Republic of the Philippines

University of Eastern Philippines

University Town, Northern Samar
Web: http://uep.edu.ph; Email: [email protected]

COLLEGE OF EDUCATION
UEP LABORATORY HIGH SCHOOL

GRADE: 10 SEMESTER: THIRD QUARTER

SUBJECT TITLE: RESEARCH NO. OF HOURS/SEM.:

Common Subject Description: This course develops critical thinking and problem-solving skills through
qualitative research.

MODULE 6

IN

INQUIRIES, INVESTIGATION AND IMMERSION

(Practical Research 2)
UNIT 7

Prepared by: Mr. Andy E. Arcilla, LPT, MAE

 UNIT 5: Writing Chapter 4: Presentation, Analysis and Interpretation of Data

Lesson
Describing Intervention
1
A classic experimental design contains three key features: the independent and
dependent variables, experimental and control groups, and pre-testing and post-testing
(DeCarlo, 2018).

In an experimental research, the researcher manipulates the Independent Variable

(IV) and measure its effect on the Dependent Variable (DV). This IV is also known as the
treatment or intervention, the variable you are studying. These interventions vary
depending on the field of study. In the field of education, it can be a teaching strategy; in
psychology, it can be a different form of counseling; in medicine, it can be the newly
formulated vaccine; in manufacturing, it can be a new process; in business, it can be a
marketing strategy; and in agriculture, it can be a new type of seedlings to grow.

The effect of these interventions can be tested by comparing two groups: the
experimental group, also known as the treatment group, which is exposed to the intervention
and the group that was not exposed to the intervention, the control group.

There are also cases that the researcher adds another group called the comparison
group. This group will not receive the intervention that is being studied, instead they will be
exposed to what is the current practice in the field.

Example:
A teacher would like to know the effect of a new teaching strategy she devised.
She then randomly divided her students into three groups. On the experimental group,
she applied her new teaching strategy and gave them a test after the discussion. With
the comparison group, she discussed the lesson the traditional way and gave them a
test afterwards. While for the control group, she did not discuss the lesson and just
gave them the test.

In this set up, the researcher will gain a broader perspective regarding the effect of
the intervention. But adding a third group means you will need more participants for
your study, this might incur additional operation costs and a longer period to conduct
your study.
 To measure the effect of these interventions, a pre-test and post-test is
conducted. As the term implies, pre-test is given prior the exposure of the
experimental group to the intervention, while post-test is given after the intervention.

Here is the list of the different types of experimental design (AllPsych Online,
2014):

Pre-Experimental Research Designs

Pre-Experimental Design includes the basic steps in experimental
research except it does not have an equivalent control group to compare the
results with.

One Shot Case Study

X𝑂2

One Group Pre-test Post-test Study

𝑂1X𝑂2

Static Group Comparison Study

X𝑂2
𝑂2

Key:
X = intervention
𝑂1 = pre-test 𝑂2 = post-test

Figure 1. Pre-experimental Research Designs

Quasi-Experimental Research Designs

The difference between pre-experimental and quasi-experimental designs is that

Quasi-Experimental Design has a non-equivalent control group to compare with, but it
still does not have the randomization of participants.
 Pre-test Post-test Non-Equivalent Groups
𝑂1X𝑂2
𝑂1X𝑂2

Time-Series Designs
𝑂1𝑂1X𝑂2𝑂2

Non-Equivalent Before-After Design

𝑂1 𝑂1 X 𝑂2 𝑂2
𝑂1 𝑂1 X 𝑂2 𝑂2

Key:
X = intervention
𝑂1 = pre-test 𝑂2 = post-test

Figure 2. Quasi-Experimental Research Designs

True Experimental Research Designs

Unlike the first two experimental designs, True Experimental Design employs
equivalent control group to compare the results of the study with, and participants are
randomly assigned to each group.

Post-test Equivalent Groups

𝑅X𝑂2
𝑅X𝑂2

Pre-test Post-test Equivalent Groups

𝑅𝑂1X𝑂2
𝑅𝑂1X𝑂2

Solomon Four-Group Design

𝑅 𝑂1 X 𝑂2
𝑅 𝑂1 𝑂2
𝑅 X 𝑂2
𝑅 𝑂2

Key:
R = randomization 𝑂1 = pre-test X = intervention𝑂2 = post-test

Figure 3. True Experimental Research Designs

 The control group is often called the placebo group in health research. For
example, a researcher wants to know if the effects of caffeine on heart rate 15 minutes
after drinking coffee (Rutberg & Bouikidis, 2018). In this experimental set-up, the
experimental group will drink a caffeinated coffee while the placebo group will drink a
decaffeinated coffee, while their heart rates will be measured before drinking the coffee
and 15 minutes after drinking the coffee.

A placebo is a simulated treatment that do not contain the active ingredients

that the experimental group is receiving, and the placebo effect is the positive effect of
such intervention (Price et al., 2015). In other words, they are not really receiving any
kinds of treatments.

These positive effects can be attributed to the thinking of the placebo group that
they will get better. The placebo effect reduces their anxiety, stress, and depression
and can change their perception and even improve the functioning of their immune
system (Price et al., 2008, as cited in Price et al., 2015).

Describing the Research Intervention

According to Brown (2015), there are four characteristics of a sound quantitative

research: reliability, validity, replicability, and generalizability.

Reliability is the degree to which the result or research measurements or

observations are consistent. Validity, on the other hand, is the degree to which a study’s
measurement and observations represent what they are supposed to characterize. While
replicability is the degree to which the research supplies sufficient information for the
reader to verify the results by replicating or repeating the study. Lastly, generalizability
is the degree to which the study is meaningful beyond the sample in a study to the
population that it represents.

To apply these characteristics in your experimental research, you need to do the

following steps in describing your intervention (Bevans, 2020):

Describe how widely and finely the independent variable may vary
You can describe how wide the variation of your independent variable by
establishing how mild or extreme their exposure to the intervention.

For example, in psychology, will the participants be exposed to counselling

only once or will this be a series of sessions before measuring the results? In
manufacturing, will the performance of the new machine be measured within a
single shift, a 24-hour shift, or for the whole week? And in science research, will
the product be exposed to extreme heat or pressure or just a little over the
standard values?
 While describing how fine the variation of your independent variable
means identifying the level of measurement you will use, is it categorical or
quantitative variable.

For example, in education, will you just measure the academic

performance of the students by just pass or fail, or With Highest Honors, With
High Honors, With Honors, Non-Honors, or by their General Weighted Average?

Describe how you assign the participants to groups

There are two main considerations in assigning the subjects or

participants into groups:

1. A completely randomized design vs a randomized block design

2. An independent measure design vs a repeated measure design

A completely randomized design gives every subject an equal

chance to be assigned to the experimental group or control group. If there
are only two groups, it can be done through the flip coin method but there
is a chance that the number of participants for each group is unequal. To
solve this, you may use a random generator software instead.

With a randomized block design, first, the researcher groups the

participants that shares the same characteristics together, such as
gender, age group, and socioeconomic status, and then randomly assigns
them into either experimental or control group. In that way, each group
will have an equivalent type of participants.

An independent measure design only exposes each group to one

level of the intervention and measure their responses. While with repeated
measure design, each group will be exposed to every level of the
intervention consecutively, and their response will be measured for each
intervention.
 But a disadvantage of repeated measure design is the carryover effects
(Price et al., 2015). One type of carryover effects is the practice effect. It is
where the participants get better at the task in later conditions because
they got the chance to practice it. When the participants get tired or bored,
their ability to carry out the task worsen and that is the fatigue effect. The
last one is the context effect; this happens when the participants change
how they perform the task based on how they think they are being
observed. To prevent these carryover effects, counterbalancing is
necessary. It means exposing different participants to different order of
interventions.

Describe how you control for confounding variables

In a research that seeks causal relationship between the independent and

dependent variable, a third variable unmeasured variable is present that
influences the presumed cause and presumed effect and that is the
confounding variable (Thomas, 2020).

It is important to account all confounding variables of your study because

if you fail to do so, your results may become invalid. It is possible that the cause-
effect relationship you found was not between the independent and dependent
variables but might be influenced by the confounding variable instead.

There are several ways to reduce the impact of confounding variables:

restriction, matching, statistical control, and randomization method.

First, the restriction method restricts your study to only include

participants with the same values of confounding factors to minimize its effect,
but this might greatly decrease your sample size.

The matching method is done by assigning a match of the participants

from the experimental group to the control group with the same values of
confounding factors. This will allow the researcher to include more participants,
but it is also difficult to implement because you need pairs of participants with
the same values of confounding factors.

Another method is through statistical control, that is when you set the
confounding variables in the regression model as variables. In that way, the
researcher will be able to isolate the impact of confounding variables with the
intervention.

Lastly, randomization method can be used when you have a large sample
size. By randomly assigning the participants to the experimental and control
group, they will have the same average values of confounding factors including
those that were not identified.
 Describe how you adhere to research ethics

Ethical considerations apply to all health research particularly those that

involves human and animals. The Informed Consent Form must be developed
and attached to the research proposal before submitting to the Ethics
Committee for approval (Al-Riyami, 2008). This indicates why the study is being
done and why the participant was requested to participate. It should also
discuss the benefits that the participant or others may gain from the study and
the process that the participant will get through so that they will have an idea
on what to expect. It must also explain the possible risk that the participant may
be subject with and how will this be addressed. More importantly, the
participant must be aware that they can withdraw from the study any time they
wanted to and the confidentiality of their information.

Here is the abstract of the study conducted by Chirico et al. (2017) entitled,
“Effectiveness of Immersive Videos in Inducing Awe: An Experimental Study”:

Awe, a complex emotion composed by the appraisal components of

vastness and need for accommodation, is a profound and often meaningful
experience. Despite its importance, psychologists have only recently begun
empirical study of awe. At the experimental level, a main issue concerns
how to elicit high intensity awe experiences in the lab. To address this issue,
Virtual Reality (VR) has been proposed as a potential solution. Here, we
considered the highest realistic form of VR: immersive videos. 42
participants watched at immersive and normal 2D videos displaying an
awe or a neutral content. After the experience, they rated their level of awe
and sense of presence. Participants’ psychophysiological responses (BVP,
SC, sEMG) were recorded during the whole video exposure. We
hypothesized that the immersive video condition would increase the
intensity of awe experienced compared to 2D screen videos. Results
indicated that immersive videos significantly enhanced the self-reported
intensity of awe as well as the sense of presence. Immersive videos
displaying an awe content also led to higher parasympathetic activation.
These findings indicate the advantages of using VR in the experimental
study of awe, with methodological implications for the study of other
emotions.
 Now, let us identify the important details of this experimental research by
answering this table designed by Luzano (2020):

Title of the Research Effectiveness of Immersive Videos in Inducing Awe:

Study An Experimental Study

Research Intervention Using of immersive videos in inducing awe

All 42 participants were shown both the immersive

video and 2D videos, and the awe and neutral
Procedure done with the content. Participants psychophysiological responses
Experimental Group was recorded while they are watching the video. After
watching the video, the participants rated their level
of awe and sense of presence.
Procedure done with the
There was no control group.
Control Group
 Lesson Planning the Data Collection
2 Procedure

According to Pritha Bhandari in her article in scribber.com “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.” When we say systematic, the first thing that comes to mind is that, it involves
methodical procedure that came from a thorough process of choosing the best
alternative. Systematic means there is a specific and precise procedure for every task.
The data that we collected will then give the researchers the much-needed information
in its rawest form.

Meanwhile, in the article of John Dudovskiy for the British Research

Methodology, “Data collection is a process of collecting information from all the
relevant sources to find answers to the research problem, test the hypothesis and
evaluate the outcomes. The main objective of collecting the data is to answer the
research question(s), to prove something about the variables, and evaluating the
results.

Furthermore, Dudovskiy stated that data collection methods can be divided into
two categories secondary data collection method and primary data collection method.

SECONDARY DATA COLLECTION METHODS - Secondary data comes from secondary

sources of which the data is already published in books, newspapers, magazines,
journals, online portals and other printed or digital materials. There are a lot of
information that you can use from these sources may it be in the field of business,
engineering, medicine, education, social sciences or technical-vocational. The
researcher must then be keen towards the selection of secondary data that they will use
in their study. The researcher must consider the secondary data to be used in their
research because it will affect the research validity and reliability. The researcher might
include the date of publication, credential of the author, reliability of the source, quality
of discussions, depth of analyses, the extent of contribution of the text to the
development of the research area as some of the criteria in choosing secondary data.

PRIMARY DATA COLLECTION METHODS – can be subdivided into qualitative and

quantitative data collection methods.

QUALITATIVE DATA COLLECTION METHODS – It is associated with non-

quantifiable factors such as emptions, words, sounds and colors and anything that do
not involve numbers and computations. In the same article by Dudovskiy he states that
“Qualitative studies aim to ensure greater level of depth of understanding”. The
examples of qualitative data collection methods include interviews, questionnaires
with open-ended questions, focus groups, observation, game or role-playing, case
studies among others. The most frequently used qualitative data collection models are
open- ended questions, 1-on-1 Interview and focus groups.

Open-Ended Questions- The respondents have more freedom and flexibility to answer
the questions as compared to close-ended questions. When creating open-ended
questions you have to consider the length of your survey and the complexity of the
questions. To further illustrate the difference between the two, Nemanja Jovancic
provided an illustration in her article.

Figure 1 retrieved from the article 5 collection methods for obtaining quantitative and
qualitative data by Nemanja Jovancic https://www.leadquizzes.com/blog/data-
collection-methods/

1-on-1 Interview- Is one of the most common qualitative research data collection
method. The interviewer directly collects the data from the interviewee while the
interview is being done. This approach is perfect when you want to get highly personal
information and annotation for your research. The interview can be formal, informal,
unstructured, spontaneous or conversational and it depends on your needs.

Focus Groups- It is also an interview method but instead of interviewing a single person
you will be having a group discussion. Jovancic states that the ideal size of the focus
group is from 3-10 with an additional moderator. The members of the focus group must
have a common denominator that is the reason you put them into that particular focus
group for you to get that much needed data. For example, you are studying teenage
pregnancy, all the members of the focus group must be teenagers that experience
pregnancy at a young age. If you want to include in your research the point of view of a
male, you might include the partners of the teenage mothers otherwise your focus
group must be an all-female ensemble.

QUANTITATIVE DATA COLLECTION METHODS – It is associated with the

different forms and variations of mathematical calculations. The most frequently used
quantitative data collection methods are observation, experiments and Survey
questionnaires with closed-ended questions.

Observation – It is described as the gathering of information using the senses, wherein

the data collector observes and records all attributes related to the variables. The
observation may be done directly or indirectly with the use of accepted gadgets and
apparatus. All changes about his subject will be carefully measured while it is on their
natural or controlled environment. It is recommended that the observer must have a
checklist to help in the proper recording of data.

Experiment – It is used particularly in experimental and quasi-experimental research

designs wherein the effects of such a treatment or intervention will be measured after
the chosen subjects, participants, or respondents undergo the treatment or
intervention.

Closed-ended survey questionnaire - It is based on questions that offers the

respondents a pre-determined answer options to choose from, with the aim to simplify
and quantify the behavior and attitude of the respondents. Closed-ended survey
questionnaire can be subdivided into categorical questions and to interval/ratio
questions.

Categorical Questions - These are questions wherein the responses are

categorized hence the name. It can be further classified into dichotomous (‘yes/no’),
multiple-choice questions, or checkbox questions and can be answered with a simple
“yes” or “no” or a specific piece of predefined information.

Interval/ratio questions- These are survey questions that can consist of rating-
scale, the most common of which is Likert-scale a scalar rating that quantifies the
different degree of negation and position of a category, or matrix questions and involve
a set of predefined values to choose from on a fixed scale.

Closed-ended survey questionnaire can also be categorized on the manner or

platform of which the questionnaire is administered. These are the following:

Paper-pencil-questionnaire –printed questionnaires are sent or personally delivered to

respondents. This type will be limited because of the pandemic wherein health
protocols have been set-up and paper-less transactions and communication is
encouraged.
Web based questionnaires – the questionnaires are sent and retrieved electronically.
This would become more popular these days of the Pandemic because it limits the
physical contacts between researchers and respondents.

Quantitative methods are much cheaper to use they can be applied and replicated
for a shorter period as compared to qualitative methods. In addition, because of the high
level of standardization of quantitative methods the findings are much easier to be put
in comparison and evaluation. To summarize the differences between Qualitative and
Quantitative methods of collecting data the following table is presented.

Table 1. Main Differences of Qualitative and Quantitative data collection and research
methods retrieved from https://research-methodology.net/research-
methods/quantitative-research/
Quantitative Qualitative

Requirement Question Hypothesis Interest

Method Control and Curiosity and reflexivity
randomization
Data Response Viewpoint
collection
Outcome Dependent variable Accounts
Ideal Data Numerical Textual
Sample Large (power) Small (saturation)
size
Context Eliminated Highlighted
Analysis Rejection on null Synthesis

Main differences between quantitative and qualitative methods

It is very important to ensure the accuracy and appropriateness of data collection.

Accurate data collection is integral to maintaining the integrity of the research
regardless of the field of study. According to the Responsible Conduct of Research (RCR)
website at Northern Illinois University the following are the consequences from
improperly collected data:
 inability to answer research questions accurately
 inability to repeat and validate the study
 distorted findings resulting in wasted resources
 misleading other researchers to pursue fruitless avenues of investigation
 compromising decisions for public policy
 causing harm to human participants and animal subjects

In order to maintain the integrity of the data collection procedure, the researchers
must be careful and religious in following a pre-determined procedure in collecting data.
 In the article by Pritha Bhandari in scribbr.com, she identifies a step-by-step
guide to data collection.

STEP 1 DEFINE THE AIM OF YOUR RESEARCH- Before proceeding to data collection
or anything else, the first thing researchers must be clear with is to know the objectives
of the research. They can start by writing the statement of the problem and its specific
objectives.

Examples of Quantitative Research aims

ABM – You aim to assess if there is a significant difference in the perceptions of

consumers on delivery service providers across the socio-economic spectrum.

Arts and Design – You aim to establish and compare the level of self-efficacy of A&D
students in selected school in the Division of Malolos.

HUMSS – You aim to establish and compare the level of nationalism of SHS in public
and private schools.

Sports- You aim to establish the relationship between the length of training to the
winnability of student athletes.

STEM – You aim to establish what combination of soil and organic fertilizer from banana
peels will yield the largest and heaviest lettuce.

TVL – You aim to assess the relationship of the absences of TVL students to their NCII
Certification result.

STEP 2 CHOOSE YOUR DATA COLLECTION METHOD - base on the aims of your
research you can determine the data you want to collect. The data you want to collect
will determine the Data Collection Method appropriate for it. The table below will help
you decide the most appropriate Data Collection Method for your research.

Table 2. Data Collection Method from the article A step-by-step guide to data collection
by Pritha Bhandari retrieved from https://www.scribbr.com/methodology/data-
collection/
Method When to use How to collect data
Experiment To test a causal Manipulate variables
relationship. and measure their
effects on others.
Survey To understand the Distribute a list of
general characteristics or questions to a sample
 opinions of a group of online, in person or
people. over-the-phone.
Interview/focus group To gain an in-depth Verbally ask participants
understanding of open-ended questions in
perceptions or opinions individual interviews or
on a topic. focus group discussions.
Observation To understand something Measure or survey a
in its natural setting. sample without trying to
affect them.
Ethnography To study the culture of a Join and participate in a
community or community and record
organization first-hand. your observations and
reflections.
Archival research To understand current or Access manuscripts,
historical events, documents or records
conditions or practices. from libraries,
depositories or the
internet.
Secondary data To analyze data from Find existing datasets
collection populations that you that have already been
can’t access first-hand. collected, from sources
such as government
agencies or research
organizations.
STEP 3 PLAN YOUR DATA COLLECTION PROCEDURES – After deciding which
method is the most appropriate for your research you will then have to make the plan
on how to execute it. There are several concepts involve in planning the data collection
procedures.

1. OPERATIONALIZATION - it means that we must turn abstract conceptual ideas

into measurable information. We must turn conceptual definition of the variables
into an operational definition that we can measure.

Example of Operationalization:

ABM – You want to measure the perceptions of consumers on delivery service providers.
You can operationalize the conceptual concept by assessing the consumers rating their
perception using a 4-point scale based on the reliability, speed and price of delivery
service providers.

Arts and Design – You want to measure the level of self-efficacy of A&D students. You
can operationalize it by using a 4-point scale the students will do a self-assessment
rating on their knowledge, skills and artistry.
HUMSS – You want to measure the level of Nationality. You can operationalize it by
using a 4-point scale using the student's perception on their attitudes toward law,
censorship, and patriotism.

Sports- You want to measure the winnability of student athletes, you can
operationalize it by getting the percentage of their winnings over their total number of
games/competitions.

STEM – You want to identify which combination of soil and organic fertilizer from
banana peel will yield the largest and heaviest lettuce. You can operationalize it by
getting the mean of all the replicates for each of the combination.

TVL – You want to measure the degree of relationship between absences of TVL students
to the result of their NCII Certification. You can operationalize it by correlating the mean
absences of the students to the passing rate of the said TVL students to the NCII
Certification.

2. SAMPLING – The researchers must develop a sampling plan to systematically

obtain the data needed for the study. It involves defining the population and the
sample. The sampling method will help you determine how to choose the sample or
respondents of the study.

3. STANDARDIZING PROCEDURES- researches in the Senior High School are done by

multiple members. A detailed standardized procedure must be observed by all the
members when collecting data. This means the group must lay a specific step-by-
step instruction so that everyone in the group collects the data in accordance with
the instruction that will ensure the reliability of the data being collected.

4. CREATING A DATA MANAGEMENT PLAN- You must decide on how to organize

and store the data even before you start collecting it.
a. You must protect the anonymity of your respondents to prevent the leakage of
sensitive information protected by Data Privacy Law.
b. Transcribe data from paper and pencil questionnaire or web-based questionnaire
in a systematic manner to minimize distortion.
c. Organize the data and regularly back-up files to prevent loss of data.

STEP 4 COLLECT DATA - This is the stage wherein the Plan is implemented. The
researcher will observe, measure and collect the data of the variable they are interested
in using their chosen method.
PLEASE ANSWER!
I. Give one significant learning for each subtopic discussed in the lesson.
You may use a separate sheet of paper for your answers.

A. Different Types of Experimental Research Designs

B. Experimental, Control, and Comparison Groups

C. Describing the Research Intervention

II. Discuss what is being asked on the following:

1. Discuss the procedures in data collection.

2. In your own words discuss when to use primary data collection methods.
3. In your own words, discuss when to use secondary data collection methods.

4. Why it is important to plan the data collection procedure?

5. In this time of the New Normal in Education brought about by the pandemic caused
by COVID-19, what is the most appropriate method of collecting data? Explain your
answer.

PERFROMANCE TASK (INDIVIDUAL)

Search for two (2) published research from scholarly websites and fill-out this
table of the important details regarding their study. Otherwise, think of one (1) possible
experimental study and fill-out the table for its important details. You may use a
separate sheet of paper for your answers.
 Research 1

Title of the Research

Study

Research Intervention

Procedure done with the

Experimental Group

Procedure done with the

Control Group

Research 2

Title of the Research

Study

Research Intervention

Procedure done with the

Experimental Group

Procedure done with the

Control Group

PERFORMANCE TASK (GROUP)

Prepare the draft of the following parts of your research paper:
1. Research Design
2. Respondents
3. Research Instrument
4. Research Intervention
5. Data Collection Procedure
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