CARAGA NATIONAL HIGH SCHOOL

Learning Activity Sheets_PRACTICAL RESEARCH 1_4TH QUARTER

Name of Learner: ____________________________________Grade Level & Section: ________________________________

LEARNING ACTIVITY SHEET
Title: Analyzing the Meaning of the Data and Drawing Conclusions, Recommendations, and References
Background Information for Learners: This Learning Activity Sheet presents a systematic process of extracting, analyzing, and
interpreting descriptive data from observations, participants' responses to differently formulated questions during interviews,
floating of a survey questionnaire, answers from focus group discussion which is recorded and transcribed in order to get the
responses accurately. This Learning Activity Sheets will lead you to analyze the results and provide implications that are
supported with pertinent literature to come with clearer ideas that makes you confident. Only then and then you could drive a
logical conclusion to arrive at proper recommendations. It, also, teaches you the right style and arrangement of different sources
of concepts, theories, and ideas you used in your research as your references. As you go along, you were given a series of
activities and examples for further understanding of the concepts.

Learning Competency with code: The following are the lessons contained in this Learning Activity Sheets: Lesson 1 - The
Patterns and themes from data gathered with the code (CS_RS11-IVd-f-2); Lesson 2 - Relating findings with pertinent literature
code (CS_RS11-IVd-f-3); Lesson 3 – Conclusion with code (CS_RS11-IVg-j-1); Lesson 4 – Recommendation code (CS_RS11-
IVg-j-2) and Lesson 5 – References code (CS_RS11-IVg-j-3).

Instructions: Use the Across and Down clues found inside the box below.
Activity 1: Cross Word Puzzle!
CLUE BOX
Down Across
1. system, order, arrangement 2. topic, idea, concept
3. conclusion, understanding, assumption 4. facts, information, statistics, figures
5. symbol

1. 3.
LESSON 1: The Patterns and Themes from Data Gathered

By going back to your research question, you need to analyze the data to
2. review the purpose of the study. This gives you the direction of finding a solution to a
problem. According to Kumar (2011), this could be done in two ways. The following
ways are (1) describing a situation, incident, or occurrence; (2) recognizing the main
themes that come out from the field notes of your interviews, citing in a word for
word format.
The themes can be quantified to present the frequency that makes it
5.
significant. Upon knowing how to collect data, one may ask, “What am I going to do
with the data I have collected?” In this lesson, the learner will identify the systematic
way to obtain and summarize accurate data that will make it easier for the learner to
answer the research problems. Kumar (2011), further, pointed out that writing
4. content analysis analyzes the content of interviews and observational field notes in
order to recognize the main themes that will emerge from the respondents '
responses. The following steps to consider in analyzing the themes are:
Step 1. Identify the main themes. In each question, carefully study the descriptive responses of your respondents to understand
the meaning they convey. Since the participants express themselves in various words and languages, choose the wording of the
themes in such a way that the implication of the responses classified under a theme is precisely signified. The basis for assessing
the wording of unstructured interviews therefore tends to be these themes.
Example: A senior high school researcher identifies key terms and then scans the given text systematically to identify all instances
of the term or expression. He makes a copy of it and its immediate meaning each time he discovers a phrase. Themes are
classified by physically sorting the examples into stacks of equivalent meaning.
Step 2. Assign codes to the main themes. The researcher should assign codes (numbers or keywords) to the main themes
obtained from the frequency of occurrence through a random selection of few responses to an open-ended question or from your
observational or discussion notes.
Example: A senior high school researcher wants to code the responses of his respondents to the security protocols during the
pandemic of COVID 19. He placed a number code relating to safety procedures at home, at the office, or in public places in order
to prevent confusion from the responses given.
Step 3. Classify responses under the main themes. The identified themes classify the responses found in your transcripts of all
your interviews or your notes. You may also use computer programs such as Ethnograph, NU*IST N6, NVivo, Xsight for thematic
analysis.
Example: Example: The senior high school researcher reported three separate responses from the respondents to the safety
protocols during the COVID 19 pandemic. The responses were divided into three: safety measures at home, in the workplace and
in public places.
Step 4. Integrate themes and responses into the text of your report. Put together the identified different themes into the text of
your report. Your choice depends on the way you want to communicate the findings to your readers. Although some people have
done it either by using verbatim or word-for-word responses or by getting the frequency of the theme and a present sample of the
responses.
Example: In his report, a senior high school researcher summarized the participants ' responses. In each response, he addressed
the exact words they answered and wrote how many replied. In addition, he presented how these responses are grouped into the
three themes described.

(Mojtaba Vaismoradi , et al., 2016) and (Taylor-

Powell a Renner, 2003)
Instructions: 1. Ask at least 20 individuals or family members who are enrolled in school during the COVID-19 pandemic this
question: What do you like most in the new normal learning modalities offered by your school?
2. Tabulate, sort, and code the different themes from the responses obtained.
3. Analyze and evaluate the processed available data.
Activity2. Let us Conduct a Survey! Process Questions: 1. How did you find the activity?
2. How did you sort and code their responses?
3. What specific method do you have difficulties with? Why?
Instructions: Complete the table below. Determine the code/categories/themes of the questions.
Activity 3. Processing Data!
Table 1. The three areas of focus determining the code/categories/themes
Areas of Focus Codes Categories Themes
1. What are the safety measures you have set in your home during this COVID-19
pandemic?
2. During this pandemic, how are you handling your learning and answering your
modules, and doing household chores?
3. What is the subject you consider the most difficult in the new normal of education?

What Is It!
Renner (2003) pointed out the following sources in acquiring narrative data: 1. Open-ended question and written comments on
questionnaires- May generate single words, short phrases, or full paragraphs or text.
2. Testimonials- May give reactions to a program in a few words or lengthy comments, either in person or in written
correspondence.
3. Individual interviews- Can produce data in the form of notes, a summary from an individual's interview, or word-for-word
transcripts.
4. Group discussion or focus group interviews- Often involve full transcripts and notes from the moderator or observer.
5. Logs, journals, and diaries- Might provide structured entries or free-flowing text that you or others produce.
6. Observations- Might be recorded in your notes or descriptive accounts as a result of watching or listening.
7. Documents, reports, and news articles- Or any published written materials may serve as evaluation data.
8. Stories- May provide data from personal accounts of experiences or results of programs in people's own words.
9. Case studies- Typically include several of the
1. "Near to our residence" 11. "Cool because of many trees"
above.
2. "Free tuition" 12. "Mga mabait ang mga tao dito"
3. "It is a public school." 13. "It is my parent's choice"
What's More! 4. "People here are nice." 14. "Lessons are easy."
5. "Teachers are nice." 15. "Malapit lang sa bahay namin"
Instructions: Fill in the table using the responses 6. "Nice" 16. "Magagaling ang teachers."
above and categorize and code them. Use an extra 7. "Mingaw" 17. "Dili ko ma late permi."
sheet of paper. 8. "kumpeto ug pasilidad" 19. "Teachers are not so strict."
Activity 4: Coding and Categorizing Data! 9. "awesome" 20. "No tuition"
What were the main reasons you chose this school? 10. "No bullies"
Responses are the following in verbatim:

Table 2. The coded and categorized narrative data

CATEGORY CODE NARRATIVE
Distance Dis Near our residence

Activity 5: 1. How did you find the activity? 2. What kind of basic approach did you have difficulties with? Why?
3. Did it help you analyze the data of your research?

Instructions: What I have Learned!

Activity 6. Fill in the Blanks
When I'm done collecting data, I have to ________________ by _______________ and ________________ them for a
better ________________.
These data were taken from different sources such as: (mention 9). But the most tedious processes are
____________________ and _____________________.
 LESSON 2: Relating the Findings with Pertinent Literature

In writing the findings after data analysis and interpretation, the researcher needs other related literature of the study.
This several related literatures can help you strengthen the findings. For instance, if different sources point out the same
conclusions, as well as your result reveals, the researcher is most likely confident of the results (Renner, 2003).

Instructions: Read the following text and list the relevant literatures included in the research paper “Effects of classroom cell phone
use on expected and actual learning” in the discussion on findings. (Froese, Carpenter, Inman, Barnes, Brecht & Chacon, 2018)
Activity 7. What’s In!

What's new!
As per the suggestion of Renner (2003), in enhancing your discussion of findings, you need to consider these ways to
increase the credibility: (1) use several sources of data; (2) track your choices; and (3) involve others.
1. The data you use from different sources can help you check your findings. For instance, you are more confident if you have the
same interpretation of findings as other related literature.

2. The results should be more convincing in order to make others understand when drawing conclusions. It should be properly
recorded in the written analysis process to help another person see and comprehend the decisions you have made. To help others
follow your reasoning, write your decisions during the analysis process. This includes the explanations for the focal point you take,
the labels you build for the category, changes to the categories you produce, and any assumptions you make about the data as
you work with the text. 3. Feedback and ideas from others can help both analysis and interpretation.

Instructions: Write a content analysis of your ongoing research graded with the use of the adapted rubric below.
Activity 8. Let’s Do It!
4 3 2 1

The paper demonstrates that the author, for the

The paper demonstrates that the author fully understands and
most part, understands and has applied The paper demonstrates that the author, to a
Integration of has applied concepts learned in the course. Concepts are The paper does not demonstrate that the author has fully
concepts learned in the course. Some of the certain extent, understands and has applied
Knowledge integrated into the writer’s own insights. The writer provides understood, and applied concepts learned in the course.
conclusions, however, are not supported in the concepts learned in the course.
concluding remarks that show analysis and synthesis of ideas.
body of the paper.

The topic is focused narrowly enough for the scope of this The topic is focused but lacks direction. The
The topic is too broad for the scope of this
Topic focus assignment. A thesis statement provides direction for the paper is about a specific topic but the writer has The topic is not clearly defined.
assignment.
paper, either by statement of a position or hypothesis. not established a position.

The writer has omitted pertinent content or content

Depth of In-depth discussion & elaboration in most Cursory discussion in all the sections of the paper or brief
In-depth discussion & elaboration in all sections of the paper. runs-on excessively. Quotations from others
discussion sections of the paper. discussion in only a few sections.
outweigh the writer’s own ideas excessively.

For the most part, ties together information from Sometimes ties together information from all
Ties together information from all sources. Paper flows from Sometimes ties together information from all sources.
all sources. Paper flows with only some sources. Paper does not flow - disjointedness is
one issue to the next without the need for headings. Author's Paper does not flow - disjointedness is apparent. Author's
Cohesiveness disjointedness. Author's writing demonstrates apparent. Author's writing does not demonstrate an
writing demonstrates an understanding of the relationship writing does not demonstrate an understanding of the
an understanding of the relationship among understanding of the relationship among material
among material obtained from all sources. relationship among material obtained from all sources.
material obtained from all sources. obtained from all sources.

Spelling and Unacceptable number of spelling and/or grammar

No spelling &/or grammar mistakes. Minimal spelling &/or grammar mistakes. Noticeable spelling & grammar mistakes.
grammar mistakes.
 More than 5 current sources, of which at least 3 are peer-
review journal articles or scholarly books. Sources include Fewer than 5 current sources, or fewer than 2 of 5 are
5 current sources, of which at least 2 are peer- Fewer than 5 current sources, or fewer than 2 of 5
both general background sources and specialized sources. peer-reviewed journal articles or scholarly books. Not all
Sources review journal articles or scholarly books. All are peer-reviewed journal articles or scholarly
Special-interest sources and popular literature are web sites utilized are credible, and/or sources are not
web sites utilized are authoritative. books. All web sites utilized are credible.
acknowledged as such if they are cited. All web sites utilized current.
are authoritative.

Cites most data obtained from other sources.

Cites all data obtained from other sources. APA citation style is Cites some data obtained from other sources.
Citations APA citation style is used in both text and Does not cite sources.
used in both text and bibliography. Citation style is either inconsistent or incorrect.
bibliography.
Adapted from: Whalen, S. “Rubric from Contemporary Health Issues Research Paper”
https://www.cornellcollege.edu/LIBRARY/faculty/focusing-on-assignments/tools-for-assessment/research-paper-rubric.shtml

Instructions: Arrange the words in the word bank in sequence upon writing content analysis.

Activity 9. Presenting the sequence of your content analysis! (Source:https://shodhganga.inflibnet.ac.in/bitstream/10603/16098/10/11_chepter%204.pdf)

Table
Analysis Activity 10: 1. How did you find the activity?
Chart 2. What did you need to know to address difficulties, if any?
Problem question 3. Can you determine the arrangement of your presentation Data Analysis
Implication and Interpretation?
Photos (any)
SUMMARY
1. Thematic coding is a form of qualitative analysis which involves recording or identifying passages of text or images that are
linked by a common theme or idea allowing you to index the text into categories and therefore establish a “framework of
thematic ideas about it” (Gibbs 2007)
2. Analysis is analyzing the content of interviews and observational field notes to find out the main themes that will come out
from the answer of the participants.
3. Understand your data carefully and ask what does it mean.
4. Use pertinent related literature to support your claims/interpretation.
5. Make your conclusion base on your findings and include the main point and recommendation.
6. Observe the American Psychological Association (APA) style in writing references.

LESSON 3: Conclusion and Recommendation

A well-processed and analyzed information can lead to a successful conclusion. It should have a simple statement of
your point and its meaning should be transformed by importance (Booth, et. al, 2008).

Tips in writing the conclusion:

1. Start with your main point. Repeat what you have stated in your introduction. Repeat it fully but do paraphrase. Do not copy it
word for word.
2. Add a new significance or application.

Mention another possible importance that you could have

stated in the introduction but you reserved it in the
conclusion. But do not overstate it since it might appear as
the main point. The example was mentioned by Booth, et. al,
(2008):

3. Call for more research. Scout other done researches

that will suggest new ideas to venture to conduct another
research. This will keep the conversation alive. Imagine
someone got interested and has a desire to follow up on
your research. See for example:
(Source:https://www.rand.org/content/dam/rand/pubs/rgs
dissertations/RGSD159/RGSD159.ch6.pdf)

Instruction: Draw a conclusion from the findings/result.

Activity 11: Drawing Conclusion (10 pts)
Result/Finding (Hariford Community College, 2020) According to my experiments, the Energizer maintained its voltage
(dependent variable) for approximately a 3% longer period of time (independent variable) than Duracell in a low current drain
device. For a medium drain device, the Energizer maintained its voltage for approximately 10% longer than Duracell. For a high
drain device, the Energizer maintained its voltage for approximately 29% longer than Duracell. Basically, the Energizer performs
with increasing superiority, the higher the current drain of the device. The heavy-duty non-alkaline batteries do not maintain their
voltage as long as either alkaline battery at any level of current drain.

What is it!: Naoum (2007) suggested that the following should be included in the conclusion:
1. The research aim; 2. Comments on the research objectives- Affirm each objective and its achievement.
3. Comments on the research hypothesis or the research questions (whichever is applicable)
4. Personal recommendations (practical) as to what should and should not be done- Perhaps the development of a conceptual
model of a framework can be inserted in this part of the conclusion chapter.
5. Limitations of your research -State what were the difficulties that you faced throughout the research process which hindered
you
from achieving part of your objectives.
6. Further research

Instructions: Write a conclusion out of Dr. Kiesha Prem’s (2020) study.

Activity 12. Lets Do It!

Background In December 2019, severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), a novel coronavirus, emerged
in Wuhan, China. Since then, the city of Wuhan has taken unprecedented measures in response to the outbreak, including
extended school and workplace closures. We aimed to estimate the effects of physical distancing measures on the progression of
the COVID-19 epidemic, hoping to provide some insights for the rest of the world.
Methods To examine how changes in population mixing have affected outbreak progression in Wuhan, we used synthetic location-
specific contact patterns in Wuhan and adapted these in the presence of school closures, extended workplace closures, and a
reduction in mixing in the general community. Using these matrices and the latest estimates of the epidemiological parameters of
the Wuhan outbreak, we simulated the ongoing trajectory of an outbreak in Wuhan using an age-structured susceptible-exposed-
infected-removed (SEIR) model for several physical distancing measures. We fitted the latest estimates of epidemic parameters
from a transmission model to data on local and internationally exported cases from Wuhan in an age-structured epidemic
framework and investigated the age distribution of cases. We also simulated lifting of the control measures by allowing people to
return to work in a phased-in way and looked at the effects of returning to work at different stages of the underlying outbreak (at the
beginning of March or April).
Findings Our projections show that physical distancing measures were most effective if the staggered return to work was at the
beginning of April; this reduced the median number of infections by more than 92% (IQR 66–97) and 24% (13–90) in mid-2020
and end-2020, respectively. There are benefits to sustaining these measures until April in terms of delaying and reducing the
height of the peak, median epidemic size at end-2020, and affording health-care systems more time to expand and respond.
However, the modeled effects of physical distancing measures vary by the duration of infectiousness and the role school children
have in the epidemic.
Interpretation Restrictions on activities in Wuhan, if maintained until April, would probably help to delay the epidemic peak. Our
projections suggest that premature and sudden lifting of interventions could lead to an earlier secondary peak, which could be
flattened by relaxing the interventions gradually. However, there are limitations to our analysis, including large uncertainties
around estimates of R0 and the duration of infectiousness. The rubric bellow will be used to grade in Drawing the Conclusion
activity adapted from Bauer-Ramazani (2013).
Performance Scale Legend
Primary Traits Performance Scale Comments

The Conclusion… 1 2 3 4 5

1. captures the focus of the research paper.

2. summarizes the writer’s main points (aspects) of

the research paper by paraphrasing the
thesis statement.

3. provides a recommendation.

4. includes an ending comment that inspires the

reader to continue thinking about your topic.

1 Does not use target trait, or writing is illegible or incomprehensible.

 2 Use of traits is at a functional level, sometimes appropriate use but often not.
Lack of control interferes with communication.

3 Use of trait is at developmental level; inconsistent or inappropriate use of trait,

and level of control sometimes interfere with communication.

4 Few major misuses of that rarely interfere with communication

but not yet at a fluent level of control.

5 Mastery level of performance: few misuses of traits;

fluent level of control: meets standard

Concluding Sentences: A concluding sentence signals the end of a paragraph by restating the topic sentence, summarizing the
main points, and leaving the reader with a closing thought: a suggestion, an opinion, a prediction, etc. Below are commonly used
in concluding sentences because they signal the end of the paragraph: finally, therefore, consequently, in conclusion, to
summarize, in summary, thus, as a result.

Instructions: Read the following paragraph. Write a concluding sentence for the paragraph using an end-of-paragraph signal

Activity 13. Constructing Conclusion! (Source: https://www.easyteacherworksheets.com/) October is National Bullying Prevention Month. Bullying
is an unwanted, aggressive behavior. It often accompanies a real or perceived power imbalance. It can include making
threats, spreading rumors, and attacking someone either verbally or physically. It can take place either in person or online, a
phenomenon known as "cyber-bullying." But no matter how it occurs, bullying is unacceptable behavior. On October 19th, we
are encouraging all students to stand up against bullying by wearing an orange T-shirt.

Activity 14: 1. How did you find the activity? 2. What did you need to know to address difficulties if any?
3. Can you now construct your own research conclusion?

Instructions: This time you are going to write your research conclusion using an adapted rubric of Bauer-Ramazani (2013). Write
your answer on your Practical Research notebook.
Activity 15: Writing your Research Conclusion!

Instructions: Write your conclusions that you can gather from your study results and outcomes. Go through the written conclusions
and rewrite it with the guidance from the rubric of Bauer-Ramazani (2013).
Activity 16: Rewriting your Conclusion

SUMMARY: Make your conclusion based on your findings and include the main point and recommendation.

LESSON 4: List of References

The reference list is all references cited in the text of the research paper. Upon writing your research paper you are
citing different literature. This lesson will help you use a tool in Microsoft Word to write the references you have used. This is easy
to use in citing literature and coming up with the list of references used. The List of References should be in alphabetical order
and written in the last section of your paper.
You are taught in the previous lesson citing different sources. The style may be commonly used in the American
Psychological Association (APA) 6th edition in this case. You can also use a higher edition.

Steps
1. Open Microsoft Word.
2. Press References.
3. Press Manage Sources.
4. Choose the type of source
5. Press New if you want to entry literature sources. Citation
After pressing new you can create sources used in your paper. Then press "Show All Bibliography Fields" and supply all the
necessary fields particularly with red asterisk.
7. Select "OK".
8.You will go back to the source manage.
9. Press citation if needed to avoid retyping.

Instructions: In using the Microsoft Word software, enter the following references. You may visit
https://libraryguides.vu.edu.au/apareferencing/7Webpages.
Activity 17: What’s More!
Book Journal

The following information is taken from (CRICOS,

2015).
Instructions: Write and alphabetically arrange the references found below in your Practical Research notebook. Observe the
proper APA style of the following materials:
Activity 18: What is it!

Journal: Tea: Hydration and other health benefits

pp. 34-42, https://doi.org/10.7748/phc.2016.e1162
Primary Health Care, Vol.26, issue 8
C. Ruxton. 2016
Book: Movement, knowledge, emotion: Gay activism and HIV/AIDS in Australia
J. Power, 2011, ANU Press
 https://www.doabooks.org/doab?func=search&query=rid:15033
News paper: Just not blond’: How the diversity push is failing Australian fashion. The Guardian: Australia The Guardian:
Australia
Edition.https://www.theguardian.com/fashion/2018/may/22/just-not-blonde-how-the-diversity-push-is-failing-
australian-fashion, A. Spring, & C. Earl , May 22, 2018

Instructions: Write your references used in your study. Note: Follow the APA format
Activity 19: What's More!

Activity 20: 1. How did you find the activity? 2. What did you need to know to address difficulties if any?
3. Do different references have the same arrange the same? Why?

Instructions: List down and arrange your list of references alphabetically. Remember to observe indention.
Activity 21: What I have Learned!

Example: Dela Cruz, Juan, 2020, Guide to Writing My References in Research,

Cagayan de Oro, Cagayan Publishing Co.

Makiling, Esperanza, 2018, Road to Publishing Research, Makati,

PhilResearch Co.

Instructions: From the list of references reflected in your Activity 4.4, rewrite your references following the rules discussed in this
lesson. Categorize the references into books, websites, journals, articles, published research or unpublished
research.
Activity 22: Rewriting your References!

Example:
Book Dela Cruz, J. (2020). Guide to Writing My References in Research.
Cagayan de Oro: Cagayan Publishing Co.

Makiling, E. (2018). Road to Publishing Research, Makati:

PhilResearch Co.

23: SUMMATIVE TEST 1

PRACTICAL RESEARCH 1_4th QUARTER
Name of Learner: ___________________________________Grade Level & Section _________________________________
I. MULTIPLE CHOICE. Encircle the letter of the correct answer.

1. This refers to the researcher analyzing the information closely to recognize common subjects, topics, ideas, and context trends
that come up repeatedly. a. Reviewing themes b. Thematic analysis c. Generating themes d. Naming themes
2. Data is converted into more readable text in field research through:
a. transcription of audiotape recordings of field notes that the researcher dictates
b. the organization of field notes into theoretically relevant categories
c. elimination of extraneous information recorded in field notes
d. expansion field jottings into more complete field notes
3. A senior high school student assigned keywords to the main theme of her research paper to easily identify the frequency of the
common responses from her respondents. This process is known as:
a. Identifying the themes
b. Assigning codes to the themes
c. Classifying responses under the main themes
d. Integrating themes and responses into the text of your report

4. When there is a need to gather in-depth information on people's opinions, emotions, perceptions, and feelings, the researcher
would opt for the _____process: a. analysis b. interview c. frequency d. theme coding
5. A tabular representation of a survey data set used for arranging and summarizing the information.
a. analysis b. interview c. frequency d. theme coding
6 – 11. Construct a concept map on the given items below: (Note use connecting word/words to get the relationship of each item)
6. Analysis 7. Interviews (survey, and focused group discussion) 8. Summarize 9. Conclusion 10. Frequency
11. Coding(either in numbers or words)
12. Where should the overall conclusion of your paper be seen first by a reader? a. Abstract b. Conclusions
c. Introduction d. Theory and Hypotheses
13. What is meant by the “frame” of a paper? a. The introduction and conclusion b. The abstract and literature review
c. The abstract, introduction, and conclusion d. The literature review, methods and data, and results and conclusion
section
14. Which of the following is NOT one of the three main points you should include in your conclusion?
a. Reiterating whether or not you were able to support your hypotheses with the data you collected and analyzed with either
the
quantitative or qualitative analyses
b. Providing the reader an idea of how the research could have been improved and if new questions based on the research
findings have emerged.
c. Creating a new control variable that will alter the findings in order to conform to your hypothesis
a. Containing a discussion of how the findings from the research can be generalized to other cases.
15. Why is it important to write a strong abstract, introduction, and conclusion?
a. Because these are the only sections that contain the research question and overall findings of the research project
b. Because these are often the sections that readers study first
c. Because these are the shortest sections of the paper
d. Because of replicability
16. This relates to the process of collecting and measuring information in a defined systematic way on variables of interest that
allows one to answer specified research questions, test hypotheses, and evaluate results.
a. interview b. gathered data c. analysis of data d. collection of data
17. Angelica, a fast-food crew, was looking for patterns and themes in the answers she got from the customer's satisfaction survey.
This process is called: a. Analyzing quantitative information b. Re-evaluating the initial goals
c. Analyzing qualitative information d. Finalizing recommendations
18. Marvin was researching a company he was considering buying. He looked at the reports of regular transactions, the number of
unique clients, and the number of repeat clients. To help him make his decision, he used statistics created by this knowledge.
Marvin utilized ______research. a. Qualitative research b. Quantitative research c. Survey research d. Conclusive
research
19. The analysis of relevant literature helps us recognize the questions to be answered about a research subject that is still
essential. If so, the RRL role refers to:
a. The RRL leads to definitions of problems, selection of methods, and interpretation of findings.
b. The RRL states the stand of the researcher on conflicting views relative to the study.
c. The RRL reports the contribution of others to the study.
d. The RRL provides sources of significant problems.
20. The review of related literature enables researchers to look through research instruments from previous research that can also
be used to answer their research questions. If so, the RRL role refers to:
a. The RRL leads to definitions of problems, selection of methods, and interpretation of findings.
b. The RRL states the stand of the researcher on conflicting views relative to the study.
c. The RRL reports the contribution of others to the study.
d. The RRL provides sources of significant problems.

Activity 24. INSTRUCTIONS: This time you are going to present your write up on data analysis and interpretation of your research
paper (Presentation of Data Analysis and Interpretation). (Source: https://statsmaths.github.io/stat289-f17/assets/syllabus/data_analysis_rubric.pdf)

Data Analysis Rubric: Each data analysis will be graded using the following rubric. There is a total of 4 points. Getting all ‘Meets Expectations’
yields a perfect score. Some categories have values for exceeding.
Needs Improvement Meets Expectations Exceeds Expectations

Thesis The thesis statement may be vague, overly general, or too Clear conclusions are given that satisfy the requirements of the The thesis statement shows deep insight into the dataset by drawing
Statement specific. (0) assignment and require statistical analysis in their argument. (0.5) specific non-trivial conclusions that require a very careful or multi-
level analysis of the data. Results may be particularly surprising or
interesting. (0.75)

Evidence Aspects of the argument may incorrectly draw conclusions from Statistical evidence is seamlessly referenced and integrated into the The paper incorporates multiple independent lines of argument or
the given data or may be tangential or irrelevant to making the paper’s arguments. Arguments clearly successfully argues a particularly difficult thesis statement. Usually
author’s point. (0) flow from the thesis and use induction, deduction, or a combination given only in
thereof to make a clear case for the author’s argument. (0.5) tandem with an ‘Exceeds Expectations’ thesis. (1.0)

Visualizations & Models, tables, and graphics may not be cohesively woven into All models, tables and graphics are appropriately used and statistically Inventive use of models or graphics. Graphics may contain many
Models the argument of the paper nor always appropriately applied. sound. Graphics are properly labelled and visually pleasing. (0.5) interwoven layers that increase information density without
Graphs may make poor choices in terms of colors, data types, becoming too busy; models may include newly constructed variables
or fail to include proper labels. The command of or be fit on a different level of analysis than the raw data. (0.75)
some methods and theories under consideration may be weak
 or shaky. (0)

Organization Some aspects of the paper are not effectively integrated. There There is a logical structure appropriate to the subject. Sophisticated N/A
may be parts of the paper that do not further distinct or transitional sentences develop an idea from the previous one or identify
coherent point. (0) their logical relations. The reader is guided through the chain of
reasoning or progression of ideas. Graphics and tables are included at
appropriate points. (0.25)

Style Sentence Sentence structure tends to be repetitious; errors in usage and The author demonstrates a command of good writing style through a N/A
mechanics sometimes interfere with the writer’s ability to variety of sentence structures and word choices. Statistical results are
communicate the purpose of woven into the narrative rather than distracting from it. (0.25)
the paper. The tone or intended audience of the piece may be
inconsistent or not in line with the instructions. (0)

Execution The writing contains errors and omissions that begin to impede The piece should is almost entirely free of spelling, punctuation, and N/A
on the author’s ability to make overall arguments. (0) grammatical
errors. (0.25)

Presentation The presentation may presuppose familiarity with the data at The presentation follows a logical structure, makes a compelling N/A
hand or fail to make a cohesive argument. The presenter argument, and is interesting to and appropriate for the classroom
shows a combination of lacking in preparation or understanding audience. The presenter has clearly practiced the material and delivers
of the their results confidently. (0.5)
material. (0)

Activity 25. INSTRUCTIONS: Rewrite your data analysis and interpret with at least minimal correction. Utilize the rubrics from
Activity 24. (Rewriting your data analysis and interpretation) Use an extra sheet for your answer.

26. SUMMATIVE TEST 2

PRACTICAL RESEARCH 1_4th QUARTER
Name of Learner: ___________________________________Grade Level & Section _________________________________
MULTIPLE CHOICE. Encircle the letter of the correct answer.

1. This correlate to a plan, concept, and/or framework conceptualized by our mind.

A. Drawing B. Design C. Notes D. Research
2. Which among these designs is NOT an example of a qualitative research design?
A. Ethnography B. Phenomenology C. Case Study D. Experimental
3. This research design aims to determine why elements of the population act, occur, or exist in a specific way.
A. Ethnography B. Historical Study C. Case Study D. Phenomenology
4. This research design aims to determine the ways of the person/population through their behavior in certain events.
A. Ethnography B. Historical Study C. Case Study D. Phenomenology
5. This research design focuses on the process of investigating past events systematically to supply an account of happenings
within the past A. Ethnography B. Historical Study C. Case Study D. Phenomenology
6. This characteristic of research centers on the accuracy of methods, data collection, measurement, and design of a research
study. A. Accountability B. Probability C. Reliability D. Validity
7. A process of collecting data through one or more methods or data sources.
A. Observation B. Interview C. Triangulation D. Survey
8. A type of sampling that anchors on chance or opportunity.
A. Stratified Sampling B. Simple Random C. Snowball Sampling D. Cluster Sampling
9. A type of sampling method that divides the population into several subgroups that are homogeneous and select items from
each stratum to generate a sample. A. Stratified Sampling B. Simple Random C. Snowball Sampling D. Cluster
Sampling
10. A type of sampling method in which the researcher tallies at his convenience the population in terms of characteristics, such
as sex, race & based on the population of interest. A.Snowball Sampling B.Purposive Sampling C.Quota Sampling D. Expert
Sampling
11. A type of sampling method in which the researcher seeks the consent of those who are experts of the study and begins the
process of collecting his information directly from individuals or groups of respondents.
A. Snowball Sampling B. Purposive Sampling C. Quota Sampling D. Expert Sampling
12. A technique of data collection that makes you ask the subjects or respondents questions to give verbal answers about your
queries related to your research study. A. Interview B. Open-Ended Survey C. Observation D. Focus
group
13. A technique of data collection that encourages you to immerse yourself in a social environment as the observer, helping you to
understand firsthand how participants' behaviors are consistent with their words.
A. Interview B. Open-Ended Survey C. Observation D. Focus group
14. A technique of data collection that allows participants to express their opinions and provide detailed answers about the inquiry.
 A. Interview B. Open-Ended Survey C. Observation D. Focus group
15. A data collection method that is held through informal conversations with 7 to 12 members to gather their perspectives and
opinions on topics closely relevant to questions.
A. Interview B. Open-Ended Survey C. Observation D. Focus group

Activity 26. Instructions. Write NP if the situation refers to Non-Probability Sampling; if not, write P.
___1. Choosing subjects capable of helping you meet the aim of your study
___2. Checking every 10th student in the list
___3. Interviewing some people you meet on the campus
___4. Letting all members of the population join the selection process
___5. Choosing samples by chance

Activity 27. Instructions: Think of a plan on how to design a Gift-Giving Project. Write down all your plans to come up with a
concept poster for your prototype. Please be guided by the rubric below for you to assess your work performance. Use separate
sheet of paper for your answer.
CRITERIA 5 3 2 1
Graphics - All graphics are related to the topic, Most graphics are related to the Some graphics are related to the topic Graphics do not relate to the
Relevance easier to understand and all topic, easier to understand and and some borrowed graphics have a topic not clear and contain no
borrowed graphics have a source most borrowed graphics have a source citation. source citation.
citation. source citation.
Graphics - Several of the graphics used on the One or two of the graphics The graphics are made by the student No graphics made by the
Originality poster reflect an exceptional degree used on the poster reflect but are based on the designs or ideas of student are included.
of student creativity in their creation student creativity in their others.
and/or display. creation and/or display.
Required The poster includes all required All required elements for the All but 1 of the required elements for the Several required elements for
Elements elements for The Gift-Giving Project Gift Giving Project are included Gift Giving Project are included on the Gift Giving Project were
as well as additional information. on the poster. poster. missing.
Attractiveness The poster is exceptionally The poster is attractive in terms The poster is acceptably attractive The poster is distractingly
attractive in terms of design, layout, of design, layout and neatness. though it may be a bit messy. messy or very poorly
and neatness. designed. It is not attractive.
Grammar There are no grammatical mistakes There is 1 grammatical mistake There are 2 grammatical mistakes on There are more than 2
on the poster. on the poster. the poster. grammatical mistakes on the
poster.
Design 14980708 14980709 14980710 14980707

Skillfully created an Good use of color a Poster is somewha Aesthetically unple

Skillfully Good The poster is Aesthet
created and designed to present use of color and design. Clearly somewhat aesthetically pleasing but ically unpleasant and missing
information very clearly. Very shown information that is also may be missing some color or element color or design. Information is
colorful and aesthetically pleasing. aesthetically pleasing. of design. Information could be presented unclearly on the
presented more clearly. poster.

Activity 28: Instructions: Think about a topic that best suits your interest. Follow the table below and fill out the necessary
information in each column. Please be guided by the rubric below for you to assess your work performance.
Topic of Interest Possible Title Cite Reasons Why You Have Chosen the Topic Qualitative Research Design to Use

Rubric for Qualitative Research Plan Assignment

EXCELLENT VERY GOOD AVERAGE NEEDS IMPROVEMENT
CRITERIA 10 8 6 4

The ideas found in all 4 columns are all Ideas found in the 3 out of 4 columns Ideas found in 2 out of 4 columns are Ideas given are not clear and not focused
IDEAS
clear and focus are clear and focus clear and focus

The thoughts found in all 4 columns are The thoughts found in the 3 out of The thoughts found in the 3 out of 4 The thoughts found in the 2 out of 4 columns are
ORGANIZATION
organized columns are organized. organized.

All ideas/thoughts presented enhances the Most of the Ideas/thoughts presented Some of the thoughts provided the All ideas presented are vague and lack a sense of
PRESENTATION readers' ability to understand and connect enable the reader to understand the reader some understanding of the thought and direction.
with the topic of interest idea presented idea presented

TOTAL SCORE 30 HIGHEST 24 =80% 23=75%

Rubric is Patterned and modified from https://www.thoughtco.com/rubric-template-2081369,2019
Prepared by: JEMAR M. BANDAJA, LPT/Practical Research 1 Teacher