Mathematics

Fourth Quarter
Module 2: Statistical
Mini-Research

1
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2
 Mathematics
Fourth Quarter
Module 2: Statistical
Mini-Research

3
 INTRODUCTION

This module is written in support of the K to 12 Basic Education

Program to ensure attainment of standards expected of you as a learner.

This aims to equip you with essential knowledge on Formulating

Statistical Mini-Research.

This includes the following activities/tasks:

 Expected Learning Outcome — This lays out the learning outcome

that you are expected to have accomplished at the end of the module.
 Pre-test — This determines your prior learning on the particular
lesson you are about to take.
 Discussion of the Lesson —This provides you with the important
knowledge, principles and attitude that will help you meet the
expected learning outcome.
 Learning Activities — These provide you with the application of the
knowledge and principles you have gained from the lesson and enable
you to further enhance your skills as you carry out prescribed tasks.
 Post-test/Assessment — This evaluates your overall understanding
about the module.

With the different activities provided in this module, may you find this
material engaging and challenging as it develops your critical thinking
skills.

4
 What I Need to Know

At the end of this lesson, you will be able to:

 formulate statistical mini - research.(M10SP - IV f- g-1)

What I Know

Directions: Answer the questions below. Choose only the letter of the
correct answer and write it in your assessment notebook.

1. What part of the mini-research is where you report the findings of

your study based upon the information gathered as a result of the
methodology (or methodologies) you applied?
a) Results
b) Qualitative research methodology
c) Research methodology
d) Quantitative research methodology

2. What is the last page of an essay or research paper that's been written
in APA style.It lists all the sources you've used in your project, so
readers can easily find what you've cited.
a) References page
b) Qualitative research methodology
c) Research methodology
d) Quantitative research methodology

3. What is the data based on your findings?

a) Conclusion
b) research methodology
c) introduction
d) Quantitative research methodology

4. What is the specific procedure or technique used to identify, select,

process and analyze information about a topic?
a) conclusion
b) introduction
c) reference page
d) research methodology
5
5. What is the systematic investigation and study of materials and
sources to establish facts and reach new conclusions?
a) research
b) casual research
c) practical research
d) relational research

6. What part of the mini- research briefly describes the nature of the
problem or statement of the problem?
a) title
b) conclusion
c) introduction
d) literature review

7. What is the data most presented in systematic and organized manner

to make reading and interpretation?
a) table
b) methodology
c) Qualitative methodology
d) Quantitative methodology

8. What is collecting and analyzing non- numerical data (e.g., text, video,
or audio) to understand concepts, opinions, or experiences?
a) Practical methodology
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

9. What is the objective measurements and involves collecting and

analyzing the statistical, mathematical, or numerical analysis of data
collected through polls, questionnaires, and surveys, or by
manipulating pre - existing statistical data using computational
techniques.
a) Practical methodology
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

10. How to find the range of the given set of data?

a)
b)
c)
d)

6
 11. What is the lower class boundary of the next higher class?
a) Class size
b) Class interval
c) Class Mark
d) Upper class boundary

12. What distribution gives more information about the gathered

data?
a) Frequency distribution
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

What’s In

Activity: Guess Where I Am!

The following is a distribution for the number of employees in 45 companies

belonging to a certain industry.
Number of Number of Lower Less than
Employees Companies Boundaries Cumulative
(f) (LB) Frequency
(<cf)
11 40.5 45
6 35.5 34
9 30.5 28
7 25.5 19
8 20.5 12
4 15.5 4
Calculate the:
1) second quartile ( ;
2) 80th percentile ( 8 ; and
3) 6th decile ( 6 of the number of employees given the number of
companies.

7
 What`s New

https://www.unicef-irc.org/article/2029-5-questions-on-
the-impact-of-pandemics-and-epidemics-on-child-protection.html
Questions:
1. What can you say about the picture?
2. What is it all about?
3. What is research?
4. Have you ever done a research?
5. Why is research important?
6. What makes people undertake research?

8
 What Is It

 Research is a systematic investigation and study of materials and

sources to establish facts and reach new conclusions. It is an act of
studying something carefully and extensively in order to attain deep
knowledge. When done on a larger scale, research contributes to the
welfare of humanity. It can be creative, exploring or just reassuring in
nature.

 Why Research Is Necessary and Valuable in Our Daily Lives

1. It's a tool for building knowledge and facilitating learning.
2. It's a means to understand issues and increase public awareness.
3. It helps us succeed in business.
4. It allows us to disprove lies and support truths.
5. It is a means to find, gauge, and seize opportunities.
6. It promotes a love of and confidence in reading, writing, analyzing,
and sharing valuable information.
7. It provides nourishment and exercise for the mind.

 Parts of Mini Research

1. Title
 The title of the research is the problem or inquiry in capsule
form. Great care must be taken in the formulation of the
research title. It must clearly reflect the topic of investigation.
And it must be original, clear, concise or specific.

2. Introduction
 The introduction briefly describes the nature of the problem or
statement of the problem. The researcher also explains what
lead him/her to study and prove into the question and why it
is an important question to investigate.

3. Literature Review
 The literature review is an important aspect in doing a
research. With a wide range of materials to choose from, the
researcher needs to select materials relevant to the study.

4. Research Methodology
 Research methodology is the specific procedures or
techniques used to identify, select, process, and analyze
information about a topic. In a research paper,
the methodology section allows the reader to critically evaluate
a study's overall validity and reliability.

9
 o Quantitative methods emphasize objective measurements
and involves collecting and analyzing the statistical,
mathematical, or numerical analysis of data collected
through polls, questionnaires, and surveys, or by
manipulating pre-existing statistical data using
computational techniques.
o Qualitative research methodology involves collecting and
analyzing non – numerical data (e.g., text, video, or audio)
to understand concepts, opinions, or experiences.

5. Data Analysis
 Research in data analysis: According to LeCompte and
Schensul, research data analysis is a process used by
researchers for reducing data to a story and interpreting it to
derive insights. The data analysis process helps in reducing a
large chunk of data into smaller fragments, which makes
sense.

6. Results
 The results section of the research paper is where you report
the findings of your study based upon the information
gathered as a result of the methodology [or methodologies] you
applied. The results section should simply state the findings,
without bias or interpretation, and arranged in a logical
sequence. Summarize how each of the sources
presents and deals with the subject. Explain how each source
presents and deals with its findings or results. Explain the
relevancy of each source to your research question. State what
you learned from each of your sources.

7. Conclusion
 A conclusion is typically used for giving a clear summary of
the main points of your topic and thesis. ... Common types
of research papers that call for this kind of conclusion include
persuasive essays, problem and solution research,
argumentative papers and scientific and historical topics.

8. Reference Page
 A references page is the last page of an essay or research
paper that's been written in APA style. It lists all the sources
you've used in your project, so readers can easily find what
you've cited.

Note: Some parts of mini-research above maybe omitted in

formulating the statistical mini-research or may be simplified.

10
  Statistics is the branch of mathematics concerned with the
techniques by which information is collected, organized, analyzed
and interpreted.

 Population are used in statistics,refers to a set of people, objects,

measurements or happenings that belong to a defined group.
 Example taken from a population:
1. a senior high with a part - time job in a school
2. scores in math on a teacher - made test
3. 500 people in a city who watch a soap opera on TV
4. cooking oil preferred by 200 housewives in Manila
5. the number of absences made by male students in a school

 Sample is any subset of elements drawn by some appropriate

method from a defined population. Samples are used in statistical
testing when population sizes are too large for the test to include all
possible members or observations.

 Random Sampling is method by which every element of a

population has a chance of being included in a sample. The
elements that compose the sample are taken without purpose. The
more elements in the sample, the better the chances of getting a
true picture of the whole population.
 Types of Sampling
o In a simple random sample, every member of the population
has an equal chance of being selected
o Systematic sampling is similar to simple random sampling,
but it is usually slightly easier to conduct.
o Stratified sampling involves dividing the population into
subpopulations that may differ in important ways. To use
this sampling method, you divide the population into
subgroups (called strata) based on the relevant
characteristic (e.g. gender, age range, income bracket, job
role).
o Cluster sampling also involves dividing the population into
subgroups, but each subgroup should have similar
characteristics to the whole sample . Instead of sampling
individuals from each subgroup, samples are randomly
selected from the entire subgroups.

 Slovin's Formula
 is used to calculate the sample size (n) given the population
size (N) and a margin of error (e).
 it's a random sampling technique formula to estimate
sampling size

11
  It is computed as .
( :
where:
n = no. of samples
N = total population
e = error margin or error tolerance (level)
 When to use slovin's formula?
If a sample is taken from a population, a formula must be
used to take into account confidence levels and margins of
error.
 In research methodology, for example N=1000 and e = 0.05
Formula:

( :

( :( ( 5

( ( ( )

samples from a population

 Data is a collection of information about a study under

investigation. It may be a number (quantitative), or a word
(qualitative).
 Any set of information or data collected for study and should
be organized and analyzed systematically for easier and faster
interpretation.

 STEPS IN CONSTRUCTING A GROUPED FREQUENCY

DISTRIBUTION

1. Determine the highest score H and the lowest score L. Get the
range (R ) which is the difference between the two scores
–
2. Estimate the class width or class size ( by dividing the range
by a number of groupings or classes. If the quotient is not
integer, round off the value to the nearest integer to obtain the
class width or class size. It is convenient if class size ( is an
odd number. (Note: The numbers 7 and 10 are usually chosen
so that the number of intervals will neither be too few nor too
many.)
12
3. Set up the class intervals. Start with either the lowest score or a
convenient value slightly less than the lowest score. Then add
the class width to the starting point to get the next interval. Do
this until the highest score is contained in the last interval.
4. Tally the corresponding number of scores in each interval. Then
summarize the results or sum up the tallies under the
frequency column.

o EXAMPLE: Construct a grouped frequency distribution for the

data in this table.
Table 1
35 29 26
33 34 44
37 38 40
48 36 26
41 42 43
32 36 36
15 39 35
40 34 36
Solution:
Steps:

1) H = 48, L = 15; hence the range is –

2) , which can be rounded off to 5 ( );
an odd numbered is convenient because the
midpoint of the interval is an integer.
3) Starting with 15 and with , the classes are:
, , , 30-34, , ,

4) Table 2 presents the grouped frequency distribution.

Table 2
Group Frequency Distribution Table of Students’
Scores on a Math Test
Class Tally Frequency Lower Cumulative
Inerval Boundary Frequency
(LB) < 𝑐𝑓
LL UL
L
l 1 44.5 24
lllll-l 6 39.5 23
lllll-llll 9 34.5 17
llll 4 29.5 8
lll 3 24.5 4
- 0 19.5 1
l 1 14.5 1

13
 The group frequency distribution gives more information about the
gathered data. For example, the greatest number of frequencies in
Table 2 is found in the fith interval (from the bottom) is 35-39.
o In a grouped frequency distribution, each interval is called a
class or a class interval. In table 2, there are 7 classes.
o For each class, the lower class limit (LL) is the lowest number
that can actually belong to the class. The upper class limit
(UL) is the highest number indicated in each class. For
example, the second class from the bottom, the lower class limit
is 20 and the upper class limit is 24.
o The class boundaries are the actual endpoints of the intervals.
It is one-half the sum of the upper limit of one class and lower
limit of the class that immediately comes after it. Thus for the
fourth interval (from the bottom in the table), the lower class
59
boundary is while the upper class boundary
69
is . The upper class boundary of a class
is the lower class boundary of the next higher class. Class
boundaries are useful in computing percentile ranks of a
frequency distribution.
o The class mark is the midpoint of each class. It is obtained by
adding the class limits and dividing the sum by 2. Thus, for the
third class ( ), the class mark is
Class marks are useful for computing the mean of a frequency
distribution.

 Guidelines in constructing a grouped data

1. Each item in the data set should fall into only one class.
2. Include all the classes even if a class has a zero frequency.
3. Select convenient numbers for class width for all classes.
4. Use the same class width for all classes.
5. Try to use between 5 to 20 classes.

14
 Example of Statistical Mini-Research
I. INTRODUCTION

The research is about Quiz #3 for the Fourth Quarter. It includes

the topics about Grouped Data of Quartile, Decile and Percentile.

II. PROBLEM

1. Performance of Grade 10 - St. John in Mathematics Quiz

#3 for the Fourth Quarter.

a.) How many students passed the Mathematics Quiz #3,

if the passing score belongs to the Third Quartile (𝑄3 ?
b.) What is the 4th decile ((𝐷4 of the class?
c.) What is 𝑃75 of the class?
d.) What is the Percentile Rank of each member of the
group in Mathematics Quiz #3?

III. Presentation and Discussion of Data

Table 1: Frequency and Discussion Table on the Performance of

Grade 10- St, John in Mathematics Quiz #3 for the Fourth Quarter
Class Tally f <cf Class Boundary
Interval
16-17 l 1 37
14-15 l 1 36
12-13 lllll 5 35
10-11 l 1 30
8-9 lllllllllll 11 29 𝑄3 𝑐𝑙𝑎𝑠𝑠
6-7 llllllllll 10 18 𝐷4 𝑐𝑙𝑎𝑠𝑠
4-5 lllllll 7 8
2-3 l 1 1
Discusion:
For table 1, we get the class interval (1st column), the tally (2nd
column), the frequency (3rd column), the cumulative frequency (4th
column) and class boundaries (last column). This table 1 show the
Performance of grade 10 St John that includes the scores of each
student in the class.

15
 Table 2: Shows the passing score belongs to the Third Quartile
(𝑄3 in Grade 10-St. John
Third No. of Lower Cumulative Frequenc Interva Third
Quartile Students Boundary Frequency y of the l Quartile
Class (N) (𝐿𝐵 Before Quartile (𝑄3 )
(<𝑓𝑏 ) Class (𝑓𝑄3 ) (i)

27.75 37 7.5 18 11 2 9.27

Computati ons:
3𝑁 3(37
𝑄3 class:
4 4 4
𝑁
𝑐𝑓𝑏
𝑄3 𝐿𝐵 𝑖
𝑓𝑄3

𝑁 (
𝐿𝐵
𝑐𝑓𝑏
𝑓𝑄3

16
 Table 3: Shows the score belongs to the Fourth Decile (𝐷4 in
Grade 10-St. John
Fourth No. of Lower Cumulative Frequency Interval Fourth
Decile Students Boundary Frequency of the Decile
Class (N) (LB) Before Decile (𝑖) (𝐷4 )
(<𝑓𝑏 ) Class
(𝑓𝐷4 )

14.8 37 5.5 8 10 2 6.86

Computations:
4𝑁 4(37 48
𝐷4 class:

𝑁
𝑐𝑓𝑏
𝐷4 𝐿𝐵 𝑖
𝑓𝐷4

(
𝑁
𝐿𝐵
𝑐𝑓𝑏
𝑓𝐷4

17
 Table 4: Shows the passing score belongs to the 75th Percentile
(𝑃75 in Grade 10-St. John

𝑃75 No. of Lower Cumulative Frequenc Interva 75th

Class Student Boundar Frequency y of the l Percentil
s y Before Percentile e
(N) (LB) (<𝑐𝑓𝑏 ) Class (i) (𝑃75)
(𝑓𝑃𝑘 )

27.75 37 7.5 18 11 2 9.27

Computations:

75𝑁 75(37 775

𝑃75 class:

𝑁
𝑐𝑓𝑏
𝑃75 𝐿𝐵 𝑖
𝑓𝑄3

Table 5: Shows the Percentile Rank of each member of the group

Name Score Percentile Rank
A. Eresmas, Adams 9 71%
B.
B. Sta. Maria, John 11 80%
Kevin G.
C. Bernardo, Jessica 7 42%
B.
D. Gonzaga, Rica 5 17%
Mae D.
E. Victoria, 12 84%
Catherine Anne B.
F. Vitto, Jerissa Mae 8 56%
R.

18
A. Computations for Percentile rank of Eresmas, Adams B. :

(𝑃 𝐿𝐵 𝑓𝑝 (
𝑃𝑃𝑅 𝑐𝑓𝑏
𝑁 𝑖
( 5
𝑃
𝐿𝐵 65

𝑓
(
< 𝑐𝑓𝑏
(
𝑛
𝑖
%

B. Computations for Percentile rank of Sta. Maria, John Kevin G.:

(𝑃 𝐿𝐵 𝑓𝑝 (
𝑃𝑃𝑅 𝑐𝑓𝑏
𝑁 𝑖
𝑃 5
𝐿𝐵
𝑓 (
< 𝑐𝑓𝑏 (
𝑛
𝑖 %

C. Computations for Percentile rank of Bernardo, Jessica B.:

(𝑃 𝐿𝐵 𝑓𝑝 (
𝑃𝑃𝑅 𝑐𝑓𝑏
𝑁 𝑖
( 5
𝑃
𝐿𝐵 5
𝑓
< 𝑐𝑓𝑏 (
𝑛
(

𝑖
%

19
D. Computations for Percentile rank of Gonzaga, Rica Mae D.:

(𝑃 𝐿𝐵 𝑓𝑝 (
𝑃𝑃𝑅 𝑐𝑓𝑏
𝑁 𝑖
( 5 7
𝑃
𝐿𝐵 5

𝑓
(
< 𝑐𝑓𝑏
(
𝑛
𝑖
%

E. Computations for Percentile rank of Victoria, Catherine Anne B.:

(𝑃 𝐿𝐵 𝑓𝑝 (
𝑃𝑃𝑅 𝑐𝑓𝑏
𝑁 𝑖
( 5 5
𝑃
𝐿𝐵 5

𝑓
(
< 𝑐𝑓𝑏
(
𝑛
𝑖
%

20
F. Computations for Percentile rank of Vitto, Jerissa Mae R.:

(𝑃 𝐿𝐵 𝑓𝑝 (
𝑃𝑃𝑅 𝑐𝑓𝑏
𝑁 𝑖
( 5
𝑃
𝐿𝐵 55
𝑓
< 𝑐𝑓𝑏 (

𝑛 (
𝑖

V. Data Analysis and Interpretation

A. 71% of the class is lower than 9 which is Adams’ score

B. 80% of the class is lower than 11 which is John
Kevin’s score
C. 42% of the class is lower than 7 which is Jessica’s
score
D. 17% of the class is lower than 5 which is Rica Mae’s
score
E. 84% of the class is lower than 12 which is Catherine
Anne’s score
F. 56% of the class is lower than 8 which is Jerissa Mae’s
score

VI. Conclusion and Recommendation

Based on the result, it was affirmed that the third quartile and 75th
percentile of the data fall at the same measures of position.

21
 What`s More

Directions: Copy and complete the table below in your notebook. Each
correct answer is 0.5 point.After completing the table, fill in the
blanks with the correct answers in step 1 and step 2.

Problem:
Mr. Mel Santiago is the sales manager of JERRY’S Bookstore. He has
40 sales staff members who visit college professors all over the
Philippines. Each Saturday morning, he requires his sales staff to
send him a report. This report includes, among other things, the
number of professors visited during the previous week. Listed below,
ordered from smallest to largest, are the number of professors visited
last week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
69 69 71 77 78 79 85

Group Frequency Distribution Table of College Professors

Visited By Sales Staff Members
Class Tally Frequency Lower Cumulative
Interval Boundary Frequency
(LB) < 𝑐𝑓
80-86
73-79
66-72
59-65
52-58
45-51
38-44
Step 1: 𝑎 –
𝑎 – ________
47
Step 2: ______, which can be rounded off to 7 (
7

Step 3: Starting with 38 and with w = 7, the classes are: ,

, , , 66-72, ,

22
 What I have Learned

I learned that:
 Research is a systematic investigation and study of
materials and sources to establish facts and reach new
conclusions. It is an act of studying something carefully
and extensively in order to attain deep knowledge.
 Research i s Necessary and val uabl e i n ou r dai l y
l i ves because:
1. It's a tool for building knowledge and facilitating
learning.
2. It's a means to understand issues and increase
public awareness.
3. It helps us succeed in business.
4. It allows us to disprove lies and support truths.
5. It is a means to find, gauge, and seize opportunities.
6. It promotes a love of and confidence in reading,
writing, analyzing, and sharing valuable information.
7. It provides nourishment and exercise for the mind.
 Parts of Mi ni Research are:
1) Title
2) Introduction
3) Literature review
4) Research methodology
5) Data analysis
6) Reults
7) Conclusion
8) Reference page
 Stati sti cs is the branch of mathematics concerned with
the techniques by which information is collected,
organized, analyzed and interpreted.
 Popul ati on are used in statistics,refers to a set of
people, objects, measurements or happenings that
belong to a defined group.
 Sample is any subset of elements drawn by some
appropriate method from a defined population.
Samples are used in statistical testing when population
sizes are too large for the test to include all possible
members or observations.
 Data is a collection of information of information about
a study under investigation. It may be a number
(quantitative), or a word (qualitative).

23
 Steps in constructing a grouped frequency
distribution are:
1) Determine the highest score H and the lowest
score L. Get the range d which is the difference
between the two scores d=H–L
2) Estimate the class width w by dividing the range
by a number of groupings or classes. If the
quotient is not integer, round off the value to the
nearest integer to obtain the class width. It is
convenient if w is an odd number. (Note: The
numbers 7 and 10 are chosen so that the number
of intervals will neither be too few nor too many.)
3) Set up the class intervals. Start with either the
lowest score or a convenient value slightly less
than the lowest score. Then add the class width to
the starting point to get the next interval. Do this
until the highest score is contained in the last
interval.
4) Tally the corresponding number of scores in each
interval. Then summarize the results or sum up
the tallies under the frequency column.

 Guidelines in constructing a grouped data

1. Each item in the data set should fall into only one
class.
2. Include all the classes even if a class has a zero
frequency.
3. Select convenient numbers for class width for all
classes.
4. Use the same class width for all classes.
5. Try to use between 5 to 20 classes.

24
 What I Can Do

Directions: Conduct a mini- research using the final grades of the whole
class in either of the following subjects: Mathematics, English,
Science in your section during your grade 9. Follow the format of the
mini-research provided in the example (What Is It). Write your output
(the mini-research) on intermediate pad papers.

 Apply the knowledge and skills you have learned in

measures of position by calculating following and show
your solutions.
1) Quartile 2 (Q2)
2) Decile 10 (D10)
3) Percentile 80 (P80)
 Find your percentile rank among your class.

Scoring Rubric in Assessing the Mini-Research Output

(Individual Task)
Criteria Proficient Approaching Developing Beginning
(5 points) Proficient (3 points) (2 point)
(4 points)
Integrati The paper The paper The paper The paper did
on of demonstrated demonstrated demonstrated not
Knowled that the that the that the demonstrate
ge student fully student, for the student, to a that the
understands most part, certain extent, student has
and has applied understands understands fully
concepts learned and has applied and has understood
in the course. concepts applied and applied
Concepts are learned in the concepts concepts
integrated into course. learned in the learned in the
the writer’s own Some of the course. course.
insights. conclusions,
The writer however, are
provides not supported
concluding in the body of
remarks that the paper.
show analysis
and synthesis of
ideas.
Topic The topic focused The topic is The topic is The topic is
Focus narrowly enough focused but too broad for not clearly
for the scope of lacks direction. the scope of defined.
this assignment. The paper is this
The research about a specific assignment.
study provides topic but the
25
 direction for writer has not
the paper, established a
either by position.
statement of a
position or
hypothesis.
Depth of In-depth In-depth The student The paper
Discussi discussion is discussion is has omitted lacks in-depth
on evident in all evident in most pertinent discussion as
sections of the sections of the content or evidenced by
paper paper content cursory
run-ons discussion
excessively. (with limited
supporting
points) in all
sections of the
paper.
Cohesive Ties together For the most Sometimes ties Does not the
ness Information from part, ties together together
all sources together information information
Paper flows from information from all Paper does
one issue to the from all sources sources not have a
next without the Paper flows Papers did not good flow and
need for with only some flow-disjointly appears to be
headings. disjointednes. is apparent. created from
Student's writing Student's Student’s disparate
demonstrates an writing writing does issues.
understanding of demonstrates not Headings are
the relationship an demonstrate necessary to
among materials understanding an link concepts.
obtained from all of the understanding Writing does
sources. relationship of the not
among relationship demonstrate
materials among understandin
obtained from materials g
all sources. obtained from of any
all sources. relationships.
Spelling No spelling Minimal Noticeable Unacceptable
& and/or grammar spelling spelling and number of
Gramma mistakes and/or grammar spelling
r grammar mistakes and/or
mistakes grammar
mistakes

26
 Assessment

Directions: Answer the questions below. Choose only the letter of the correct
answer and write it in your assessment notebook.

1. What is the systematic investigation and study of materials and

sources to establish facts and reach new conclusions?
a) research
b) casual research
c) practical research
d) relational research

2. What is the nature of the problem or statement of the problem?

a) title
b) introduction
c) conclusion
d) literature review

3. What is the collection of information about a study under

investigation. It may be a number (quantitative), or a word
(qualitative)?
a) data
b) Research methodology
c) Qualitative methodology
d) Quantitative methodology

4. What is collecting and analyzing non- numerical data (e.g., text, video,
or audio) to understand concepts, opinions, or experiences?
a) Practical methodology
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

5. What is the objective measurements and involves collecting and

analyzing the statistical, mathematical, or numerical analysis of data
collected through polls, questionnaires, and surveys, or by
manipulating pre-existing statistical data using computational
techniques.
a) Practical methodology
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

27
6. What is the research paper is where you report the findings of your
study based upon the information gathered as a result of the
methodology [or methodologies] you applied. The results
section should simply state?
a) Results
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

7. What is the last page of an essay or research paper that's been written
in APA style. It lists all the sources you've used in your project, so
readers can easily find what you've cited.
a) References page
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

8. What is an overview of what has been written about a specific topic.

The review of literature includes practically all the information and
data which are authoritative and relevant to the topic of the study as
in the case of research and similar scholarly undertakings?
a) Literature review
b) Research methodology
c) Qualitative research methodology
d) Quantitative research methodology

9. What are the two main types of research methodology?

a) Research methodology & Quantitative research methodology
b) Research methodology & Quantitative research methodology
c) Qualitative research methodology & Research methodology
d) Qualitative research methodology & Quantitative research
methodology

10. What is the data based on your findings?

a) Conclusion
b) introduction
c) research methodology
d) Quantitative research methodology

11. What is the the specific procedure or technique used to identify,

select, process and analyze information about a topic?
a) conclusion
b) introduction
c) reference page
d) research methodology

28
12. What are the steps to construct a frequency distribution?
a) List the items either in ascending or descending order.
Make a tally to record how often each item occurs.
Count the marks to determine the frequency of each item.
b) List the items in descending order.
Count the tally of each item.
c) Make a tally to record how often each item occurs.
List the items either in ascending order.
Count the marks to determine the frequency of each item.
d) Gathering and collecting data.
Make a tally to record how often each item.
Count the scores to determine the frequency.

29
References:
Callanta,Melvin M., Allan M. Canonigo, Arnaldo I. Chua, Jerry D. Cruz,
Mirla S. Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando
Orines, Rowena S. Perez, and Concepcion S. Ternida, eds.
Mathematics Learner’s Module Grade 10. First Edition. Pasig City.
Rex Book Store, Inc. 2015

Bernabe,Julieta G., Jose-Dilao Soledad, and Fernando B. Orines

NPSBE Advanced Algebra, Trigonometry and Statistics Textbook
For Fourth Year. Quezon City.SD Publications, Inc. 2009.

https://images.app.goo.gl/8K9dfqZFZxZfTRbv6

https://www.scribbr.com/methodology/sampling-methods/
https://www.statisticshowto.com/how-to-use-slovins-formula/

https://www.academia.edu/31936531/A_mini_research_Presented_to_Mali
nta_National_High_school

https://owlcation.com/academia/Why-Research-is-Important-Within-and-
Beyond-the-Academe

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