effort in reviewing related
examine or study again concepts or ideas related to your research that people
managed to publish in books, journals, or other reading materials in the past.

PURPOSES OF RRL
Your reasons for reviewing related literature are true for both qualitative and
quantitative research. You re-examine written works related to your research for the
following purposes:

1. To find out the connection of your research to the current conditions or situations of
the world
2. To know more about theories or concepts underlying your research and to learn
from them with respect to your own research study

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 3. To discover the relation of your research with previous research studies
4. To obtain information on the accuracy or relevance of your research questions
5. To familiarize yourself with technical terms related to your research

STYLES OR APPROACHES OF RRL OR REVIEW OF RELATED LITERATURE

1. Traditional Review of Literature
 for qualitative research
 provides an overview of the research findings on particular topics
 written by examining a body of published work, then writing a critical
summary (an impressionistic overview) of the body of literature

2. Systematics Review of Literature

 aim to find as much as possible of the research relevant to the particular
research questions, and use explicit methods to identify what can reliably be
said on the basis of these studies
 reduce the bias which can occur in other approaches to reviewing research
evidence

The following table shows the way several books on RRL. Compare and contrast the
two styles of RRL.

STANDARDS TRADITIONAL REVIEW SYSTEMATIC REVIEW

To have a thorough and clear To meet a certain objective
Purpose understanding of the field based on specific research
questions
Scope Comprehensive, wide picture Restricted focus
Indefinite plan, permits creative Viewable process and paper
Review Design
and exploratory plan trail
Purposeful selection by the Prepared standards for studies
Choice of studies
reviewer selection
Inquiry-based techniques involving Wide and thorough search for
Name of studies
several studies all studies
Quality appraisal Reviewers views Assessment and checklists
Narrative Graphical and short summary
Summary
answers

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 IN-TEXT CITATION AND REFERENCING STYLES

Referencing is important because …

1. It shows where you got the information from.
2. It acknowledges the contribution of other people.
3. It helps other people find source you found if they want more detail.
4. It stops you being accused of plagiarism.
5. It allows people to check the accuracy of your interpretation of the other’s work.

It is not just referencing that is important, it is also trhe accuracy of the referencing and
the consistent use of a style. There are two places in research chapter where referencing is
placed: as cited in Chapter I and in the Reference List or Bibliography.

Other people’s ideas incorporated in the central section or main body of your paper
are to be cited or referred to the true owners of borrowed ideas. Referring to authors
within the main body of the paper is called Citation or In-text Citation; at the end of the
paper, it is called Bibliography or References. The two most commonly used referencing
styles are the MLA (Modern Language Association) and the APA (American
Psychological Association).

The following table shows you how these two referencing styles differ in some aspects.

ASPECTS APA SYSTEM MLA SYSTEM

Full surname first, then Full surname first, followed by
Writing the Author’s
followed by initials of first and full first name, and optional
name
middle name initial of the middle name
Italicized title with only the Underlined or italicized title
Writing the title of beginning word capitalized with all content words
the reading material (exception: capital for every capitalized
proper noun)
Writing the Written after the author’s name Written after the publisher’s
copyright date name

EXAMPLES OF MLA REFERENCING STYLE

1. Citation or In-text Citation
(Zobel 287)
(Lopena, Torres, Bado 90–150)
(Carlos et al. 134–150)
(Gorio: 1: 66–70)

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2. Documentary Notes
The same as the entries in a bibliography or References, except that, here, the
first name precedes the family name of the author.
Fely Decena, G. Globalization. Quezon City: GB Press. 2016
Mariano Lopez. Tropical Depressions.
3. Bibliography/References
One author
Decena, Fely G. Globalization. (Quezon City: GB Press. 2016).
Lopez, Mariano. Tropical Depressions. (Manila: Adarna Publishing House, 2016).

Two Authors
Certeza, Nina C. and David, Jose L. Intercultural Competence. (Baguio City: KLM Co.,
2018).
Ramos, Hilario R. and Benitez, Rosie M. Academic Competitions. (Manila: National
Bookstore, 2016).

Three Authors (List down the names in the order they appear in the title page.)
Perez, Dino A., Mista, Dora C. and Paluan, Gloria F. Carcinogenic-Foods. (Pasay City:
ABC Press, 2016).
Flores, Lauro D. Aranda, Ben C., and Ferrer, Socorro V. The Manila Voters. (Quezon
City: Abiva Publishing House, 2016).

Three or More Authors (Use the first name in the list)

Fuller, Norma N. et al. Trial Proceedings. (Quezon City: Rex Bookstore, 2016).
Vinluan, Violeta et al. Labor Unions. (Pasig City: Hope Press, 2016).

Anonymous Author (If the authorship of a work is known but not revealed on the
title page, the name is given in brackets.

[Violeta Gamboa]. The Korean Telenovelas. (Nowhere: Nonesuch Press, 2016).

[Cora Cruz]. Billiards Game. (Nowhere: Nonesuch Publication, 2016).

(If the identity of the author is guessed, a question mark follows the name before the
closing bracket.)

[Violeta Gamboa?]. The Korean Telenovelas. (Nowhere: Nonesuch Press, 2016).

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Editor, Translator, Compiler
Fidel, Gabby. F. ed. Philippine Trial Courts. (Manila: PH Press, 2016).
Atayde, Luis F. comp. BIR Collection System. (Quezon City: Abiva Publishing House,
2016).
Santos, John S. The Senior Citizens’ Club. trans. (Makati City: Rex Press, 2016).

Editor, Translator, Compiler with an Author

Parayno, Gabriel. F. Philippine Politics. Edited by Kay Abante and Cora Cortez.
(Manila: PH Press, 2016).
Generoso, Luis F. Banking Systems. Compiled by Gina David. (Quezon City: Abiva
Publishing House, 2016).
Formoso, John S. The Makati Business Club. Translated by Carlos Fojas. (Makati City:
Rex Press, 2016).

Organization, Association, or Corporation as Author

International Monetary Fund, Survey of Asian Economies. Vol. 6, Malaysia, Thailand,
Indonesia and Philippines (New York: International Monetary Fund, 2008).

No Ascertainable Publication Facts

Carillo, Cory. The Marcos Regime. (n.p., n.d.)
Solis, Dianne. Philippine Law Schools. (n.p., n.d.)

Popular Magazines
Soriano, Mila. “ The French Dishes,” Panorama, March 2016, pp. 23–26.
Romulo, Arnold. “Oregano Leaves.” World Mission, May 8, 2016, p. 8.

Newspapers
News items from daily papers are rarely listed in a bibliography.
Rather, the name of the paper may be given either in the general
alphabetical list or in a separate section devoted to the newspapers.

Interviews
Interviews are best cited in texts or notes. It is not necessary to include
them in a bibliography, but if they are listed, the entries should appear
in this manner:

Baranda, Felicitas. “Laguna de Bay: Interview with Felicitas Baranda.”

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 By Gloria Manalad. The Manila Bulletin, 4 August 2016.

Theses, Dissertations, and Other Unpublished Works

Villaroman, Rina. D. “Traditional Language Theories” (Ph. D diss., U.P. Diliman,
2016).

Ocampo, Dolores G. “Critical Evaluation of UST High School Language Books” (M. A.
UST, 2016)

Reference Books: Encyclopedia, Dictionary, Almanac, Indexes, etc.

Well-known reference books are usually not listed in bibliographies. When such
reference books are listed in notes, the facts about the publication are usually omitted,
but the edition, if not the first, must be specified.

References to encyclopedia, dictionary, or to the alphabetically arranged works

cite the items (not the volume or page number) preceded by S.V. or sub verbo, meaning
under the word.

1. Encyclopedia Britannica, 10th ed., S.V. “Ozone Layer.”

2. Columbia Encyclopedia, 5th ed., S.V. “Industrial Revolution.”
3. Webster’s New International Dictionary, 3rd ed., S.V. “cantankerous.”

Slides and Film’s Videocasettes

Fajardo, Carina C. “Yolanda Rescuers.” (Quezon City: Palmall Press, 2016) slides.
Arenas, Carl A. “Cars for Rent.” (Manila: SSG Press, 2016) filmstrip.

Materials through Computers

1. Signed article in a magazine

Smith, Robert. “Email Craze.” Interactions. July 2016.
http://www.inter.com/Jol/labor.htm/

2. Unsigned article in a magazine

“Power Interview.” Business Trends Magazine. August 2016.
<http://www.BusTRendscom/Bus Trends/Trends/ctshoot.htmlz>

3. Article in Journal
“Systemic Functional Grammar.” English Forum. 38.7(2016). 18 May 2016.
<http://www.jhu.edu/English Studies Journal/vol.83/83.1 strethson.htmlz.

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 4. Article in Newspaper
Salcedo, Jeorge. “Japanese traffic Rules.” New Daily Life Star. 21 December 2017.
http://www.nytimes.com/2016/26 world/28 MIDE.htmlz.

5. An Editorial
“Golden Gate at San Francisco City” Editorial. Philippine Daily Inquirer. July 7, 2016.
http://www.a-pinq.com/ed/2016/24/po4.htmlz/

6. Online books
Barbour, Kate D. Constructivism. 2016. http: AMPRA 2 etext 2014/14w0310txtz.
Alison, Gloria G. “Skills and Strategies.” 15–20, May 2016 dialog ERIC AED23376.

7. CD-ROM/Diskette
Diamante, Pete B. “Radiotherapy Treatment.” Manila Post News Bank.
April 2017:
TI Manila Post News Bank. CD-ROM. News Bank.
“Domestic Helper.” The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford UP, 2017.

EXAMPLES OF APA REFERENCING STYLE

1. Citation or In-text Citation
(Lopena, 2016) (Olivarez, 2017)
(Cortez, Mabeza, Brado, 2016, pp. 120–130)
(Ligos et al., 2016)
According to Flores (2017)…
Olidan (2016) maintains that...
A study on the Pork Barrel Scam is a “doable research work”
(Abunda, 2016, p.78)

2. Bibliography/References
One author
Floro, J. A. (2016). The Colds Virus. Quezon City: GB Press.
Gorrez, B. M. (2017). The Philippine Educational System. Manila: Adarna Publishing
House.

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Two Authors
Oropesa, N. C. and Danes, J. L. (2017). Coron Islands. Baguio City: KLM Company.
Reylado, M. R. and Sabando, J. M. (2017). Academic Institutions. Manila: National
Bookstore.

Three Authors (List down the names in the order they appear in the title page.)
Regalaa, C. A., Bautista, C. C. and Laya, G. F. (2017). The Philippines’ Supreme Court
Justice. Pasay City: ABC Press.

Agoda, J. D. Oracia, B. C., and Torres, S. V.(2017). The Rescuers of super-typhoon

Yolanda. Quezon City: Abiva Publishing House.

Three or More Authors (Use the name of the first author listed on the title page.)
Bora, E. N. et al. ( 2016). BIR Regional Offices. Quezon City: Rex Bookstore.
Avilla, V. et al. (2016). Labour Unions. Pasig City: Hope Press.

Anonymous Author (If the authorship of a work is known but not revealed on the
title page, the name is given in brackets.)
[Candelario, E.]. The opium craze. (2016). Nowhere: Nonesuch Press.
[Amarillo, L.]. Pragmatism. (2016). Nowhere: Nonesuch Publication.
(If the identity of the author is guessed, a question mark follows the name before the
closing bracket.)
[Candelario, E.?] The opium craze. Nowhere: Nonesuch Press.

Editor, Translator, Compiler

Parehas, G. F. (2016). ed. Folk’s lucky charms. Manila: PH Press.
Delarosa, L. F. (2016). comp. Philippine Banking System. Quezon City: Abiva
Publishing House.

Anahaw, J. S. ( 2016). Summer illnesses. trans. (Makati City: Rex Press.

Editor, Translator, Compiler with an Author

Garabillo, G. F. (2016). Science textbook writing. Edited by Gina Alano and Chito
Fortez. Manila: PH Press.
Lirado, Izza F. (2016). Classroom observations. Compiled by Baby Rapido. Quezon
City: Abiva Publishing House.
Amante, J. S. ( 2016). Pope Francis. Translated by Carina Davalos. Makati City: Rex
Press.

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Organization, Association, or Corporation as Author
International Monetary Fund, 2008. Survey of Asian Economies. Vol. 6,
Malaysia, Thailand, Indonesia, and Philippines. New York: International
Monetary Fund.

No Ascertainable Publication Facts

Corona, L. The rise and fall of the Roman empire. (n.p., n.d.)
Socorro, D. Private law schools. (n.p., n.d.)

Popular Magazines
Alamares, M. (March 2016). “The French cuisine.” Panorama, pp. 23–26.
Paras, A. (May 8, 2016). “The 2016 ASEAN conference.” World Mission, p. 8.

Newspapers
Tan, C.S. “Posh subdivisions in Pasay City.” (2016). Philippine Daily Inquirer. 7 May.
Manila Bulletin. (2017). Editorial, 2 December. Malaya. (2016). Editorial, 18 July.

Interviews
Corpuz, F. (April 2016). “Quantitative research: interview with Felicitas
Corpuz.” April 2016. Interview by Anabelle Gomez. The Manila Bulletin,
Claro, E. (May 2017). “High-school institutions: interview with Dr. John.
Almeda.” Interview by Lina Carillo. The Daily Tribune.

Theses, Dissertations, and Other Unpublished Works

Parayno, R. D. (2016). “Meta-cognitive reading among basic learners.” Ph. D diss.,
U.P. Diliman.
Mariano, D. G. ( 2017). “English plus textbooks in college: discourse Analysis.” M. A.
UST.

Slides and Film’s Videocasettes

Prudencio, K. C. (2016). “Urban planning.” Quezon City: Palmall Press. slides.
Barcenas, E. A. (2017). “Philippine shopping malls.” Manila: SSG Press. filmstrip.

Materials through Computers

1. Signed article in a magazine
Alegre, R. ( July 2016). “Social-media networks.” Personality growth. Retrieved
from http://www.inter.com/Jol/labor.htm/

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2. Unsigned article in a magazine
“Unstructured interview. (August 2016).” Business Trends Magazine.
Retrieved from http://www.BusTRendscom/Bus Trends/Trends/ctshoot.htmlz.

3. Article in Journal
“Linguistic competence. (18 May 2016).” English Forum. Retrieved from
http://www.jhu.edu/English Studies Journal/vol.83/83.1strethson.htmlz.

4. Article in Newspaper
Davalos, J. “ The era of globalization.” (21 December 2016). New Daily Life Star.
Retrieved from http://www.nytimes.com/2016/26 world/28 MIDE.htmlz.

5. An Editorial
“Politics in the Philippines. (7 July 2016).” Editorial. Philippine Daily Inquirer.
Retrieved from http://www.a-pinq.com/ed/2016/24/po4.htmlz/

6. Online books
Silverman, F. D. (2016). American pragmatics. Retrieved from http: AMPRA 2
etext2014/14w0310txtz.
Forbes, J. G. (15–20, May 2017). “Non-verbal language.” Retrieved from dialog ERIC
AED23376.

7. CD-RM/Diskette
Muralla, P. B. (April 2016). “Stem-cell treatment.” Manila Post News Bank. TI Manila
Post News Bank. CD-ROM. News Bank.
“Maharishi.” (2016). The Oxford English Dictionary. 2nd ed. CD-ROM.
Oxford UP.

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 A. Put a check mark before the correct answer.

1. Meta-analysis supports a review of related literature that is:

________ traditional
________ systematic
________ technical
________ total

2. A systematic review of related literature follows a certain:

________ theory
________ method
________ instruction
________ model

3. Being honest, truthful, and grateful in doing the review of related literature is
practicing:
________ smartness
________ cut-and-paste
________ ethics
________ individualism
4. Referencing within the body of the paper gives you this research-paper
component:
________ footnotes
________ bibliography
________ references
________ citation
5. Quantitative research uses meta-analysis; qualitative research uses:
________ narrative synthesis
________ discourse analysis
________ data analysis
________ thematic synthesis

B. Check the right column for each referencing item.

Referencing Item True only for True only for For APA and
APA style MLA study MLA styles
1. (Bravo, 2016, p.83)
2. Colon after publication place
3. Date after the author
4. Period after the bibliographical entry
5. Underlined title of the book

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MATH MIRROR 3
 REFLECTION: HOW WELL I UNDERSTAND

How am I going to apply the concept of research in life?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

 SELF REMARKS

What are the weaknesses I encountered in understanding the topic? How am I going
to surpass those?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What part of the topic I really understand well? How am I going to improve it?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
 Points to Clarify and Why
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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 LEARNING
JOURNEY

UNDERSTANDING DATA AND WAYS

TO SYSTEMATICALLY COLLECT
DATA

The learner…

1. chooses appropriate quantitative research design.

2. describes sampling procedure and sample.
3. constructs an instrument and establishes in the
validity and reliability.
Learning 4. plans data collection procedure.
Competencies 5. plans data analysis using statistics and hypothesis
testing.
6. presents written research methodology.

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 QUANTITATIVE RESEARCH
DESIGN
LESSON

QUANTITATIVE RESEARCH DESIGN

In any research type, much more, in a quantitative research where
you do a great deal of abstraction and scientific or logical thinking, a
research design is a part and parcel of your study. By means of your
research design, you are able to make these aspects of your research clear:
your methods or techniques in finding answers to your research questions
and in collecting data.
Coming out with the design of your research is not an initial act of
your study. It is not the starting period of your research that makes you
pour much of your time in mulling over your research problem and in
obtaining background knowledge about your research topic. Preparing
the design of your research work takes place after finalizing your mind on
these major aspects of your research: research topic, background of the
study, research questions, hypotheses, and research strategy like: case
study, experimentation, survey, and action research, among others, that
would introduce you to the different data-collecting techniques of
interview, observation, and questionnaire. Simply stated, quantitative
research focuses on numbers, statistics, and relationships between
variables. (Punch 2014; Edmonds 2013; Lapan 2012)

TYPES OF QUANTITATIVE RESEARCH DESIGNS

1) Experimental Research Design

 Experimental research design is a quantitative research design that bases its

research method on a scientific activity called experiment, in which a test or
examination of a thing under a manipulated or controlled environment is done
to determine the validity or truthfulness of such thing. This design involves two
groups of subjects: the experimental group on which the condition, treatment, or
intervention is applied and the control group that is not given any treatment or
condition.

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  Following this experimental design, you conduct two kinds of tests: pre-test for
both groups and post-test for the experimental or treatment group to see the
difference between them based on the effects of the treatment or condition given
to the experimental group. (Picardie 2014; Yin 2012)

TYPES OF EXPERIMENTAL RESEARCH DESIGN

a) True Experimental Design – What proves this as a true experimental design is its
random selection of participants. It is a bias-free selection that ensures objectivity of
results. This design is the best way to examine causal relationships.

b) Quasi-experimental Design – The term quasi (pronounced as kwahz-eye) means

partly, partially, pseudo, or almost. The non-adherence of this research design to
random selection of participants is the reason it got the name, quasi-experimental
research, which means a research with the capacity to yield findings that are
seemingly or more or less true. Prone to bias caused by your purposive, rather than
random selection of participants, quasi-experimental design is incapable of
establishing cause-effect relationships. Trying to approximate or to be like the true
experimental design, this research design comes in different types such as the
following:
 Matched comparison group design
In this quasi-experimental design, instead of selecting participants for
the control group, you get a set of participants that shows close
similarities with the experimental or treatment group based on one or
more important variables.
 Time-series quasi-experimental design
Your act of controlling the variables in this case is through multiple
observations of the subjects before and after the treatment or
condition applied to the experimental group. The purpose of serial
observations is to see the connection between the pre-test and the
post-test based on the taking place of the treatment or condition.
 Counter-balanced quasi-experimental design
Here, control is applied to one group to examine the effects of all
treatment and conditions to control variables. For instance, negative
results coming from three-time observations are counterbalanced or
given weight that is equated with positive results from four- or five-
time observations.
 Single-subject quasi-experimental design
This design is used when the population is so large that you find
difficulty in choosing a group to study. So, you decide to apply the
condition or treatment to a single subject like a class of learners then
later find out the effects of the treatment on the entire class.

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 EXPERIMENTAL RESEARCH DESIGN STAGES

The true experimental and quasi-experimental designs follow the same stages in
research designing. Their difference lies only in the participant-selection process, in
that the first is randomized; the second, purposive. (Lapan 2012; Walliman 2014)

1. Clear knowledge of the research objectives that enable you to decide not only on
the kind of research you have to do, but also on the manner you have to follow in
conducting the research.
2. Formulation of hypotheses to state your guesses of what may not be true (null
hypotheses) or may be true (alternative hypotheses) about the results.
3. Method of testing your hypotheses or of examining their validity like deciding
whether you have to follow the experimental design or the quasiexperimental
design.
4. Choice of which instrument to use in collecting data; that is, whether to use
interview, observation, or questionnaire.
5. Process of selecting the subjects to compose the control group and the
experimental group.
6. Performance of experimentation that allows control of the cropping up of
extraneous variables and of the experimenter’s bias.
7. Collection and analysis of data.

2) Non-experimental research design

 Non-experimental design is a quantitative research design that is capable of
giving qualitative and quantitative data, but more on qualitative data; hence, this
is often used in the field of social sciences. Unlike the experimental design that
allows manipulation or control of some aspects of the research, non-
experimental research design shuns controlling variables. Instead, it involves
variables the way they naturally exist on earth.

TYPES OF NON-EXPERIMENTAL RESEARCH DESIGN

a) Descriptive – depicts an image or a picture of an individual or a group

b) Comparative – states the differences or similarities between or among people,
things, objects, etc.
c) Correlative – shows the extent and direction of variable relationships, that is,
whether a negative or positive relationship exists between or among them
d) Survey – describes the attitudes, preferences, views, feelings, views, and other
behavioral patterns of a big number of people for arriving at a certain conclusion
about societal concerns and issues

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 e) Ex Post Facto – translates itself into these English words, “that which is done
afterwards” and has the purpose of deriving data from things that are by nature
taking place, so as to obtain explanations about past events (Litchman 2013, p. 42)

A. Make a topical outline and graphical presentation of the categories of quantitative

research designs. Be creative in making your topical outline and graphical presentation.

1. OUTLINE

Quantitative Research Designs

2. GRAPHICAL PRESENTATION

Quantitative Research Designs

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 SAMPLING PROCEDURE
LESSON

SAMPLING
Sampling means choosing from a large population the respondents or
subjects to answer your research questions. The entire population is
involved but for your research study, you choose only a part of the whole.

 Population is a technical term in research which means a big group of people from
where you choose the sample
 Sample or the chosen set of people to represent the population.
 Sampling frame, on the other hand, is the list of the members of the population to
which you want to generalize or apply your findings about the sample
 Sampling unit is the term referring to every individual in the population.

The sampling, as well as the research results, is expected to speak about the entire
population. Unless this does not refer to the population, in general, the sample selection
procedure has no scientific value. (Emmel 2013; Lapan 2013)

FACTORS AFFECTING SAMPLE SELECTION

1. Sample Size
How big should the sample be? Some researchers base their decision on their own
experience and on research studies they have already read. But the best way to
guide you in determining the right sample size is the representativeness of the
sample with respect to the population. See to it that the sample truly represents the
entire population from where the sample came. The representativeness or accuracy
of a sample size is really hard to determine. However, using the right sampling
technique such as a randomized one, your chances of getting a sample reflecting
95% distribution of the population or of a sample representing the whole
population is highly probable. This acceptable level of probability of the
representativeness of the sample is called confidence level or 0.05 level. This theory

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 of probability is true only for randomly selected respondents, not for any non-
probability type of sampling.

2. Sampling Technique
Sampling techniques fall under two categories: probability sampling and non-
probability sampling. The first one uses a random selection; the second, a purposive
or controlled selection. Probability sampling that gives all population members
equal opportunity to be chosen as people to constitute the sample is a precise way
of sampling. Based on pure chance, it is unbiased or an accurate manner of selecting
the right people to represent the population. Bias is the leading factor in choosing
your respondents. This is one of the causes of sampling errors. The other errors in
sampling are attributed to your procedure in sampling.

3. Heterogeneity of Population
Heterogeneous population is composed of individuals with varied abilities. There is
a wide variation among the people composing the population. If it is a homogeneous
population where lots of uniformity in abilities exist among population members, a
sample of one will do. But for a heterogeneous group, a sampling technique that will
widely spread the choosing of a large sample among all members of the population
is necessary.

4. Statistical Techniques
The accuracy of the sample depends also on how precise or accurate your methods
are in calculating the numbers used in measuring the chosen samples or in giving a
certain value to each of them. Any error in your use of any statistical method or
computing numbers representing the selected subjects will turn in unfounded
results.

5. Time and Cost

Choosing samples makes you deal with one big whole population, with each
member of this large group needing your attention, time and effort, let alone the
amount of money you will fork out for the materials you will need in making the
sampling frame. Hence, considering all these things, your sample selection makes
you spend some of your time deliberating or mulling over several factors affecting
or influencing your sample selection.

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 SAMPLING METHODS

1. Probability Sampling
This is a sampling method that makes you base your selection of respondents on
pure chance. In this case, everybody in the population participates. All are given
equal opportunity or chance to form the sample that is capable of reflecting the
characteristics of the whole population from where such sample was drawn. The
following are the different probability sampling techniques:

a. Simple-random sampling – choosing of respondents based on pure chance

b. Systematic sampling – picking out from the list every 5th or every 8th
member listed in the sampling frame until the completion of the desired total
number of respondents
c. Stratified sampling – choosing a sample that will later on be subdivided into
strata, sub-groups, or sub-samples during the stage of the data analysis
d. Cluster sampling – selecting respondents in clusters, rather than in separate
individuals such as choosing 5 classes of 40 students each from a whole
population of 5,000 students

Ensuring a bias-free selection of subjects, these probability sampling techniques are

considered by many as more capable than the non-probability sampling techniques
in coming out with the accurate or exact samples to give pieces of information about
the population as a whole.

2. Non-probability Sampling
The sampling techniques included in this category are not chosen randomly, but
purposefully. Not randomized, they are susceptible to bias. Unlike the probability
sampling techniques that exclude the researcher’s judgment, the non-probability
sampling techniques succumb to the control, likes, or wishes of the researcher and
to restrictions imposed by the researcher on the sampling procedure. The following
are the non-probability sampling techniques:

a. Quota sampling – choosing specific samples that you know correspond to the
population in terms of one, two, or more characteristics
b. Voluntary sampling – selecting people who are very much willing to
participate as respondents in the research project
c. Purposive sampling – choosing respondents whom you have judged as people
with good background knowledge or with great enthusiasm about the
research
d. Availability sampling – picking out people who are easy to find or locate and
willing to establish contact with you

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 e. Snowball sampling – selecting samples from several alternative samples like
drug dependents, human traffickers, street children, and other wayward and
homeless people whose dwelling places are not easily located for they are like
nomads moving from place to place

RANDOM SAMPLING VIS-À-VIS STATISTICAL METHODS

The most preferred sampling technique in qualitative or quantitative research is

random sampling. However, this kind of probability sampling requires the use of statistical
method in measuring the sample. Three probability sampling techniques: simple random,
stratified, and systematic depend greatly on statistics for sample accuracy. The use of
statistics does not only prevent you from favoring any side of a thing or situation involved
in the research but also proves the accuracy or precision of your sampling procedure.
Contributing to the accuracy of sampling through the use of statistical methods in stratified
sampling is your adherence to the following steps of this unbiased sampling technique
(Suter 2012; Emmel 2013; Corti 2014):
1. Decide on the size of the sample.
2. Divide the sample into sub-sets or sub-samples, with the sub-samples having the
same aggregate number as that of the sample they came from.
3. Select the appropriate sub-sample randomly from each sub-group or stratum.
4. Put together the sub-sample results to get the total number of the overall sample.

ADVANTAGES AND DISADVANTAGES OF FIVE BASIC SAMPLING TECHNIQUES

SAMPLING TECHNIQUES ADVANTAGES DISADVANTAGES

Random Sampling The most accurate Unavailable list of entire
theoretically; influenced population sometimes or
only by chance prevention of random
sampling by practical
considerations
Stratified Sampling Assures a large sample to Can be biased if strata are
subdivide on important given false weights, unless
variables; needed when the weighting procedure is
population is too large to used for overall analysis
list; can be combined with
other techniques
Systematic Sampling Similar to random sampling; Sometimes permits bias
often easier than random
sampling
Cluster Sampling Easy to collect data on the Prone to bias when the
subject number is small

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Quota Sampling Available when random Presence of bias not
sampling is impossible; controlled by the quota
quick to do system

From the box, choose the appropriate sampling technique for each given situation. Write
your answer on the line before the number.

quota sampling cluster availability

snowball purposive systematic

voluntary stratified probability

statistics simple random

_____________________ 1.) Going to different areas to obtain a sample from varied set of people
_____________________ 2.) Offering varied sampling techniques whose validity depends much
on statistics
_____________________ 3.) Interviewing people buying fish at the market place
_____________________ 4.) Selecting respondents from each of these sections: A, B, C, and D
_____________________ 5.) Making sections A, B, C, and D as your respondents
_____________________ 6.) Choosing from your class the native speakers of English as the
subjects in your study entitled: The Extent of the Grammatical
Competence of UST Freshmen Students
_____________________ 7.) Putting all the names of population members in a box and draw from
the box the total number of the sample
_____________________ 8.) Selecting the exact number of samples possessing comparative
features or traits with the population
_____________________ 9.) Accommodating extra-willing people to act as the respondents
_____________________ 10.) Taking every 15th person in the sampling frame as the chosen
respondent

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 VALIDITY AND RELIABILITY
LESSON

VALIDITY
Validity refers to the extent to which the instrument measures what it
intends to measure and performs as it is designed to perform.

TYPES OF VALIDITY:
1. Content Validity – the extent to which a research instrument accurately measures all
aspects of a construct
2. Construct Validity – the extent to which a research instrument or tool measures the
intended construct
3. Criterion Validity – the extent to which a research instrument is related to other
instruments that measure the same variables

RELIABILITY
Reliability relates to the extent to which the instrument is consistent. The
instrument should be able to obtain in approximately the same response
when applied to respondents who are similarly situated.

ATTRIBUTES OF RELIABILITY:
1. Internal Consistency/Homogeneity – the extent to which all the items on a scale
measure one construct
2. Stability or Test-Retest Correlation – the consistency of results using an instrument
with repeated testing
3. Equivalence – consistency among responses of multiple users of an instrument, or
among alternate forms of an instrument

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 DATA COLLECTION
LESSON

COLLECTION OF DATA
Collecting data is one major component of any type of research.
Undermining its importance would result in the production of inaccurate
data sufficient to render your research study invalid. Hence, in collecting
quantitative data, stress is given to the accuracy or appropriateness of
your data-gathering technique as well as of the right instrument to collect
the data. The following are the most used quantitative data gathering
techniques along with the data-gathering instruments for each technique.
(Matthews 2010; Badke 2012; Thomas 2013; Woodwell 2014)

Your data collection plan is a crucial key to developing a sound study. The plan
indicates how you will access and gather information from your participants. A clear data
collection plan at the proposal stage can alleviate stress and ensure that future researchers
can replicate your study. Additionally, a clear data collection plan will help ensure that you
obtain the information you need to answer your research questions. Below are some
suggestions for creating a solid data collection plan.

Data collection is a systematic process of gathering observations or measurements.

Whether you are performing research for business, governmental or academic purposes,
data collection allows you to gain first-hand knowledge and original insights into
your research problem.

While methods and aims may differ between fields, the overall process of data
collection remains largely the same. Before you begin collecting data, you need to consider:

 The aim of the research

 The type of data that you will collect
 The methods and procedures you will use to collect, store, and process the data

To collect high-quality data that is relevant to your purposes, follow these four steps.

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Step 1: Define the aim of your research
Before you start the process of data collection, you need to identify exactly what you want
to achieve. You can start by writing a problem statement: what is the practical or scientific
issue that you want to address and why does it matter?

Next, formulate one or more research questions that precisely define what you want to find
out. Depending on your research questions, you might need to collect quantitative or
qualitative data:

 Quantitative data is expressed in numbers and graphs and is analyzed through

statistical methods.
 Qualitative data is expressed in words and analyzed through interpretations and
categorizations.

If your aim is to test a hypothesis, measure something precisely, or gain large-scale

statistical insights, collect quantitative data. If your aim is to explore ideas, understand
experiences, or gain detailed insights into a specific context, collect qualitative data. If you
have several aims, you can use a mixed methods approach that collects both types of data.

Step 2: Choose your data collection method

Based on the data you want to collect, decide which method is best suited for your
research.

 Experimental research is primarily a quantitative method.

 Interviews/focus groups and ethnography are qualitative methods.
 Surveys, observations, archival research and secondary data collection can be
quantitative or qualitative methods.

Carefully consider what method you will use to gather data that helps you directly answer
your research questions.

Step 3: Plan your data collection procedures

When you know which method(s) you are using, you need to plan exactly how you will
implement them. What procedures will you follow to make accurate observations or
measurements of the variables you are interested in?

For instance, if you’re conducting surveys or interviews, decide what form the questions
will take; if you’re conducting an experiment, make decisions about your experimental
design.

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Operationalization
Sometimes your variables can be measured directly: for example, you can collect data on
the average age of employees simply by asking for dates of birth. However, often you’ll be
interested in collecting data on more abstract concepts or variables that can’t be directly
observed.

Operationalization means turning abstract conceptual ideas into measurable observations.

When planning how you will collect data, you need to translate the conceptual definition of
what you want to study into the operational definition of what you will actually measure.

Example of operationalization:

You have decided to use surveys to collect quantitative data. The concept you want to
measure is the leadership of managers. You operationalize this concept in two ways:

 You ask managers to rate their own leadership skills on 5-point scales assessing the
ability to delegate, decisiveness and dependability.
 You ask their direct employees to provide anonymous feedback on the managers
regarding the same topics.

Using multiple ratings of a single concept can help you cross-check your data and assess
the test validity of your measures.

Sampling
You may need to develop a sampling plan to obtain data systematically. This involves
defining a population, the group you want to draw conclusions about, and a sample, the
group you will actually collect data from.

Your sampling method will determine how you recruit participants or obtain
measurements for your study. To decide on a sampling method you will need to consider
factors like the required sample size, accessibility of the sample, and timeframe of the data
collection.

Standardizing procedures
If multiple researchers are involved, write a detailed manual to standardize data collection
procedures in your study.

This means laying out specific step-by-step instructions so that everyone in your research
team collects data in a consistent way – for example, by conducting experiments under the
same conditions and using objective criteria to record and categorize observations.

This helps ensure the reliability of your data, and you can also use it to replicate the study
in the future.

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Creating a data management plan
Before beginning data collection, you should also decide how you will organize and store
your data.

 If you are collecting data from people, you will likely need to anonymize and
safeguard the data to prevent leaks of sensitive information (e.g. names or identity
numbers).
 If you are collecting data via interviews or pencil-and-paper formats, you will need
to perform transcriptions or data entry in systematic ways to minimize distortion.
 You can prevent loss of data by having an organization system that is routinely
backed up.

Step 4: Collect the data

Finally, you can implement your chosen methods to measure or observe the variables you
are interested in.

To ensure that high quality data is recorded in a systematic way, here are some best
practices:

 Record all relevant information as and when you obtain data. For example, note
down whether or how lab equipment is recalibrated during an experimental study.
 Double-check manual data entry for errors.
 If you collect quantitative data, you can assess the reliability and validity to get an
indication of your data quality.

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 QUANTITATIVE DATA ANALYSIS
LESSON

BASIC CONCEPT

At this time, you already know that data means facts or information about people,
places, things, events, and so on, and when these data appear not in words, images or
pictures, but in numerical forms such fractions, numbers, and percentages, they become
quantitative data. To understand the numbers standing for the information, you need to
analyze them; that is, you have to examine or study them, not by taking the data as a whole,
but by separating it into its components. Then, examine each part or element to see the
relationships between or among the parts, to discover the orderly or sequential existence
of these parts, to search for meaningful patterns of the components, and to know the
reasons behind the formation of such variable patterns.

Quantitative data analysis is time consuming because it involves series of

examinations, classifications, mathematical calculations, and graphical recording, among
others. Hence, a thorough and advance planning is needed for this major aspect of your
study. However, all these varied analytical studies that you pour into your research become
significant only if prior to finalizing your mind about these activities, you have already
identified the measurement level or scale of your quantitative data; that is, whether your
study measures the data through a ratio or interval scale, not by means of nominal or
ordinal scale because these last two levels of measurement are for qualitative data analysis.
It is important for you to know what scale of measurement to use, for the kind of
quantitative analysis you will do depends on your measurement scale. (De Mey 2013;
Letherby 2013; Russel 2013)

Steps in Quantitative Data Analysis

Having identified the measurement scale or level of your data means you are now ready to
analyze the data in this manner (Badke 2012; Letherby 2013; Mc Bride 2013):

Step 1: Preparing the Data

Keep in mind that no data organization means no sound data analysis. Hence,
prepare the data for analysis by first doing these two preparatory sub steps:

1. Coding System
 To analyze data means to quantify or change the verbally expressed data into
numerical information. Converting the words, images, or pictures into
numbers, they become fit for any analytical procedures requiring knowledge

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 of arithmetic and mathematical computations. But it is not possible for you to
do the mathematical operations of division, multiplication, or subtraction in
the word level, unless you code the verbal responses and observation
categories.

 For instance, as regards gender variable, give number 1 as the code or value
for Male and number 2 for Female. As to educational attainment as another
variable, give the value of 2 for elementary; 4 for high school, 6 for college, 9
for MA, and 12 for PhD level. By coding each item with a certain number in a
data set, you are able to add the points or values of the respondents’ answers
to a particular interview question or questionnaire item.

2. Data Tabulation
 For easy classification and distribution of numbers based on a certain criterion,
you have to collate them with the help of a graph called Table. Used for
frequency and percentage distribution, this kind of graph is an excellent data
organizer that researchers find indispensable. Here’s an example of tabulated
data:

Total Sample Size: 24

Gender Male: 11 (46%)

Female: 13 (54%)
Course Fine Arts: 9 (37%)
Architecture: 6 (25%)
Journalism: 4 (17%)
Com. Arts: 5 (20%)
School FEU: 3 (12%)
MLQU: 4 (17%)
PLM: 3 (12%)
PUP: 5 (20%)
TIP: 4 (17%)
UE: 5 (20%)
Attended in 2016 Yes: 18 (75%)
Summer Arts No: 6 (25%)
Seminar-Workshop
Role in the 2016 Speaker: 4 (17%)
Seminar-Workshop Organizer: 3 (12%)
on Arts Demonstrator: 5 (20%)
Participant: 12 (50%)
Satisfaction with the Strongly agree: 11 (46%)
demonstration and Agree: 5 (20%)
practice exercises Neutral: 2 (8%)
Disagree: 4 (14%)
Strongly disagree: 2 (8%)

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 Step 2: Analyzing the Data
Data coding and tabulation are the two important things you have to do in preparing
the data for analysis. Before immersing yourself into studying every component of
the data, decide on the kind of quantitative analysis you have to use, whether to use
simple descriptive statistical techniques or advanced analytical methods. The first
one that college students often use tells some aspects of categories of data such as:
frequency of distribution, measure of central tendency (mean, median, and mode),
and standard deviation. However, this does not give information about population
from where the sample came. The second one, on the other hand, fits graduate-level
research studies because this involves complex statistical analysis requiring a good
foundation and thorough knowledge about statistics. The following paragraphs give
further explanations about the two quantitative data-analysis techniques. (De Mey
2013; Litchtman 2013; Picardie 2014)

1. Descriptive Statistical Technique

 This quantitative data-analysis technique provides a summary of the orderly or
sequential data obtained from the sample through the data-gathering instrument
used. The results of the analysis reveal the following aspects of an item in a set of
data (Morgan 2014; Punch 2014; Walsh 2010):

 Frequency Distribution – gives you the frequency of distribution and percentage of

the occurrence of an item in asset of data. In other words, it gives you the number of
responses given repeatedly for one question.

Example:

Question: By and large, do you find the Senators’ attendance in 2015 legislative sessions
awful?
Measurement Scale Code Frequency Percent
Distribution Distribution
Strongly agree 1 14 58%
Agree 2 3 12%
Neutral 3 2 8%
Disagree 4 1 4%
Strongly disagree 5 4 17%

 Measure of Central Tendency – indicates the different positions or values of the

items, such that in a in a category of data, you find an item or items serving as the:

Mean – average of all the items or scores

Example: 3 + 8 + 9 + 2 + 3 + 10 + 3 = 38
38 ÷ 7 = 5.43 (Mean)

Median – the score in the middle of the set of items that cuts or divides the set into
two groups

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 Example: The numbers in the example for the Mean has 2 as the Median.

Mode – refers to the item or score in the data set that has the most repeated
appearance in the set.

Example: Again, in the given example above for the Mean, 3 is the Mode.

 Standard Deviation – shows the extent of the difference of the data from the mean.
An examination of this gap between the mean and the data gives you an idea about
the extent of the similarities and differences between the respondents. There are
mathematical operations that you have to do to determine the standard deviation.
Here they are:

Step 1. Compute the Mean.

Step 2. Compute the deviation (difference) between each respondent’s answer (data
item) and the mean. The plus sign (+) appears before the number if the
difference is higher; negative sign (−), if the difference is lower.
Step 3. Compute the square of each deviation.
Step 4. Compute the sum of squares by adding the squared figures.
Step 5. Divide the sum of squares by the number of data items to get the variance.
Step 6. Compute the square root of variance figure to get standard deviation.
Example:

Standard Deviation of the category of data collected from selected

faculty members of one university.

(Step 1) Mean: 7
(Step 2) (Step 3)

Data Item Data Item Square of Deviation

1 −8 68
2 −5 25
6 −1 1
6 −1 1
8 +8 1
6 −1 1
6 −1 1
14 +7 49
16 +9 81

(Step 4) Sum of Squares: 321 Page | 71

(Step 5) Variance = 36 (321 ÷ 9)
(Step 6) Standard Deviation –6 72
(square root of 6)
This module is exclusive to Mother Theresa Colegio Group of Schools students only.
2. Advanced Quantitative Analytical Methods
An analysis of quantitative data that involves the use of more complex statistical methods
needing computer software like the SPSS, STATA, or MINITAB, among others, occurs
among graduate-level students taking their MA or PhD degrees. Some of the advanced
methods of quantitative data analysis are the following (Argyrous 2011; Levin & Fox 2014;
Godwin 2014):

a. Correlation – uses statistical analysis to yield results that describe the relationship of two
variables. The results, however, are incapable of establishing causal relationships.

b. Analysis of Variance (ANOVA) – the results of this statistical analysis are sued to
determine if the difference in the means or averages of two categories of data are
statistically significant.

Example: If the mean of the grades of a student attending tutorial lessons is significantly
different from the mean of the grades of a student not attending tutorial lessons

c. Regression – has some similarities with correlation, in that, it also shows the nature of
relationship of variables, but gives more extensive result than that of correlation. Aside
from indicating the presence of relationship between two variables, it determines whether
a variable is capable of predicting the strength of the relation between the treatment
(independent variable) and the Outcome (dependent variable). Just like correlation,
regression is incapable of establishing cause-effect relationships.

Example: If reviewing with music (treatment variable) is a statistically significant predictor

of the extent of the concept learning (outcome variable) of a person

Using the table below, compare and contrast each pair of expressions.
Pair of Expressions Comparison Contrast
Qualitative data vs.
Qualitative data

Interview vs.
Questionnaire

Pre-test vs. Post-test

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 RESEARCH METHODOLOGY
LESSON

WRITING OF METHODOLOGY

Participants
 describe the participants in your research study, including who they are, how
many there are, and how they are selected. Explain how the samples were
gathered, any randomization techniques and how the samples were prepared

Example:
The researchers randomly selected 100 children from elementary schools of Cebu
City.

Materials
 describe the materials, measures, equipment, or stimuli used in your research
study. This may include testing instruments, technical equipment, books, images
or other materials used in the course of your study

Example:
Two stories from Sullivan et al.’s (1994) second-order false belief attribution tasks
were used to assess children’s understanding of second-order beliefs.

Design
 describe the research design used in your research study. Specify the variables
as well as the levels and measurement of these variables as well as the levels and
measurement of these variables. Explain whether your research study uses a
within-groups or between-groups design. Discuss how the measurements were
made and what calculations were performed upon the raw data. Describe the
statistical techniques used upon the data.

Example:
The experiment used a 3x2 between-subjects design. The independent variables
were age and understanding of second-order beliefs.

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 Procedure
 the detail of the research procedures used in your research study should be
properly explained. Explain what your participants/respondents do, how you
collected the data, the order in which steps occurred. Observe some ethical
standards in gathering your data

Example:
A researcher interviewed children individually in their school in one session that
lasted 20 minutes on average. The researcher explained to each child that he or she
would be told two short stories and that some questions would be asked after each
story. All sessions were videotaped so the data could later be coded.

TIPS IN WRITING OF METHODOLOGY

 Always write the method section in the past tense. Use the future tense if it is a
research design.)
 Provide enough details that another researcher could replicate your experiment, but
focus on brevity. Avoid unnecessary detail that I not relevant to the outcome of the
experiment.
 Remember to use proper APA format
 Take a rough draft of your method section with your teacher or research adviser for
additional assistance.
 Proofread your partner for typos, grammar problems, and spelling errors. Do not
just rely on computer spell checkers. Always read through each section of your
paper for agreement with other sections. If you mention steps and procedures in the
method section, these elements should also be present in the results and discussion
sections.

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 LEARNING
JOURNEY

FINDINGS ANSWERS
THROUGH DATA COLLECTION

The learner…

1. collects data using appropriate instruments.

2. presents and interprets data in tabular or graphical forms.
Learning
Competencies 3. uses statistical techniques to analyze data – study of
differences and relationships limited for bivariate analysis.

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 COLLECTING DATA USING
APPROPRIATE INSTRUMENTS
LESSON

Collecting data is one major component of any type of research. Undermining its
importance would result in the production of inaccurate data sufficient to render your
research study invalid. Hence, in collecting quantitative data, stress is given to the accuracy
or appropriateness of your data-gathering technique as well as of the right instrument to
collect the data. The following are the most used quantitative data gathering techniques
along with the data-gathering instruments for each technique. (Matthews 2010; Badke
2012; Thomas 2013; Woodwell 2014)

1. Observation
 Using your sense organs, you gather facts or information about people, things,
places, events, and so on, by watching and listening to them; then, record the results
of the functioning of your eyes and ears. Expressing these sensory experiences to
quantitative data, you record them with the use of numbers. For instance, watching
patients lining up at a medical clinic, instead of centering your eyes on the looks of
the people, you focus your attention on the number, weight, and height of every
patient standing up at the door of the medical clinic.
 As a researcher preoccupied with collecting quantitative data through observation,
you begin to count the number of patients and get the measurement of their height
and weight. These numbers representing the results of your counting and
measurement are then jotted down in your record notebook. Seeing, touching, and
hearing the sources of data personally, you engage yourself in direct observation. It
is an indirect observation, if you see and hear them, not through your own eyes and
ears, but by means of technological and electronic gadgets like audiotapes, video
records, and other recording devices used to capture earlier events, images, or
sounds.

2. Survey
 Survey is a data-gathering technique that makes you obtain facts or information
about the subject or object of your research through the data gathering instruments
of interview and questionnaire. This is the most popular data-gathering technique in
quantitative and qualitative researcher studies for the researchers are free to use
not just one survey instrument but also these two following data-gathering
instruments.

 Questionnaire
 Questionnaire is a paper containing series of questions formulated for an
individual and independent answering by several respondents for obtaining
statistical information. Each question offers a number of probable answers

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 from which the respondents, on the basis or their own judgment, will choose
the best answer. Making up a questionnaire are factual and opinionated
questions. Questions to elicit factual answers are formulated in a multiple-
choice type and those to ask about the respondents’ views, attitudes,
preferences, and other opinionated answers are provided with sufficient
space where the respondents could write their sentential answers to
opinionated questions. Responses yielded by this instrument are given their
numerical forms (numbers, fractions, percentages) and categories and are
subjected to statistical analysis. Questionnaire is good for collecting data
from a big number of respondents situated in different places because all you
have to do is either to hand the paper to the respondents or to send it to
them through postal or electronic mail. However, ironically, your act of
sending the questionnaires to respondents, especially to those in remote
areas, is susceptible to waste of money, time, and effort for you do not have
any assurance of the return of all or a large number of fully accomplished
questionnaires.

 Interview
 Survey as a data-gathering technique likewise uses interview as its data-
gathering instrument. Similar to a questionnaire, interview makes you ask a
set of questions, only that, this time, you do it orally. Some, however, say that
with the advent of modern technology, oral interview is already a traditional
way of interviewing, and the modern ways happen through the use of
modern electronic devices such as mobile phones, telephones, smart phones,
and other wireless devices.

Order of Interview Questions

In asking interview questions, you see to it that you do this sequentially; meaning,
let your questions follow a certain order such as the following: (Sarantakos 2013;
Fraenbel 2012)

 First set of questions – opening questions to establish friendly relationships,

like questions about the place, the time, the physical appearance of the
participant, or other non-verbal things not for audio recording

 Second set of questions – generative questions to encourage open-ended

questions like those that ask about the respondents’ inferences, views, or
opinions about the interview topic

 Third set of questions – directive questions or close-ended questions to elicit

specific answers like those that are answerable with yes or no, with one type
of an object, or with definite period of time and the like

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  Fourth set of questions – ending questions that give the respondents the
chance to air their satisfaction, wants, likes, dislikes, reactions, or comments
about the interview. Included here are also closing statements to give the
respondents some ideas or clues on your next move or activity about the
results of the interview

Guidelines in Formulating Interview Questions

From the varied books on research are these tips on interview question formulation
that you have to keep in mind to construct effective questions to elicit the desired
data for your research study:
a. Use clear and simple language.
b. Avoid using acronyms, abbreviations, jargons, and highfalutin terms.
c. Let one question elicit only one answer; no double-barrel question.
d. Express your point in exact, specific, bias-free, and gender-free language.
e. Give way to how your respondents want themselves to be identified.
f. Establish continuity or free flow of the respondents’ thoughts by using
appropriate follow-up questions (e.g., Could you give an example of it? Would
you mind narrating what happened next?).
g. Ask questions in a sequential manner; determine which should be your
opening, middle, or closing questions.

3. Experiment
 An experiment is a scientific method of collecting data whereby you give the
subjects a sort of treatment or condition then evaluate the results to find out the
manner by which the treatment affected the subjects and to discover the reasons
behind the effects of such treatment on the subjects. This quantitative data-
gathering technique aims at manipulating or controlling conditions to show which
condition or treatment has effects on the subjects and to determine how much
condition or treatment operates or functions to yield a certain outcome. The process
of collecting data through experimentation involves selection of subjects or
participants, pre-testing the subjects prior to the application of any treatment or
condition, and giving the subjects post-test to determine the effects of the treatment
on them. These components of experiment operate in various ways. Consider the
following combination or mixture of the components that some research studies
adopt:

a. Treatment → evaluation
b. Pre-test → Treatment → Post-test
c. Pre-test → Multiple Treatments → Post-test
d. Pre-test → Treatment → Immediate Post-test → 6-mos.
Post-test → 1-yr. → Post-test

 These three words: treatment, intervention, and condition, mean the same thing in
relation to experimentation. These are the terms to mean the things given or applied

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 to the subjects to yield certain effects or changes on the said subjects. For instance,
in finding out the extent of the communicative competence of the subjects, put these
participants in a learning condition where they will perform varied communicative
activities such as dramatizing a story, round-table discussions, interviewing people,
table-topic conversation, and the like.

 Dealing with or treating their communicative abilities in two or more modes of

communication is giving them multiple treatments. The basic elements of
experiment which are subjects, pre-test, treatment, and post-test do not operate
only for examining causal relationships but also for discovering, verifying, and
illustrating theories, hypotheses, or facts. (Edmonds 2013; Morgan 2014; Picardie
2014)

4. Content Analysis
 Content analysis is another quantitative data-collection technique that makes you
search through several oral or written forms of communication to find answers to
your research questions. Used in quantitative and qualitative research studies, this
data-collection method is not only for examining printed materials but also for
analyzing information coming from non-book materials like photographs, films,
video tapes, paintings, drawings, and the like. Here, you focus your study on a single
subject or on two entities to determine their comparative features. Any content
analysis you want to do is preceded by your thorough understanding of your
research questions because these are the questions to guide you in determining
which aspect of the content of the communication should you focus on to find the
answers to the main problem of your research.

MEASUREMENT SCALES FOR QUANTITATIVE DATA

In quantitative research, measurements of data expressed in numerical forms form

in a scale or one that consists series of graduated quantities, values, degrees, numbers, and
so on. Thinking about the type and scale of measurement that you have to use in your
quantitative research is important because your measurement choices tell you the type of
statistical analysis to use in your study. Not knowing which scale of measurement to use
may result in your erroneous examination of the data.

There are two categories of scales of measurement: qualitative scales of

measurement and quantitative scales of measurement. Under quantitative scales of
measurement are these two: the nominal scale to show the classification of things based on
a certain criterion such as gender, origin, brand, etc., and the ordinal scale to indicate the
rank or hierarchical order of things. The quantitative scales of measurement are the
interval scale for showing equal differences or intervals between points on the scale in an
arbitrary manner (showing differences in attitudes, inclinations, feelings, ideas, fears,
opinions, etc.) and the ratio scale, like the interval scale, that shows equal differences or
intervals between points on the scale. However, these two quantitative scales of

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measurement are not exactly the same, in that, the latter gives value to zero, while the
former does not give any value to zero for the value depends solely on the respondent.
(Schreiber 2011; Letherby 2013)

Examples:

1. Nominal Scale – categorizing people based on gender, religion, position, etc. (one
point for each)

religion – Catholic, Buddhist, Protestant, Muslim

gender – male, female

position – CEO, vice-president, director, manager, assistant manager

Summing up the points per variable, you will arrive at a certain total that you can
express in terms of percentages, fractions, or decimals like: 30% of males, 25% of
females, 10% of Catholics, 405 of Buddhists, and so forth.

2. Ordinal Scale – ranking or arranging the classified variables to determine who

should be the 1st, 2nd, 3rd, 4th, etc., in the group

3. Interval Scale – showing equal intervals or differences of people’s views or

attitudes like this one example of a scale called Likert Attitude Scale:

 Reading is important.
___________ ___________ ___________ ___________ ___________
Strongly Agree Agree Undecided Disagree Strongly Disagree

 How often does your professor come late?

___________ ___________ ___________ ___________ ___________
Always Most of the time Sometimes Rarely Never

 How would you rate your professor’s performance?

__________ ___________ ___________ ___________ ___________
Very poor Poor Fair Good Excellent

4. Ratio Scale – rating something from zero to a certain point

Performance in Math subject – a grade of 89% (from 0 to 100%)

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Interview your parents by using the questions below. Write your gathered information on
the blank provided.

1. During this pandemic, what did you do to avoid COVID-19?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________

2. What is/are the thing/s that our government should implement to lessen the
number of the positive cases of COVID-19?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________

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 INTERPRETS DATA IN
TABULAR OR GRAPHICAL FORMS
LESSON

To be able to create and present an organized picture of information from a

research report, it is important to use certain techniques to communicate findings and
interpretations of research studies into visual form. The common techniques being used to
display results are tabular, textual and graphical methods.

1. TEXTUAL PRESENTATION OF DATA

 Textual presentation use words, statements or paragraphs with numerals,
numbers to describe data.
Example:
There are 42, 036 barangays in the Philippines. The largest barangay in terms
of population size in Barangay 176 in Caloocan City with 247 thousand
persons. It is followed by Commonwealth in Quezon City (198, 295) and
Batasan Hills in Quezon City (161, 409). Twelve other barangays posted a
population size of more than a hundred thousand persons.

2. TABULAR PRESENTATION OF DATA

 Tables present clear and organized data. A table must be clear and simple but
complete.
 A good table should include the following parts.

 Table number and title – these are placed above the table. The title is usually
written right after the table number
 Caption subhead – this refers to columns and rows
 Body – it contains all the data under each subhead
 Source – it indicates if the data is secondary and it should be acknowledge

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3. GRAPHICAL METHOD OF PRESENTING THE DATA
 A graph or chart portrays the visual presentation of data using symbols such
as lines, dots, bars, or slices. It depicts the trend of a certain set of
measurements or shows comparison between two or more sets of data or
quantities.

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Make a tabular and graphical form based on the following information:

COVID-19 UPDATES as of September 10, 2020 – 8:00 am

Source: https://covid19.gov.ph/

POSITIVE CASES: 248, 947 patients

 Active Cases: 58, 823 patients
o Asymptomatic: 5, 182
o Mild: 51, 920
o Severe: 710
o Critical: 1, 011
 Recovered: 186, 058 patients
 Deaths: 4, 066

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 STATISTICAL METHODS
LESSON

STATISTICS
Statistics is a term that pertains to your acts of collecting and
analyzing numerical data. Doing statistics then means performing some
arithmetic procedures like addition, division, subtraction, multiplication,
and other mathematical calculations. Statistics demands much of your
time and effort, for it is not merely a matter of collecting and examining
data, but involves analysis, planning, interpreting, and organizing data in
relation to the design of the experimental method you chose.
Statistical methods then are ways of gathering, analyzing, and
interpreting variable or fluctuating numerical data.

STATISTICAL METHODOLOGIES
a. Descriptive Statistics
 This describes a certain aspect of a data set by making you calculate the Mean,
Medium, Mode and Standard Deviation. It tells about the placement or position
of one data item in relation to the other data, the extent of the distribution or
spreading out of data, and whether they are correlations or regressions between
or among variables. This kind of statistics does not tell anything about the
population.

b. Inferential Statistics
 This statistical method is not as simple as the descriptive statistics. This does not
focus itself only on the features of the category of set, but on the characteristics
of the sample that are also true for the population from where you have drawn
the sample. Your analysis begins with the sample, then, based on your findings
about the sample, you make inferences or assumptions about the population.
Since the sample serves as the basis of your conclusions or generalizations about
the population, it is a must that you use random sampling to guarantee the

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 representativeness of the sample; meaning, to make sure that the sample truly
represents the population in general.
 Inferential statistics is a branch of statistics that focuses on conclusions,
generalizations, predictions, interpretations, hypotheses, and the like. There are
a lot of hypotheses testing in this method of statistics that require you to
perform complex and advanced mathematical operations. This is one reason
inferential statistics is not as popular as the descriptive statistics in the college
level where very few have solid foundation of statistics. (Argyrous 2011; Russell
2013; Levin & Fox 2014)

TYPES OF STATISTICAL DATA ANALYSIS

Types of statistical analysis of variables in a quantitative research are as follows:

 Univariate Analysis – analysis of one variable

 Bivariate Analysis – analysis of two variables (independent and dependent
variables)
 Multivariate Analysis – analysis of multiple relations between multiple variables

Statistical Methods of Bivariate Analysis

Bivariate analysis happens by means of the following methods (Argyrous 2011; Babbie
2013; Punch 2014):

1. Correlation or Covariation (correlated variation) – describes the relationship

between two variables and also tests the strength or significance of their linear
relation. This is a relationship that makes both variables getting the same high score
or one getting a higher score and the other one, a lower score.

Covariance is the statistical term to measure the extent of the change in the
relationship of two random variables. Random variables are data with varied values
like those ones in the interval level or scale (strongly disagree, disagree, neutral,
agree, strongly agree) whose values depend on the arbitrariness or subjectivity of
the respondent.

2. Cross Tabulation – is also called “crosstab or students-contingency table” that

follows the format of a matrix (plural: matrices) that is made up of lines of numbers,
symbols, and other expressions. Similar to one type of graph called table, matrix
arranges data in rows and columns. By displaying the frequency and percentage
distribution of data, a crosstab explains the reason behind the relationship of two
variables and the effect of one variable on the other variable. If the Table compares
data on only two variables, such table is called Bivariate Table.

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Example of a Bivariate Table:

HEI Participants in the 2016 NUSP Conference

HEI MALE FEMALE ROW TOTAL

CEU 83 101 184
1 2 12 2
FEU 69 93 162
85 11 3
JRU 102 120 222
12 6 14 5
La Salle 79 99 178
97 12
MLQ 81 79 159
1 95
NU 61 58 119
75 7
OUP 59 48 107
72 58
UP 120 98 218
14 8 11 9
UST 152 127 279
18 7 15 4
806 823 1, 629
COLUMN TOTAL
1 1

MEASURE OF CORRELATION
The following are the statistical tests to measure correlation or covariation:

a. Correlation Coefficient
 This is a measure of the strength and direction of the linear relationship between
variables and likewise gives the extent of dependence between two variables;
meaning, the effect of one variable on the other variable. This is determined
through the following statistical tests for Correlation Coefficient: (Argyrous
2011; Creswell 2014; Levin & Fox 2014)
 Spearman’s rho (Spearman’s r, or r) – the test to measure the dependence of the
dependent variable on the independent variable
 Pearson product-moment correlation (Pearson’s r, r or R) – measures the
strength and direction of the linear relationship of two variables and of the
association between interval and ordinal variables.

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  Chi-square – is the statistical test for bivariate analysis of nominal variables,
specifically, to test the null hypothesis. It tests whether or not a relationship
exists between or among variables and tells the probability that the relationship
is caused by chance. This cannot in any way show the extent of the association
between two variables.
 t-test – evaluates the probability that the mean of the sample reflects the mean of
the population from where the sample was drawn. It also tests the difference
between two means: the sample mean and the population mean. ANOVA or
analysis of variance also uses t-test to determine the variance or the difference
between the predicted number of the sample and the actual measurement. The
ANOVA is of various types such as the following:

a. One-way analysis of variance – study of the effects of the independent

variable
b. ANCOVA (Analysis of Covariation) – study of two or more dependent
variables that are correlated with one another
c. MANCOVA (Multiple Analysis of Covariation) – multiple analyses of one or
more independent variables and one dependent variable to see if the
independent variables affect one another

b. Regression
 Similar to correlation, regression determines the existence of variable
relationships, but does more than this by determining the following:
(1) which between the independent and dependent variable can signal the
presence of another variable;
(2) how strong the relationship between the two variables are; and
(3) when an independent variable is statistically significant as a soothsayer or
predictor.

Each of these statistical tests has its own formula that, with your good background
knowledge about statistics, you may be able to follow easily. However, without solid
foundation about statistics, to be able to apply them to your research, you need to read
further about statistics or hire the services of a statistician.

Think of forking out hundreds of dollars or thousands of pesos for a research study
in the graduate or MA/PhD level, not for one in the collegiate level. It is in your bachelor
degree level where the world expects you to show your prowess in conducting a research
that uses simple descriptive statistical techniques.

To attain mastery in the use of descriptive statistics is to prepare you for another
kind of research work that uses inferential statistics, a statistical method requiring
thorough knowledge and full mastery of the formulae underlying advanced statistical
methods to guarantee the validity, credibility, and prestige of your research findings.

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Using a topical outline, organize the concepts you have learned about statistical methods.

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 LEARNING
JOURNEY

REPORTING AND
SHARING FINDINGS

The learner…

1. draw a conclusions from research findings.

Learning
Competencies
2. formulates recommendations.

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 RESEARCH-REPORT WRITING
LESSON

GUIDELINES IN RESEARCH-REPORT WRITING

Now, you know that research-report writing is not plain writing of a report where
you just present facts and opinions of other people that you got from varied reading
materials. It is a special kind of writing that communicates not only declarative knowledge
or discovered ideas, but also procedural knowledge or the processes you did in discovering
ideas. Hence, to make your research report communicate all these forms of knowledge to
readers, you need to apply the following guidelines in research-report writing.

1. Organize the parts of your research report based on the standard research report
structure that consists of the following sequential components:

a) Title. This part of your research paper gives information and descriptions of the
things focused on by your research study.
b) Abstract. Using only 100 to 150 words, the abstract of a research paper,
presents a summary of the research that makes clear the background, objectives,
significance, methodologies, results, and conclusions of the research study.
c) Introduction. Given a stress in this section of the paper are the research
problem and its background, objectives, research questions, and hypotheses.
d) Methodology. This part of the research paper explains the procedure in
collecting and analyzing data and also describes the sources of data.
e) Results or Findings. There’s no more mentioning of analysis of data or not yet
analyzed data in this section. What it does is to present the research findings that
are expressed through graphics, statistics, or words.
f) Conclusions. This section explains things that will lead you to significant points,
insights, or understanding, or conclusions that derive their validity, credibility
or acceptability from the factual evidence gathered during the data-collection
stage. Stated here, too, is the significance of the results; that is, whether or not
these are the right answers to the research questions or the means of
hypotheses acceptance or rejection.
g) Your assessment of the data in relation to the findings of previous research
studies is also given a space in this section of the research paper.
h) Recommendations. Due to teachers’ instructions or discipline-specific rules,
this section tends to be optional in some cases. Done by some researchers, this
section gives something that will expand or extend one’s understanding of the

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 conclusions raised earlier, such as suggesting a solution to the problem or
recommending a further research on the subject.
i) References. It is in this part where you display the identities or names of all
writers or owners of ideas that you incorporated in your research paper.
j) Appendices. Included in this section are copies of materials like questionnaires,
graphs, and letters, among others that you used in all stages of your academic
work, and are, then, part and parcel of your research study.

2. Familiarize yourself with the language of academic writing.

Research-report writing is an academic writing and central to this kind of writing is the
expression of ideas, viewpoints, or positions on issues obtained through learned or trained
methods of producing sound evidence to support your claims or conclusions about
something. Geared toward bringing out what are generally true, valid, and acceptable, the
language of research-report writing uses rich-information vocabulary and adopts an
objective, formal, or impersonal tone or register.

Here are some ways to maintain an objective and an impersonal tone in academic texts
such as your report about your research study:
a) Dominantly use passive voice than active voice sentences.
b) Use the third-person point of view by using words like his or her, they, or the user,
instead of the personalized first-person point of view like I, We, Me, Our, etc.
c) De-emphasize the subject or personal nature of the academic text by avoiding the
use of emotive words like dissatisfied, uninteresting, or undignified.
d) Use modality (words indicating the degree of the appropriateness, effectiveness, or
applicability of something) to express opinionated statements that are prone to
various degrees or levels of certainty. For instance, use low modality when you
think your opponents have strong chances to present their valid reasons against
your argument, or high modality, when you are sure you have sufficient basis to
prove your point. High modality expressions like could, should, must, definitely,
absolutely, surely, necessarily, and essentially are usually used for recommending
solutions to problems or for specifying reasons for some actions.

3. Observe the mechanics of research-report writing which are as follows:

a) Physical Appearance. Use white bond paper having the size of 8 ½ x 11 in. and
provide 1 ½ in. left-right margin, plus 1 in. top-bottom margin. Unless your teacher
instructs you to use a particular font style and size, use the standard Times Roman,
12 pts.
b) Quotations. A one-line, double-spaced quotation is in quotation marks; 4- to 5-line,
single-spaced quotations are indented further from the margin to appear as block
quotation.

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 c) Footnotes. Footnotes appear at the bottom of the page and are numbered
consecutively stating with number one (1) in each chapter.
d) Statistics and Graphs. Use tables, charts, bar graphs, line charts, pictograms,
flowcharts, schematic diagrams, etc. in connection with the objectives of the study.
e) Final Draft. Subject the final form of the research report to editing, revising,
rewriting, and proofreading.
f) Index. Alphabetize these two types of index: subject index and author index.

RESEARCH-REPORT WRITING STYLES OR FORMAT

Depending on the requirements of your teacher or the area of your discipline, adopt any of
the following research-report writing styles or format:

1. APA (American Psychological Association)

2. MLA ( Modern Language Association)
3. CMS (Chicago Manual of Style)

The first two styles—APA and MLA—are the most commonly used styles or format. Prone
to objectivity, those in the fields of Science, Psychology, Business, Economics, Political
Science, Anthropology, Engineering, and Law go for APA; to subjectivity, Humanities
(Religion, Literature, and Language) go for MLA.

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A. Draw a conclusion and formulates recommendations from this research findings:
Title: EMPLOYER’S FEEDBACK ON CDE-BEED GRADUATES OF 2015
Researcher: Aguilar, Ramel et.al.

CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the data gathered from the survey

questionnaire as well as the presentation or the discussion of

the data output.

Performance Level of the College of Development of Education –

Bachelor of Elementary Education Graduates of 2015 Employed in
Teaching Profession According to their employers

Performance level in this study is defined as the level of

the College of Development of Education – Bachelor of Elementary

Education graduates of 2015 in terms of their skills as seen and

observed by their employers.

Table 1. Performance level of the College of Development –

Bachelor of Elementary Education graduates of 2015 on their
employment.

SKILLS WEIGHTED MEAN INTERPRETATION

Research Skills 4.25 Outstanding
Teaching Skills 4.26 Outstanding
Reflective Skills 4.28 Outstanding
Pedagogical and 4.20 Outstanding
Professional Skills

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Skills on ICT 4.34 Outstanding
Integration in Education
Collaborative Skills 4.30 Outstanding

GRAND MEAN: 4.27 Outstanding

The table shows the performance level of the BEED graduates

of 2015 in terms of their skills namely: research skills,

teaching skills, reflective skills, pedagogical and professional

skills, skills on ICT integration in education, and

collaborative skill were observed by the employers of graduates

employed in the public and private schools in the province of

Camarines Sur.

It shows that the highest skill of the BEED graduates of

year 2015 is the skills on ICT integration in education and the

lowest skill is the pedagogical and professional Skills. The

highest skill of BEED graduates year 2015 has a weighted mean of

4.34 while the lowest skill has a weighted mean of 4.20.

Topping the list is the graduates’ skills on ICT

integration in education with a mean of 4.34 interpreted as

outstanding. This means that the CDE-BEED graduates of 2015 use

and manipulate appropriate technology tools in teaching to make

the discussion more engaging to learners. Based from the data,

it also takes into account that the graduates have an

outstanding ability to integrate ICT on their day-to-day

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discussion considering the diversity and needs of the learners.

Likewise, it encompasses that the graduates’ knowledge and

skills in the use of instructional technologies is outstanding.

Among the skills, the pedagogical and professional skills

received the lowest mean among the six skills, however, it must

be noted that the interpretation of 4.20 is still outstanding.

The table shows that all six skills have a grand mean of

4.27, verbally interpreted as outstanding. It can be seen that

the performance of the CDE-BEED graduates of 2015 is

“outstanding”. It clearly shows that graduates are highly

equipped with the necessary knowledge, skills, and attributes

required to become a good teacher. This also shows the

competitiveness of the graduates in the real world of teaching.

It implies that the graduates are exposed in the areas of

research, subject matter, learning and development, reflective

skills, technologies, pedagogical and professional skills,

assessment, dispositions, diversity, collaboration, and

initiative that correspond to the overall performance of the

CDE-BEED graduates of 2015 on their workplace.

The findings of the study are similar to the study of

Barrera (2011) in his study about the Employers Feedback on

Misamis University Graduates, which stated that their graduates

need to enhance their competence in addressing diverse learners

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especially in utilizing different kinds of teaching pedagogies

flexible enough to address different kinds of students. It can

also be noted that the graduates who are already employed as

teachers may need to achieve excellent level of skills in

relation to development of instructional materials, assessment

tools, application of teaching approaches, research involvement,

collaboration with colleagues and stakeholders, and managing

resources and records. These areas could be the focus of

enhancement activities of pre-service teachers or education

students who are soon to be teachers.

It is stated in a related study that the acquisition and

competence on employability skills valued by employers require

continuous enhancement to succeed in job performance. Generally,

these results provide a depiction although the performance level

of the graduates is outstanding, the College of Development

Education may still implement unceasing development programs and

trainings that will supplement to more enhanced skills and

competencies needed in the profession of prospective teacher

education graduates of the university

Satisfaction level of the Employers to College of Development

Education – Bachelor of Elementary Education graduates of 2015

Satisfaction level in this study is defined as to how

satisfied the employers of College of Development Education-BEED

graduates year 2015 are in terms of their performances namely as

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efficiency and effectivity, social interaction, professionalism,

flexibility, work ethics, resourcefulness, loyalty and

confidentiality, personal attributes, time management, and

learning and development.

Table 2. Employers’ Satisfaction level on CDE-BEED graduates of

2015.

PERFORMANCES WEIGHTED MEAN INTERPRETATION

Efficiency and 4.56 Very Satisfied
Effectivity
Social Interaction 4.38 Very Satisfied
Professionalism 4.22 Very Satisfied
Flexibility 4.49 Very Satisfied
Work Ethics 4.48 Very Satisfied
Resourcefulness 4.33 Very Satisfied
Loyalty and 4.51 Very Satisfied
Confidentiality
Personal Attributes 4.59 Very Satisfied
Time Management 4.47 Very Satisfied
Learning and 4.23 Very Satisfied
Development

GRAND MEAN: 4.43 Very Satisfied

The satisfaction level was rated through the performance of

the BEED graduates of 2015 who are employed in the public and

private schools in the province of Camarines Sur as observed by

their employers using the survey questionnaire as research

instrument.

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 Table 2 shows that among the ten performances, the highest

performance of the BEED graduates of 2015 is in the personal

attributes with a weighted mean of 4.59 and the lowest is in the

professionalism which gained a weighted mean of 4.22.

Topping the list is the graduates’ personal attributes with

a mean of 4.59 interpreted as very satisfied. This means that

CBSUA-CDE BEED graduates of 2015 were developed and molded by

the institution with very good knowledge, skills, and attitude

fitted to the needs of the employers. The employers are very

satisfied with the graduates’ enthusiasm and consistent interest

at work, maintains proper posture and presentable appearance at

work, clear corporate attitude and values at work and co-workers

and works with positive physical, emotional and mental

condition. Likewise, it encompasses that employers are very

satisfied on the personal attributes of these graduates.

The lowest is in the professionalism with a weighted mean

of 4.22 but the employers are still very satisfied on it. This

reveals that the BEED graduates are fully equipped with the

skills in terms of their performance in teaching. As observed in

the different sets of criteria in the satisfaction level, the

graduates are engaged and empowered, challenged and pushed, and

really attained what their employers need in their employees.

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 For the satisfaction level of employers on the performance

of CDE-BEED graduates of 2015, the table shows that all the 10

criteria have weighted means ranging from 4.20 – 4.59, verbally

interpreted as very satisfied. It can be seen that employers are

very satisfied on the performance of the CDE-BEED graduates of

2015 which means that they successfully performed their job.

A study of Aquino et.al entitled “Employers’ Feedbacks on

the Performance of Teacher Education Graduates”, states that

employers’ feedback can generate evidence on the quality of

graduates, their capabilities and performance in the school and

is usually reported as the employers’ level of satisfaction of

the graduates. Further, it can provide information on

proficiencies and qualities they considered very important and

useful in the work place. The level of satisfaction as a form of

employers’ feedback on the graduates is as important as their

assessment of the usefulness of the proficiencies needed in the

work place.

This explains that in this study, the satisfaction level of

the employers of the CDE-BEED graduates of 2015 can be used to

conclude what kind of teacher education graduates are being

produced in the institution of CBSUA in assessing their skills

and attributes in the school setting as teachers. This provides

and updates the institution to the impact of instigating their

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curriculum in training the teacher education students. The

results of the feedback can give the institution the basis for

improvement based from the needs of the employers especially in

the newly implemented K-12 curriculum in the Philippine

education system.

The Relationship of the Performance Level of CDE-BEED graduates

of 2015 to the Satisfaction Level of their employers

It is important to determine the correlation between the

performance of CDE-BEED graduates of 2015 and the satisfaction

level of their employers to test the significant relationship.

Table 3. Relationship Between the Performance level (X) of

Bachelor of Elementary Education Graduates of 2015 and the
Satisfaction level (Y) of their employers.

RESPONDENTS X Y
A 3.85 4.78
B 4.13 4.10
C 4.58 4.50
D 4.44 4.63
E 4.89 4.89
F 4.06 4.64
G 3.77 3.88
H 4.91 4.90
I 4.54 4.35
J 4.40 4.49
K 3.78 4.19
L 4.63 4.82
M 4.80 5.00
N 3.64 3.63
O 4.76 4.80

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 P 4.50 4.47
Q 3.94 4.65
R 4.00 4.00
S 3.78 4.13
T 4.31 4.28
U 3.91 3.83
V 4.02 4.53
W 4.60 4.43

GRAND MEAN: 4.27 4.43

Table 3 shows the test of relationship between the

performance level of CDE-BEED graduates of 2015 employed in the

teaching profession in Camarines Sur and satisfaction level of

the employers to the performance of CDE-BEED graduates of 2015.

Out of 136 BEED graduates, 55 of them are currently employed in

teaching profession in Camarines Sur but there are only 23

employers of the CDE-BEED graduates of 2015 have responded

positively in this study. These 23 respondents are labelled as

A-W, the weighted performance level of CDE-BEED graduates of

2015 was labelled as X variable, and the Y variable represents

the weighted satisfaction level rated by their employers

accordingly. It was also presented on the table the grand mean

of the performance level and satisfaction level of the graduates

and employers respectively.

After computing the grand mean of performance and

satisfaction level of the graduates, the researchers used

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Pearson correlation to determine if the performance level

affects the satisfaction level of the employers to the

performance of the graduates.

The result on the relationship between the performance

levels of Bachelor of Elementary Education graduates of 2015 and

the satisfaction level of their employers is given by r = 0.72

and is interpreted as high positive relationship. It means that

there is a high positive relationship between X (performance

level of the CDE-BEED graduates of 2015) and Y (satisfaction

level of the employers of CDE-BEED graduates of 2015).

Based on table 1, the performance of CDE-BEED graduates of

2015 is outstanding. It implies that the respondents are well-

trained, mentally alert, perform their duties and obligations,

submit any paper works and requirements on time, demonstrate a

good techniques and strategies in teaching, and use varied

teaching strategies and methodologies which boost the confidence

and improve the skills and performances of the CDE-BEED

graduates of 2015. As a result, the performance of the CDE-BEED

graduates of 2015 positively affects the satisfaction level of

their employers.

The respondents gain the satisfaction, trust, and

confidence of their employers because of their outstanding

performances on their jobs and that could be the reasons why the

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employers are very satisfied on the overall performance of the

CDE-BEED graduates of 2015.

To test the correlation, t-test was used to either accept

or to reject the Ho (Null Hypothesis). The computed is

greater than the tabular value of , therefore, the

researchers rejected the Ho. Hence, it clearly shows that there

is a significant relationship between the performance level of

the Bachelor of Elementary Education graduates of 2015 as

employees to the satisfaction level of the employers.

The Recommendations from the Employers to Further Improve the

Performance of the CDE-BEED Graduates of 2015

Recommendations are the employers’ suggestions to further

improve the performance of the graduates. In table 4, the

identified suggested skills that are needed to be developed are

presented. These are the following: communication skills,

understanding of K-12 Curriculum, classroom management,

professional relationship with the students, used of varied

teaching strategies, and methods, improve skills through

trainings and seminars, preparation of lesson plan, pedagogical

and professional attributes, making or conducting action

research, questioning skills using higher order thinking skills

and being optimistic in accepting change in all aspects.

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Table 4. Identified Suggested Skills of CDE-BEED Graduates of
2015 that are needed to be improved and developed.

Identified Suggested Skills that are Frequency

needed to be developed of the CDE-
BEED graduates of 2015
Being optimistic in accepting change 2
in all aspects
Classroom Management 2
Communication Skills 2
Improve skills through training and 2
seminars
Making/Conducting action research 1
Pedagogical and Professional 2
Attributes
Preparation of Lesson Plan 1
Professional relationship with 1
students
Questioning Skills using HOTS 3
Understanding of K-12 Curriculum 4
Varied teaching strategies and 3
methods

Based from the table 4, most of the employers suggested the

graduates to understand the K-12 curriculum, it implies that

they believe the graduates as their employees may enhance and

improve their understanding on the K-12 curriculum to provide

additional input on content since the approach in our education

nowadays is the spiral progression. Conducting trainings and

seminars regarding K-12 curriculum such as intervention on

professionalism, integrative approach in teaching, updated

lesson plan and other paper issued by DepEd, and new techniques

and strategies for teaching that are aligned will surely help

the graduates to gain more knowledge as well as skills to be

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used in effective teaching in our enhanced basic education

curriculum.

Table 5. Identified Suggested Personal & Work Related Areas to

be Developed by the CDE-BEED Graduates of 2015.

Identified suggested personal & Frequency

work related areas to be
developed
Consider learners as first 2
priority
Delivery of the lesson 2
Develop self-esteem and 5
confidence
Inter-personal relationship 2
with co-teachers
Leadership Skills 2
Participation for seminars, 1
trainings, workshops, and
conferences
Perform duties and functions 1
religiously
Speak clearly own ideas in 2
English
Submit on scheduled time of any 2
reports, requirements, and
paper works
Uses indigenous materials in 3
making IMs
Wearing of Proper Uniform 1

In table 5, the identified suggested personal & work

related areas to be developed are presented. These are the

following: wearing of proper uniform, leadership skills,

delivery of the lesson, consider learners as first priority,

participation for seminars, trainings, workshops, and

conferences, perform duties and functions religiously, inter-

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personal relationship with co-teachers, develop self-esteem and

confidence, submit on scheduled time of any reports,

requirements, and paper works, speak clearly own ideas in

English and uses indigenous materials in making IMs.

Most of the employers suggested the graduates to develop

their self-esteem and confidence, it implies that they need to

enhance the self-esteem and the confidence of CDE-BEED graduates

of 2015. The employers suggest the graduates to attend seminars,

workshops, conferences, and leadership trainings to improve

their skills and confidence in teaching, learn how to interact

with their students and colleagues and improve their

communication skills.

As explained in an article of Allen Communication Learning

Services (2017) which is entitled “What is Employee Training &

Development?”, it was emphasized that employee training and

development is a broad term covering multiple kinds of employee

learning. It is defined that training is a program that helps

employees learn specific knowledge or skills to improve

performance in their current roles.

In view thereof, these recommendations of the employers

will serve as bases of the College of Development Education

catalyst of change in the programs being offered to ensure

excellent performance of the CDE-BEED graduates, and as well as

to all the graduates.

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 CONCLUSIONS:
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RECOMMENDATIONS:
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REFERENCE
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Baraceros,___________________________________________________________________________________
Esther L. Practical Research 2, First Edition 2016, Rex Book Store, 856 Nicanor,
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Sr. St., Manila, Philippines

https://www.slideshare.net/mjlobetos/lesson-26-presenting-and-interpreting-data-in-
tabular-and-graphical-froms

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 REFERENCE

Aguilar, Ramel M., et.al. Employer’s Feedback on CDE-BEED Graduates of 2015, Central Bicol
State University of Agriculture, Pili, Camarines Sur

Baraceros, Esther L. Practical Research 2, First Edition 2016, Rex Book Store, 856 Nicanor,
Sr. St., Manila, Philippines

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