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Practical Research 2

(Quantitative Research)
Quarter 2 - Module 4 Week 1-3
 UNDERSTANDING DATA AND
WAYS
TO SYSTEMATICALLY COLLECT
DATA

Practical Research 2 (Quantitative Research) – Grade 12 Alternative Delivery Mode

Quarter 1 – Module 1: Understanding Data and Ways to Systematically Collect Data

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Published by the Department of Education

School Division Superintendent: Danilo C. Sison, EdD, CESO V

Assistant Schools Division Superintendent: Teodora V. Nabor, DA, CESO VI

Development Team of the Module

Authors: Shiahari Inciso Cortez, Rodrigo T. Domingo, Minerva Grace O.

Silvestre
Reviewers: Ritchie G.
Macalanda, PhD Minerva Grace O.
Silvestre
Rodrigo T. Domingo

Julie G. De Guzman, EdD

Illustrator: Shiahari I. Cortez Layout
Artist: Shiahari I. Cortez Management
Team:
Division EPS-LRMS: Maybelene C. Bautista, EdD CID Chief/
Division ADM Coordinator: Cornelio R. Aquino, EdD
Division EPS-Science: Julie G. De Guzman, EdD

Printed in the Philippines Department of Education – Schools Division of Pangasinan II

Office Address: Canarvacanan, Binalonan, Pangasinan
Telefax: _____________________________ Email Address

_____________________________ Introductory Message

For the facilitator:

Welcome to the Practical Research 2 (Quantitative Research) Grade 12 Alternative Delivery

Module (ADM)

Module on Understanding Data and Ways to Systematically Collect Data!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constrains in schooling.

This learning resource hopes to engage the learners on how to use this module. You also
need to keep track of the learners‟ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

Welcome to the Practical Research 2 (Quantitative research) Alternative Delivery Mode
(ADM) Module on Understanding Data and Ways to Systematically Collect Data!

The hand is one of the most symbolized parts of the human body. It is often used to depict
skills, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in these learning resources signifies that you as a learner is capable and
empowered to successfully achieved the relevant competencies and skills at your own
paced and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own paced and time. You will be enabled to
process the contents of the learning resources while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
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What I Know This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill review to help you

link the current lesson with the
previous lesson.

In this portion, the new lesson will be

What’s New
introduced to you in various ways such
as a story, asong, a poem, a problem
opener, an activity or a situation.
This section provided a brief
What is It
discussion of the lesson. This aims to
help you discover and understand new
concepts and skills.
What’s More This comprises activities for
independent practice to solidify your
understanding and skills of the topic.
You may check the answers to the
exercises using the answer Key at the
end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.

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 In this portion, another activity will be given
Additional Activities
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of the module you will also find:

This is a list of all sources used in

References developing module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don‟t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observed honesty and integrity in doing the tasks and checking your answers.
5. Finish task at hand before proceeding to the next.
6. Return this module teacher/ facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
 What I Need to Know
Research is a challenging subject
where you explore all the possible information‟s to support your study, but have you ever
think that research can change the world? Why research important in our daily life?

In this module, you will describe characteristics, strengths, weaknesses, and kinds of
quantitative research as well as the importance of quantitative research and the different
kinds of variables in their uses. Read, explore and enjoy every challenging
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activities provided for you, always remember, “Honesty is the Best Policy” in answering
the activities, you can exchange your ideas with your classmates via group chat in
messenger if you have data connection in your phone as you explore and discover the
importance of research in our life.
After studying this learning module, you should be able to understand the
following competency;
(1) Chooses appropriate quantitative research design (CS_RS12-IIa-c-1).
The following are the specific objectives of the lesson: a.
Define quantitative research; and
b. Differentiate the two types of quantitative research design.

(2) Describes sampling procedure and sample. (CS_RS12-IIa-c-2).

The following are the specific objectives of the lesson: a.
Define what sampling is; and
b. Identify the types of sampling used in quantitative research.

(3) Constructs an instrument and establishes its validity and reliability. (CS_RS12-IIa-c-3).
The following are the specific objectives of the lesson: a.
Define what an instrument is;
b. Differentiate validity from reliability; and
b. Construct a research questionaire;

(4) Describe intervention (if applicable). (CS_RS12-IIa-c-4) The following are the
specific objectives of the lesson: a. Define what an intervention is; and
b. Discuss the importance of interventions.

(5) Plans data collection procedure. (CS_RS12-IIa-c-5) The following are the specific
objectives of the lesson: a. Define what data collection is; and
b. Discuss the different data collection procedures.

(6) Plans data analysis using statistics and hypothesis (if appropriate). (CS_RS12-IIa-c-6)
The following is the specific objectives of the lesson:
 a. Identify the different basic quantitative data analysis procedures.

(7) Presents written research methodology. (CS_RS12-IIa-c-7)

The following is the specific objective of the lesson:
a.Present a written research methodology using a selected data collection procedure and data
analysis using statistics.
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Before you start feeding your neurons here some things you‟re going to prepare; a
sheet of paper and ball pen as well. Prepare yourself to take the pre-test. The answer key
will be provided at the end of this module. You can check your work after answering the
pre-test. Always remember, don‟t peek your answer at the answer key. Be honest to
yourself.

In reading this learning module, don‟t, make yourself in a hurry, take your time
and understand the lessons presented.

Keep in to your mind, follow the instructions carefully. This learning kit is
designed for a self-paced or independent study. Keep in to your mind that it is better to
learn the concepts slowly but surely than hurry and miss the important concepts.

Good Luck and enjoy learning!

What I Know

Directions: Read carefully each item. Write the letter of the best answer in
a separate sheet of paper.

1. Which of the following types of non-experimental research designs was used if the
study shows the extent and direction of variable relationships, that is, whether a
negative or positive relationship exists between or among them?
A. Comparative B. Correlative C. Descriptive D. Survey
2. Which of the following is thought to be the most accurate type of experimental
research?
A. Correlative C. Quasi- Experimental
B. Descriptive D. True Experimental
3. Which design involves selecting groups, upon which a variable is tested without any
random pre-selection process?
 A. Correlative C. Quasi- Experimental
B. Descriptive D. True Experimental
4. What quasi-experimental design Malia will use when the population is so large where
she found difficulty in choosing a group to study?
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A. Matched comparison group design
B. Time-series quasi-experimental design
C. Single-subject quasi-experimental design.
D. Counter-balance quasi-experimental design
5. Supremo applied control to one group to examine the effects of all treatment and
conditions to control variables. What quasi-experimental design did he used?
A. Matched comparison group design
B. Time-series quasi-experimental design
C. Single-subject quasi-experimental design
D. Counter-balance quasi-experimental design
6. Which of the following sampling technique is used when you are putting all the names
of population members in a box and draw from the box the total number of the
sample?
A. Availability B.Cluster C. Simple random D. Snowball
7. Tristan accommodate extra-willing people to act as the respondents in his study. What
is the type of sampling technique that he had used?
A. Cluster B. Simple random C. Stratified D. Voluntary
8. If Mio took every 15th person in the sampling frame as the chosen respondent. What
did he use as a sampling technique?
A. Quota sampling C. Stratified sampling
B. Ramdom sampling D. Systematic sampling
9. Which sampling technique will you choose when the group comprising the sample is
chosen in a ways that such group is liable to subdivision during the data analysis
stage?
A. Quota sampling C. Stratified sampling
B. Ramdom sampling D. Systematic sampling
10. The following are guidelines in formulating interview questions EXCEPT ________.
A. Use clear and simple language.
B. Use acronyms, abbreviations, jargons and highfaluting terms.
C. Let one question elicit only one answer; no double-barrel question.
D. Express your point in exact, spel cific, bias-free, and gender-free language.
11. The process of collecting data through experimentation involves selection of subjects,
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. Which
of the following combination or mixture of components do some research studies
adopt?
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A. Pre-test, post-test then multiple treatments C. Post-test, treatment then pre-test
B. Pre-test, treatment then post-test D. treatment, pretest then post-test
12. In the order of interview questions. Where will you ask the place, the time, the
physical appearance of the participant, or other non-verbal things not for audio
recording?
A. Directive questions C. Generative questions
B. Ending questions D. Opening questions
13. Myca is a grade 7 public school teacher. She noticed that some of her students were
non-readers. Thus, she created an action research on how to improve the reading
ability of her students. In research, this is an example of ___________.
A. Intervention B. Social norms C. Social responsibility D. Work ethics
14. Which of the following refers to the appropriateness of the content of an instrument?
A. Content Validity C. Reliability
B. External Validity D. Validity
15. Which of the following gives you the frequency of distribution and percentage of the
occurrence of an item in a set of data?
A. Correlation C. measure of central tendency
B. Frequency distribution D. standard deviation
16. If the alternative hypothesis is “A variable differs significantly from hypothesized
mean.” What data analysis will be used?
A. ANOVA C. Dependent pair sample t-test
B. Chi-square test of independence D. One sample T-test
17. If the alternative hypothesis is “There is a statistically significant difference on
dependent variable1 and dependent variable 2” What data analysis will be used?
A. ANOVA C. Dependent pair sample t-test
B. Chi-square test of independence D. One sample T-test
18. The following are considered as purpose of hypotheses EXCEPT______.

A. They give the right direction of the research

B. Hypotheses must be expressed in a declarative sentence.
 C. They provide you on which aspect of the research to focus on.
D. They provide opportunities to prove the relationship between variables.
19. This describes a certain aspect of a data set by making you calculate the mean,
median, mode and standard deviation.
A. Correlation B. Descriptive statistics C. Inferential statistics D. Statistics
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20. It is a branch of statistics that focuses on conclusions, generalizations, predictions,
interpretations, hypotheses, and the like.
A. Bivariate analysis C. Descriptive statistics
B. Correlation D. Inferential statistics

Lesson Quantitative Research Design,

1 Sampling Procedure and Sample

What’s In

In your previous lesson, we talk about the conceptual framework of the study, and how
you write definition of terms used in the study, write a research hypotheses and presents
review of related literature and conceptual framework.
Let’s have a quick review!
A conceptual framework is an analytical tool with many variations and contexts. Its
accustomed creates conceptual distinctions and organize ideas while in definition of terms,
it is typically an annex to a piece (book, research paper, pamphlet, etc.) either at the start
or more likely nears the top with an inventory of acronyms, jargon, credits, etc. There are
three ways in writing definition of terms: conceptual definition, operational definition and
functions definition.
Hypothesis is a specific statement of prediction. It describes in concrete (rather
than theoretical) terms what you expect will happen in your study. Not all studies have
hypotheses. There are two categories of hypothesis; null hypotheses and alternative
hypotheses.
A literature review is quite the rummage around for info, and goes on the far side
being a descriptive annotated list. All works enclosed within the review should be scan,
evaluated associate degree analysed (which you'd do for an annotated bibliography),
however relationships between the literatures should even be known and articulated, in
relation to your field of research.
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What’s New

Activity 1: Let’s Play “ WORD COLLECT"

Directions: Connect letters given below in any directions to form the hidden word
matches. (2 points each). Write your answer on a separate sheet of paper.

Quantitative Research Design

Quantitative research is a type of empirical investigation, means the analysis
focuses on verifiable observation as against theory or logic. Most often this sort of analysis
is expressed in numbers. A research worker can represent and manipulate bound
observations that they're learning. They will attempt to explain what it is they are seeing
and what effect it has on the subject. They will additionally verify and what the changes
might mirror. The overall goal is to convey numerically what's being seen within the
analysis and to hit specific and noticeable conclusions. (Klazema, 2014)
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There are 2 types of Quantitative Research Design 1. Non-Experimental Research
Design
According to Kowalczyk (2015), non-experimental research means there is
a predictor variable or group of subjects that cannot be manipulated by the
experimenter. Typically, this suggests that different routes should be accustomed
draw conclusions, like correlation, survey or case study.
 Survey Research - Survey research uses interviews, questionnaires, and
sampling polls to get a sense of behavior with intense precision. It allows
researchers to judge behavior and then present the findings in an accurate way.
This is usually expressed in a percentage. Survey research can be conducted
around one group specifically or used to compare several groups.
 Correlational Research - Correlational research tests for the relationships
between two variables. Performing correlational research is done to establish
what the effect of one on the other might be and how that affects the
relationship.
 Descriptive Research - As stated by Good and Scates as cited by Sevilla (1998),
the descriptive method is oftentimes as a survey or a normative approach to
study prevailing conditions.
 Comparative - Comparative researchers examine patterns of similarities and
differences across a moderate number of cases. The typical comparative study
has anywhere from a handful to fifty or more cases. The number of cases is
limited because one of the concerns of comparative research is to establish
familiarity with each case included in a study (Ragin, Charles 2015).
 Ex-Post Facto - According to Devin Kowalczyk (2015), that Ex-post facto
design is a quasi-experimental study examining how an independent variable,
present prior to the study, affects a dependent variable. This independent
variable is causing changes in a dependent variable. This is the basis of any
experiment - one variable is hypothesized to be influencing another. This is done
by having an experimental group and a control group. So if you're testing a new
type of medication, the experimental group gets the new medication, while the
control group gets the old medication. This allows you to test the efficacy of the
new medication.

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 2. Experimental Research
Though questions may be posed in the other forms of research,
experimental research is guided specifically by a hypothesis. Sometimes
experimental research can have several hypotheses. A hypothesis is a statement to
be proven or disproved. Once that statement is made experiments are begun to find
out whether the statement is true or not.
 Quasi-experimental Research - Design involves selecting groups, upon which a
variable is tested without any random pre-selection process. For example, to
perform an educational experiment, a class might be arbitrarily divided by
alphabetical selection or by seating arrangement. The division is often
convenient especially in an educational situations cause a little disruption as
possible.
 True Experimental Design - According to Yolanda Williams (2015) that a true
experiment is a type of experimental design and is thought to be the most
accurate type of experimental research. This is because a true experiment
supports or refutes a hypothesis using statistical analysis. A true experiment is
also thought to be the only experimental design that can establish cause and
effect relationships. So, what makes a true experiment? There are three criteria
that must be met in a true experiment
1. Control group and experimental group;
2. Researcher-manipulated variable; and random assignment.

Sampling
Sampling, in research is a word that refers to the method or procedure of choosing
respondents to answer the question. According to Paris (2013) the bigger group from
where you choose the sample is called population, and sampling frame is the term used to
mean the list of the members of such population from where you will get the sample.
Probability sampling or Unbiased Sampling
Probability Sampling. In this kind of sampling you are required to have a list of
your target respondents focused on your study. An equal chance of participation in the
sampling or selection process given to every member listed in the sampling frame. As a
researcher you remember that the smaller the sample is, the higher chance of sampling
error. Therefore, the bigger number of respondents will avoid sample errors. Hence,
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sample error yields if the selection does not take place in the way it is planned by the
researcher.
Types of Probability Sampling
1. Simple Random sampling – This type of probability sampling use a pure chance
selection process. Have a list of all members of the respondents, write each name
on the card, the researcher choose cards through a pure chance selection.
2. Systematic Sampling - Instead of using a list of random numbers, researcher
calculates a sampling interval, and the interval becomes his or her own quasi
random selection method. In order for you to solve the interval, you can think of
the sample interval as the inverse of the sampling ration. The sampling ratio for
150 names out of 1,500 will be 150/1,500 = 0.1 x 100 = 10 %. The sampling
interval is 1,500/150 = 10
3. Stratified Random Sampling – the group comprising the sample is chosen in a
ways that such group is liable to subdivision during the data analysis stage. A study
needing group-by-group analysis finds stratified sampling is the right probability
sampling to be used.
4. Cluster Sampling - The purpose of cluster sampling is to sample economically
while retaining the characteristics of a probability sampling. For example, if the
researcher tends to have a sample of 150 out of 1,000 students in their school, the
researcher can randomly select at least three sections with 50 students to represent
the sample.

TYPES OF NON-PROBABILITY SAMPLING

Non-probability sampling disregards random selection of respondents. According to
Edmond (2013) that, the subjects are chosen based on their availability or the purpose of
the study, in some cases it is the discretion of the researcher.
1. Quota Sampling – in this type of sampling, you chose quota sampling when the
researcher knows the characteristics of the target population. In this quota sampling
a specific set of persons whom the researcher believes to have the characteristics of
the target population involved in the study.
2. Voluntary Sampling – Since the subjects you expect to participate in the sample
selection are the ones volunteering to constitute the sample, there is no need for you
to do any selection process.
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3. Purposive or Judgmental Sampling - You choose people whom you are sure could
correspond to the objectives of your study, like selecting those with rich experience
or interest in your subject.
 4. Availability Sampling - The willingness of a person as your subject to interact with
you counts a lot in this non-probability sampling method. These people show
willingness to respond to your questions, then you automatically consider them as
your respondents.
5. Snowball Sampling - Similar to snow expanding widely or rolling rapidly, this
sampling method, does not give a specific set of samples and this is true for a study
involving unspecified group of people.

What’s More

Activity 2: TRUE OR FALSE

Directions: Write T if the statement is TRUE and F if the statement is FALSE. Write your
answer on a separate sheet of paper.
1. Quantitative research is a type of empirical investigation.
2. Non-experimental research means there is a predictor variable or group of subjects
that can be manipulated by the experimenter.
3. Survey research tests for the relationships between two variables.
4. Comparative researchers examine patterns of similarities and differences across a
moderate number of cases.
5. Experimental research is guided specifically by a hypothesis.
6. Design involves selecting groups, upon which a variable is tested with any random
pre-selection process.
7. Simple random sampling is a type of probability sampling use a pure chance
selection process.
8. Systematic sampling, the researcher calculates sampling interval and sampling
frame.
9. Voluntary sampling, you choose people whom you are sure could correspond to the
objectives of your study.
10. Availability Sampling, the willingness of a person as your subject to interact with
you counts a lot in this non-probability sampling method.

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What I Have Learned

Activity 3: Graphic Organizer

Directions: Complete the graphic organizer given below that is associated in the middle
word/s. write your answer in separate sheet of paper.

Rubric
Exemplary 35 Good 20 Satisfactory 15 Poor
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- Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps - does not cover
Quality of interesting captivating. topic
Hard to follow -
Information - Includes several - Provides 1-2 details.
No detail.
supporting details/
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan
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What I Can Do
Activity 4: Apply What You Know

Directions: Write a research design that is suitable to your chosen topic/ title in Module
2, Lesson 1, Activity 5. (At least 250 words)

You’re Chosen Research Title

Research Design

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____

Rubric
Exemplary 35 Good 20 Satisfactory 15 Poor
10
- The research design - Information in the - Information Information has
is contains research design release to subject little to do with or
comprehensive clearly covers the topic but has gaps - does not cover
Quality of information - Focused, but not topic
Hard to follow -
Information - Clear, focused, captivating.
interesting - Provides 1-2 details. No detail.
- Includes several
supporting details.
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

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Additional Activities
Activity 5: Performance Task

Directions: Choose the best sampling design that is suitable to your chosen
topic/title and explain why you choose this sampling techniques. Write your answer
in a separate sheet of paper. (at least 250 words)

You’re Chosen Research Title

Sampling
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____ Rubric
Exemplary 35 Good 20 Satisfactory 15 Poor
10
- The research - Information in the - Information Information has
sampling contains research sampling release to subject little to do with or
comprehensive clearly covers the topic but has gaps - does not cover
Quality of information - Focused, but not topic
Hard to follow -
Information - Clear, focused, captivating.
interesting - Provides 1-2 details. No detail.
- Includes several
supporting details.
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

17

Lesson Constructs Instruments and Establishes its

Validity and Reliability
2
What’s In
 In your previous lesson, we discussed about the different research design and
sampling procedure and sample. Let’s have a quick review!
There are 2 types of Quantitative research design: Non-experimental research design and
experimental research design. In non-experiemntal resaerch design there are five kinds;
survey resarch, correlational research, descriptive research, comparative and ex-post facto.
In experimental research design, there are two kinds: Quasi-experimental research and
True experimental design. You also learned that about the 2 kinds of sampling: probability
sampling and non-probability sampling. In probability sampling there are 4 types: Simple
Random Sampling, Systematic Sampling, Stratified Random Sampling and Cluster
Sampling. While in non-probability sampling there are 5 types: Quota sampling,
Voluntary sampling, Purposive or Judgemental Sampling, Availability sampling and
Snowball sampling.

What’s New

Activity 1: Let’s Think of It

Image adopted from https://newsinfo.inquirer.net

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Guide Questions:

1. What do you observe in the table presented?

2. What do you think what they used in order to gather the data?
3. What is the importance of Social Weather Station (SWS) Survey?

Rubric
Exemplary 35 Good 20 Satisfactory 15 Poor
10
 - Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps - does not cover
Quality of interesting captivating. topic
Hard to follow -
Information - Includes several - Provides 1-2 details.
No detail.
supporting details/
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

What is It

Instrument Development
Developing a research instruments
Before the researchers collect any data from the respondents, the young
researchers will need to design or devised new research instruments or they may adopt it
into the other researches (the tools they will use to collect the data).
If the researcher/s is planning to carry out interviews or focus groups, the young
researchers will need to plan an interview schedule or topic guide. This is a list of
questions or topic areas that all the interviewers will use.
Asking everyone the same questions means that the data you collect will be much
more focused and easier to analyse. If the group wants to carry out a survey, the young
researchers will need to design a questionnaire. This could be on paper or online (using
free software such as Survey Monkey or google forms).
Both approaches have advantages and disadvantages. If the group is collecting
data from more than one type of person (such as young people and teachers, for example),
it may well need to design more than one interview schedule or questionnaire.
When designing the research instruments ensure that:
1. They start with a statement about the research topic.
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2. The focus and aims of the research project.
3. How the person„s data will be used (to feed into a report)
4. Confidentiality
5. How long the interview or survey will take to complete.
6. Usage of appropriate language.
7. Every question must be brief and concise.
8. Any questionnaires use appropriate scales. (For young people smiley face scales can
work well.)
TAKE NOTE!
Any questionnaires raise individuals for any relevant information regarding
themselves, like their gender or age, if relevant. Don„t ask for so much detail that it would
be possible to identify individuals though, if you have said that the survey will be
anonymous.

The Instrument
Instrument is that the generic term that researchers use for a measurement device
(survey, test, form, etc.). To help distinguish between instrument and instrumentation,
contemplate to that the instrument is that the device and instrumentation is that the course
of action (the method of developing, testing, and victimization the device).
Researcher-Completed Instruments Subject-Completed Instruments
Rating scales Questionnaires
Interview schedules/guides Self-checklists
Tally sheets Attitude scales
Flowcharts Personality inventories
Performance checklists Achievement/aptitude tests
Time-and-motion logs Projective devices
Observation forms Sociometric devices

Validity

Validity is the extent to which an instrument measures what it is supposed to measure and
performs as it is designed to perform. It is rare, if nearly impossible, that an instrument be
100% valid, so validity is generally measured in degrees. As a process, validation involves
collecting and analyzing data to assess the accuracy of an instrument. There are numerous
statistical tests and measures to assess the validity of quantitative instruments, which
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generally involves pilot testing. The remainder of this discussion focuses on external
validity and content validity.

External validity is the extent to which the results of a study can be generalized from a
sample to a population. Establishing eternal validity for an instrument, then, follows
directly from sampling. Recall that a sample should be an accurate representation of a
population, because the total population may not be available. An instrument that is
externally valid helps obtain population generalizability, or the degree to which a sample
represents the population.
Content validity refers to the appropriateness of the content of an instrument. In other
words, do the measures (questions, observation logs, etc.) accurately assess what you want
to know? This is particularly important with achievement tests. Consider that a test
developer wants to maximize the validity of a unit test for 7th grade mathematics. This
would involve taking representative questions from each of the sections of the unit and
evaluating them against the desired outcomes.

Reliability

Reliability can be thought of as consistency. Does the instrument consistently measure what
it is intended to measure? It is not possible to calculate reliability; however, there are four
general estimators that you may encounter in reading research:

1. Inter-Rater/Observer Reliability: The degree to which different raters /observers give

consistent answers or estimates.

2. Test-Retest Reliability: The consistency of a measure evaluated over time.

3. Parallel-Forms Reliability: The reliability of two tests constructed the same way,
from the same content.

4. Internal Consistency Reliability: The consistency of results across items, often

measured with Cronbach‟s Alpha.

21

What’s More

Activity 2: Matching Type

Directions: Match Column A to Column B. Write your answer in separate sheet of paper.
 COLUMN A COLUMN B
1. It is the generic term that A. Validity
researchers use for a mensuration device (survey, test, form, etc.).
B. Test-Retest Reliability
2. It is the extent to which an
instrument measures what it is C. Content Validity
suppose
d to measure and
performs as it is designed to D. Instrument perform.

3. It is the extent to which the results of a study can E.

Parallel-Forms Reliability be generalized from a sample to a population.
4. Refers to the appropriateness of F. Internal Consistency
Reliability the content of an instrument.
5. It can be thought of as G. External Validity
consistency.
6. The consistency of a measure evaluated over time. H.
Quantitative research
7. The reliability of two tests J. Survey monkey
constructed the same way, from the same content.
8. The consistency of results across K. Reliability items, often
measured with
Cronbach‟s Alpha.

22

What I Have learned

Activity 3: Let’s Check Knowledge

Directions: Fill in the Blank. Write your answer in a separate sheet of paper.

1. Instrument is the generic term that researchers use for a ______________(survey,

test, form, etc.).
2. Validity is the extent to which an ______________ and performs as it is designed
to perform.
3. External validity is the extent to which the results of a study can be generalized
from a ______________.
4. Content validity refers to the ______________of an instrument.
 5. Reliability can be thought of as ______________.
6. Inter-Rater/Observer Reliability: The degree to which different raters /observers
give ______________or estimates.
7. Test-Retest Reliability: The consistency of a measure ______________.
8. Parallel-Forms Reliability: The reliability of ______________, from the same
content.
9. Internal Consistency Reliability: The consistency of results across items, often
measured with ______________.
10. Asking everyone the ______________ means that the data you collect will be
much more focused and easier to analyse.

What I Can Do

Let us know what have you learned.

Activity 4: It’s Time To Write Your Questionnaire

Directions: In connection to your statement of the problem in module 2, you are now
required to construct a questionnaire based on your statement of the problem. Follow the
given example in the next page.

23
Questionnaire
Title:

Dear Respondents,
The researcher is in the process of completing a
basic research entitled:
“________________________________________________________________________________”.
This study aims to assess _______________________________________________________, the
data to be obtained serve as a basis in crafting an ____________,
In connection with this, I, the researcher, adopted and revised a questionnaire to gather information
hence, participation in this study by the way of answering the questionnaire is very important. Please feel
assured that your anonymity and the information you will give be treated with UTMOST
CONFIDENTIALITY.

Thank you very much for your kind response in this matter.

Respectfully yours,
The Researcher
PART I: PROFILE OF THE RESPONDENT’S
Directions: Please fill out the given space that correspond to your answers.
Name: (Optional)
Gender: ____Male ______Female Age : ______(Please specify)

PART II: THE ___________________________________________________________.

Directions: Please read the statements carefully. Please put a check mark (/) on the
column provided that corresponds to your answer. Please answer it honestly.

Weight Descriptive Equivalent

3 Always (A)
2 Sometimes (S)
1 Never (N

3 (Always) 2 1 (Never)
Statement (Sometimes)
1.

2.
3.
4.

24
RUBRIC

Score
1=Not Acceptable (major modifications
needed) Questions NOT
2=Below Expectations (some modifications meeting
needed) standard
Criteria Operational 3=Meets Expectations (no modifications (List page and
Definitions needed but could be improved with minor question
changes) number) and
4=Exceeds Expectations (no modifications need to be
needed) revised.
Please use the
1 2 3 4 comments and
suggestions
section to
recommend
 revisions.
• The questions are direct and specific.
• Only one question is asked at a time.
• The participants can understand what is being
asked.
Clarity
• There are no double-barrelled questions (two
questions in one).
• Questions are concise.
Wordiness • There are no unnecessary words
 Questions are asked using the affirmative
Negative Wording (e.g., Instead of asking, “Which methods are
not used?”, the researcher asks, “Which
methods are used?”)
• No response covers more than one choice.
Overlapping • All possibilities are considered.
Responses • There are no ambiguous questions.
 The questions are unbiased and do not lead
Balance the participants to a response. The questions
are asked using a neutral tone.
• The terms used are understandable by the target
Use of Jargon population.
• There are no clichés or hyperbole in the
wording of the questions.
• The choices listed allow participants to respond
Appropriateness appropriately.
of Responses • The responses apply to all situations or offer a
Listed way for those to respond with unique
situations.
Use of Technical • The use of technical language is minimal and
Language appropriate.
• All acronyms are defined.
Application to  The questions asked relate to the daily
Praxis practices or expertise of the potential
participants.
• The questions are sufficient to resolve the
Relationship to problem in the study
Problem • The questions are sufficient to answer the
research questions.
• The questions are sufficient to obtain the
purpose of the study.

25

Additional Activities
.
Let’s deepen you’re understanding

Activity 5: KWL Table “Reflection”

Directions: Answer the KWL Table. Topic: Instrument
K What I Know w What I Wonder L What I Learned

Activity modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

Lesson Data Collection Procedure, Data Analysis using

Statistics and Hypothesis Testing & Presents Research
3 Methodology

What’s In

In the previous lesson, we talked about the instrument development. Let’s Have A Quick
Review!
Instrument is the generic term that researchers use for a mensuration device
(survey, test, form, etc.). Validity is the extent to which an instrument measures what it is
supposed to measure and performs as it is designed to perform. External validity is the
extent to which the results of a study can be generalized from a sample to a population.
Content validity refers to the appropriateness of the content of an instrument.
Reliability can be thought of as consistency.

26

What’s New
Actvity 1: To See is What To Explain

Directions: Read the guide questions below the picture. Write your answer in separate
sheet of paper.

Photo adopted from https://discourseanalysis-interviews.weebly.com

Guide questions

1. What comes to your mind about the picture?

2. Identify which is the interviewer and the interviewee?
3. Discuss about the simple procedures/ steps in conducting an interview.

Rubric
Exemplary 35 Good 20 Satisfactory 15 Poor
10
- Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps - does not cover
Quality of interesting captivating. topic
Hard to follow -
Information - Includes several - Provides 1-2 details.
No detail.
supporting details/
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan
27

What is It
Methods of Data Collection
Data Collection is of the most important feature of any kind of research study.
Inaccurate data collection can affect the results of a study and eventually lead to
unacceptable results. Data collection methods for effect evaluation vary along a range. At
the one end of this range are quantitative methods and at the other end of the range are
Qualitative methods for data collection.
In this case, Quantitative research or survey research, interviews are more
organized than in Qualitative research. In support to this idea, according to Leedy and
Ormrod (2001) that in structure interview, the young researcher asks a standard set of
questions and nevertheless.
Types of Data and its Methods of Data Collection
a. Primary Data – those data are collected a fresh and the first time and thus happen to
be original in character and known as Primary data.
b. Secondary Data – those data are collected by someone else and which already
passed through the statistical process is known as Secondary data.
Survey Questionnaire
A survey is a quantitative method whereby a researcher poses some set of predetermined
questions to an entire group, or sample, of individuals. This methodology may additionally
be used as the simplest way of quickly gaining some general details regarding one‟s
population of interest to assist harden an additional centred, in-depth study using time-
intensive ways like in-depth interviews or field analysis. In this case, a survey might
facilitate a man of science determine specific people or locations from that to gather extra
knowledge.

Benefits of survey research

1. Cost-effective 3. Reliable
2. Generalization 4. Versatile
Interview
In the field of research study, interview is a way of gathering data that makes the
researcher verbally ask the subject or the respondents question to give answer to what the
researcher is trying to look for.
28
In a traditional ways, this data gathering technique is between you nad the respondents in
a face to face manner or in situation, you may speak directly to your target respondent,
individually or cooperatively.
Another technique is using the electronic and technological communication devises like
the mobile phones, internet or even electronic mail, etc. in these kind of interview
considered as modern tool of research. To summing –up, Traditional or in a modern way
of interview, as emphasized by (Babbie, 2014, 137; Rubin, 2011), “it is a conversation
with a purpose” that gives direction to the question-answer activity between the
interviewer and the interviewee. Kinds of Interview
1. Face-to face interviews - These interviews yield highest response rates in survey
research. They also allow the researcher to clarify ambiguous answers and when
appropriate, seek follow-up information (Leedy and Ormrod, 2001).
2. Telephone interviews - are less time consuming and less expensive and the
researcher has ready access to anyone that has a telephone.
3. Computer Assisted Personal Interviewing (CAPI) - This method saves time
involved in processing the data, as well as saving the interviewer from carrying
around hundreds of questionnaires.
Observation
Observation is a systematic data collection approach use by a researcher. In this case the
researchers use all of their senses to examine people in natural settings or naturally
occurring situations. It is a technique of gathering data whereby you personally watch,
interact, or communicate with the subjects of your research. The researcher record what
people exactly do and say in their everyday life on Earth. Types of Observation
1. Participant Observation – This type of observation, whereby the observer, who is
the researcher, takes part in the activities of the individual or group being observed.
In order for the researcher record his findings through this type of observation, the
researcher must use a diary method or logbook. The preliminary part of the diary is
called descriptive observation. This preliminary part of the record or in the diary or
logbook describes the persons, places, events, discussion, and other things involved
in the activity or object focused on by the research. The secondary part of the diary
is called the narrative account that gives your interpretations or reflections about
everything you observed.
29
2. Non-participant or Structured Observation - this kind of observation, there is no
participation of the observer in the activities of the group takes place and also there
is a no relationship between the researcher and the group. Therefore, the researcher
will record only the activities of the respondents during the observation time.
Basic Quantitative Data Analysis Procedure

In quantitative data analysis the researcher are expected to make the raw numbers
into a significant data through the application of rational and critical thinking. In this case,
the quantitative data analysis may contain the calculation of differences between variables
and frequencies of variables. Therefore, a quantitative approach is usually related with
finding an evidence to either support or reject the hypotheses you have formulated at the
previous stages of your research process.
Likert Scale
According to McLeod (2019), there are different kinds of a rating scale have been
developed to measure attitudes directly (i.e. the person knows their attitude is being
studied). It is utmost widely used in research study is the Likert scale (1932). In its
concluding method, the Likert scale is a five (or seven) point scale which is used to allow
the individual to express how much they agree or disagree with a particular statement.
Example: I believe that ecological questions are the most important issues facing human
beings today.

Example:
5 point Likert scale

Strongly Agree Agree Undecided Disagree Strongly Disagree

5 4 3 2 1

Legend: Mean Scale Range Descriptive Response Descriptive Equivalent (DE)

5 - 4.21 – 5.00 Strongly Agree (SA)
4 – 3.41 – 4.20 Agree (A)
3 – 2.61 – 3.40 Undecided (U)
2 – 1.81 – 2.60 Disagree (D)
1 – 1.00 – 1.80 Strongly Disagree (SD)

Average Weighted Mean

A weighted mean is a kind of average. Instead of each data point contributing equally to
the final mean, some data points contribute more “weight” than others. If all the weights
are equal, then the weighted mean equals the arithmetic mean (the regular
30
“average” you‟re used to). Weighted means are very common in statistics, especially when
studying populations.

Example: The following ranges of values, statistical limits, describe using the average
weighted mean and it is interpreted with the following:
Mean Scale Range Descriptive Rating
3 2.34- 3.00 Very serious (VS)
2 1.67- 2.33 Moderately Serious (MS)
1 1.00- 1.66 Very Serious (NS)

The Formula will be:

AWM = (Fx1) + (Fx2) + (Fx3)

N
Where:
f1= number of respondents who answered not serious f2=
number of respondents who answered moderately serious
f3= number of respondents who answered very serious N=
number of total of respondents

Percentage Frequency Distribution

A percentage frequency distribution is a display of data that specifies the percentage of

observations that exist for each data point or grouping of data points. It is a particularly
useful method of expressing the relative frequency of survey responses and other data.
Many times, percentage frequency distributions are displayed as tables or as bar graphs or
pie charts.

The Formula in order for you to get the percentage frequency distribution:

P= F × 100
N
Where:
P= percentage
F= frequency
N= total number or respondents

31
T-test

This will be done through the use of Statistical Program for Social Sciences (SPSS). If
you are trying to test the significant difference between the means of two groups, T-test is
use in this kind of data analysis and the researcher specify the level of probability (alpha
level, level of significance, p) we are willing to accept before we collect data (p < .05 is a
common value that is used).

In the general rule of interpreting the t-test result, if the result is lower than the set level of
(0.05) level of significance therefore, the null hypothesis is accepted means that there is no
significant difference between two the groups and the alternative hypothesis is rejected.
But if the result is higher than the set level of significance (0.05), the interpretation will be
there is a significant difference between the two groups and therefore, the alternative
hypothesis is accepted and rejects the null hypothesis.

Pearson Correlation
In this kind of data analysis, the Statistical Program for Social Sciences (SPSS) will use.
Pearson correlation is also known as the “Product moment correlation coefficient” or
simply “correlation”. If the researcher wants to inspect or to check the relationship of the
two variables, Pearson Correlations is commonly used to test the relationship.

In the general rule of interpreting the t-test result, if the result is lower than the set level of
(0.05) level of relationship therefore, the null hypothesis is accepted means that there is no
relationship between two variables and the alternative hypothesis is rejected. But if the
result is higher than the set level of relationship (0.05), the interpretation will be there is a
relationship between the two variables and therefore, the alternative hypothesis is accepted
and rejects the null hypothesis.

ANOVA

ANOVA is a set of statistical methods used mainly to compare the means of two or more
samples. Estimates of variance are the key intermediate statistics calculated, hence the
reference to variance in the title ANOVA. The different types of ANOVA reflect the
different experimental designs and situations for which they have been developed.

32
Excellent accounts of ANOVA are given by Armitage & Berry (1994) and Kleinbaum et.
al (1998). Nonparametric alternatives to ANOVA are discussed by Conover (1999) and
Hollander and Wolfe (1999).

ANOVA and Regression

ANOVA can be treated as a special case of general linear regression where

independent/predicator variables are the nominal categories or factors. Each value that can
be taken by a factor is referred to as a level. K (means the degrees of freedom equal to one
less than their sample sizes) different levels (e.g. three different types of diet in a study of
diet on weight gain) are coded not as a single column (e.g. of diet 1 to 3) but as K-1
dummy variables. The dependent/outcome variable in the regression consists of the study
observations.
General linear regression can be used in this way to build more complex ANOVA models
than those described in this section; this is best done under expert statistical guidance.

What’s More

Activity 2: Matching Type

Directions: Match column A to Column B. Write your answer in separate sheet of paper.

COLUMN A COLUMN B
1. It is the most important feature of any kind of A. Primary Data
research study.
2. Those data are collected a fresh and the first B. Survey time and
thus happen to be original in
character. C. Data Collection
3. Those data are collected by someone else and which already passed
through the statistical D. Observation process.
E. Interview
4. It is a quantitative method whereby a
researcher poses some set of predetermined F. Participant observation
questions to an entire group, or sample, of
individuals. G. Secondary Data

5. It is a way of gathering data that makes the researcher verbally ask the
subject or the H. Structure Interview
33
respondents question to give answer to what
the researcher is trying to look for. I. Data Analysis

6. It is a systematic data collection approach use J. Liker Scale by

a researcher. In this case the researchers use all of their senses to examine
people in natural settings or naturally occurring
situations.
7. This type of observation, whereby the observer, who
is the researcher, takes part in the activities of the individual or group
being observed.
8. This kind of observation, there is no participation of the observer in the
activities of the group takes place and also there is a no relationship
between the researcher and the group.

What I Have Learned

Activity 3: Graphic Organizer

Directions: Complete the graphic organizer below. Write your answer in a separate sheet
of paper. What is all about?
INTERVIEW

Kinds of Interview

Your simple procedures on how to conduct an interview

34

What I Can Do

Activity 4: Presents Research Methodology

Performance Task: Your task is to write a Research Methodology of your chosen

research title/topic.

Title
_______________________________________________________
________________________________________________
 Methodology

Research Design (you can copy your answer in activity 4-Lesson 1)

Sampling (you can copy your answer in activity 5-Lesson 1)

Data Gathering Instrument (A brief discussion of your instrument/tool to gather the data
needed in your study)

Statistical Treatment of the Data (Write the appropriate statistical tool used to treat
your data)
Note: You must follow the statement of the problem in writing Statistical Tool.

35
RUBRIC

1. Objectives of the survey research {5 points}

 State the objectives of the survey clearly and concisely.
2. Target Population and Sampling Frame {10 points}  Define the target population. 
Specify the sampling frame.
3. Sample Design {10 points}
 Specify the sampling design.
Will the design provide sufficient information for the objectives?
 State the desired number of responses, along with the corresponding
response rate.
How will you ensure an adequate response rate?
4. Method of Measurement {10 points}
 Specify the method of measurement (such as personal interview, mailed
questionnaires).
 List the strengths and weaknesses associated with the method?
5. Instrumentation {15 points}
 Create a question matrix. For each question on your survey:
1. indicate how the question relates to the literature
2. indicate the purpose of each question, i.e., what is being gained
by asking the question
6. Pretesting (Field Test) {5 points}
 Outline the pretesting procedures.
Will you use a sample, experts, etc.? Is there a defence of this
choice?

7. Organization of Data Management {5 points}

 Outline how each piece of datum is to be handled for all stages of the
survey.
This should include steps for processing data from the time a
measurement is taken until the final analysis is completed.

8. Data analysis {15 points}

 Outline the data analyses.
This should include detailed specification of what analyses are to be
performed.

36

Assessment

Let us try how far have you learned from this module. Get your paper and pen for your post-test.

Directions: Read carefully each item. Write the letter of the best answer in
a separate sheet of paper.
1. It is used if the study shows the extent and direction of variable relationships, that is,
whether a negative or positive relationship exists between or among them?
A. Comparative B. Correlative C. Descriptive D. Survey
2. It is thought to be the most accurate type of experimental research?
A. Correlative C. Quasi- Experimental
B. Descriptive D. True Experimental
3. What design involves selecting groups, upon which a variable is tested without any
random pre-selection process?
A. Correlative C. Quasi- Experimental
B. Descriptive D. True Experimental
4. What quasi-experimental design will you use when the population is so large where she
found difficulty in choosing a group to study? A. Matched comparison group design
B. Time-series quasi-experimental design
C. Single-subject quasi-experimental design.
D. Counter-balance quasi-experimental design
5. What quasi-experimental design is applied control to one group to examine the effects
of all treatment and conditions to control variables? A. Matched comparison group
design
B. Time-series quasi-experimental design
C. Single-subject quasi-experimental design
D. Counter-balance quasi-experimental design
6. What sampling technique is used when you are putting all the names of population
members in a box and draw from the box the total number of the sample?
A. Availability B. Cluster C. Simple random D. Snowball
37
7. What sampling technique accommodate extra-willing people to act as the respondents
in a study?
A. Cluster B. Simple random C. Stratified D. Voluntary
8. When you took every 8th person in the sampling frame as the chosen respondent.
What did he use as a sampling technique?
A. Quota sampling C. Stratified sampling
B. Ramdom sampling D. Systematic sampling
9. It is a sampling technique when the group comprising the sample is chosen in a ways
that such group is liable to subdivision during the data analysis stage.
A. Quota sampling C. Stratified sampling
B. Ramdom sampling D. Systematic sampling
10. Which of the following is NOT a guideline in formulating interview questions? A.
Use clear and simple language.
B. Use acronyms, abbreviations, jargons and highfaluting 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.
11. The process of collecting data through experimentation involves selection of subjects,
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. Which
of the following combination or mixture of components do some research studies
adopt?
A. Pre-test, post-test then multiple treatments C. Post-test, treatment then pre-test
B. Pre-test, treatment then post-test D. treatment, pretest then post-test
12. In the order of interview questions. Where will you ask the place, the time, the
physical appearance of the participant, or other non-verbal things not for audio
recording?
A. Directive questions C. Generative questions
B. Ending questions D. Opening questions
13. You noticed that some of your classmates were non-readers. Thus, you created an
action research on how to improve the reading ability of her students. In research, this
is an example of ___________.

A. Intervention B. Social norms C. Social responsibility D. Work ethics

38
14. It refers to the appropriateness of the content of an instrument?
A. Content Validity C. Reliability
B. External Validity D. Validity
15. It is the frequency of distribution and percentage of the occurrence of an item in a set
of data.
A. Correlation C. measure of central tendency
B. Frequency distribution D. standard deviation
16. If the alternative hypothesis is “A variable differs significantly from hypothesized
mean.” What data analysis will be used?
A. ANOVA C. Dependent pair sample t-test
B. Chi-square test of independence D. One sample T-test
17. If the alternative hypothesis is “There is a statistically significant difference on
dependent variable1 and dependent variable 2” What data analysis will be used?
A. ANOVA C. Dependent pair sample t-test
B. Chi-square test of independence D. One sample T-test
18. The following are considered as purpose of hypotheses EXCEPT______.
A. They give the right direction of the research
B. Hypotheses must be expressed in a declarative sentence.
C. They provide you on which aspect of the research to focus on.
D. They provide opportunities to prove the relationship between variables.
19. Which of the following describes a certain aspect of a data set by making you
calculate the mean, median, mode and standard deviation?
A. Correlation B. Descriptive statistics C. Inferential statistics D. Statistics
20. Which of the following focuses on conclusions, generalizations, predictions,
interpretations, hypotheses, and the like?
A. Bivariate analysis C. Descriptive statistics
B. Correlation D. Inferential statistics

39
 Additional Activities

Let us know how much you remember

about the Likert Scale.
Activity 5: KWL Table “Reflection”
Directions: Answer the KWL Table. Topic: Likert Scale

K What I Know w What I Wonder L What I Learned

Activity modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

Rubric
Exemplary 35 Good 20 Satisfactory 15 Poor
10
- Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps - does not cover
Quality of interesting captivating. topic
Hard to follow -
Information - Includes several - Provides 1-2 details.
No detail.
supporting details/
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan
 40

Answer Key

What I Know 14.

13. A
12. D
11. B
10. B
9. C
8. D
.D 20 7. D
.B 19 6. C
.B 18 5. D
.C 17 4. C
.D 16 3. C
.B 15 2. D
.A 14 1. C

Lesson Quantitative Research Design,

1 Sampling Procedure and sample
Activity 1: Let’s Play “ WORD COLLECT

I S S I G N

I N D E S I G N

D I G

Activity 2: TRUE OR FALSE

1. T 6. F
2. F 7. T
3. F 8. F
4. T 9. F
5. T 10. F
 41
Lesson Constructs Instruments
and Establishes its

2 Validity and Reliability

Activity 2: Matching Type

1. D 6. B
2. A 7. E
3. G 8. F
4. C
5. K
Activity 3: Let’s Check Knowledge
1. measurement device
2. instrument measures what it is supposed to measure
3. sample to a population.
4. appropriateness of the content
5. consistency.
6. consistent answers 7. evaluated over time.
8. two tests constructed the same way
9. Cronbach‟s Alpha.
10. same questions

Lesson Data Collection Procedure, Data Analysis using

3 Statistics and Hypothesis Testing & Presents Research

Methodology
Activity 2: Matching Type Assessment 14.
1. C 6. D A 13.
2. A 7. F D 12.
3. G 8. H B 11.
4. B B 10.
5. E
C 9.
D 8.
.D 20 D 7.
.B 19 C 6.
.B 18 D 5.
.C 17 C 4.
.D 16 C 3.
.B 15 D 2.
.A 14 C 1.
 42

References
A. BOOKS

Baraceros, Esther L., PRACTICAL RESEARCH 1,First Edition 2016, Rex Book Store, 856
Nicanor, Sr. St., Manila, Philippines

Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students”
6th edition, Pearson Education Limited.

Robson, C. (2011) Real World Research: A Resource for Users of Social Research
Methods in Applied Settings (3rd edn). Chichester: John Wiley.

B. WEBSITES

Observation, Types and Method of Observation (n.d.), quizlet.com. Retrieved 13 October

2019 from https://quizlet.com/279246752/observation-types-and-method-
ofobservation-flash-cards/

Observation Finding Answers Through Data Collection (n.d.), scribd.com. Retrieved 13

October 2019 from
https://www.scribd.com/presentation/373549627/OBSERVATION-
FindingAnswers-Through-Data-Collection

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