445113734-practical-research-2-module-pdf.pdf

UNIT 1

Nature of Inquiry and Research A.

CONTENT STANDARDS

The learner demonstrates understanding of: a.

Lesson 1

Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research

Lesson 1.1 Characteristics of Quantitative Research OBJECTIVES The students are expected to: 1. describe the characteristics of quantitative research 2. identify the characteristics of quantitative research described in statements 3. complete the Star Diagram in summarizing the characteristics of quantitative research

the characteristics, strengths, weaknesses, and kinds of quantitative research

b.

the importance of quantitative research across fields

c.

the nature of variables

B. PERFORMANCE STANDARDS

LET’S FEED YOUR MIND. READ THIS! Quantitative Research is an objective, systematic, empirical investigation of the observable phenomena through the use of computational techniques. It highlights numerical analysis of data hoping that the numbers yield unbiased results that can be generalized to some larger population and explain particular observation. Simple quantitative research is concerned with numbers and its relationship with events.

The learner is able to decide on suitable quantitative research in different areas of interest

C. LEARNING COMPETENCIES The learner: a.

describes characteristics, strengths, weaknesses, and kinds of quantitative research

b.

illustrates the importance of quantitative research across fields.

c.

differentiates kinds of variables and their uses

Characteristics of Quantitative Research 1. Objective. Quantitative research seeks accurate measurement and analysis of target concepts. It is not based on mere intuitions and guesses. Data are gathered before proposing a conclusion or solution to a problem. 2. Clearly defined Research Questions. In quantitative research, the researchers know in advance what they are looking for. The research questions are well defined for which objective answers are sought. All aspects of the study are carefully designed before data are gathered. 3. Structured Research Instruments. Data are normally gathered using structured research tools such as questionnaires to collect measurable characteristics of the population such as age, socio-economic status, number of children etc. 4. Numerical Data. Data are in the form of numbers and statistics, often organized and presented using tables, charts, graphs and figures that consolidate large numbers of data to show trends, relationships or differences among variables. 5. Large Sample sizes. To arrive at more reliable data analysis, a normal population distribution is preferred. This requires a large number of

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population size, depending on how the characteristics of population vary. Random sampling is recommended in determining the sample size to avoid researchers’ bias in interpreting the results. 6. Replication. Reliable quantitative research can be repeated to verify and confirm the correctness of the results in another setting. 7. Future Outcomes. By using complex mathematical calculations and with the aid of computers, if-then scenarios may be formulated thus predicting future results.

YOUR BRAIN NEEDS EXERCISES. DO THIS! On the space provided before the number, identify the characteristics of quantitative research being described in each of the following statement. Write your answer on the space provided before the number. ______________________

1.

In presenting the results in quantitative research, researchers commonly use numbers and statistics.

______________________

2.

Normally, the researcher uses structured research tools such as questionnaires to collect measurable characteristics of the population.

______________________

3.

In quantitative research, the researcher can predict future results through complex mathematical calculations and with the aid of computers.

______________________

4.

The researcher must not make the interpretation of the data with mere intuitions and guesses.

______________________

5.

Quantitative research requires a large number of population size, depending on how the characteristics of population vary.

______________________

6.

Conclusions and problem solution are proposed by the researcher after gathering data.

______________________

7.

Reliable quantitative research can be repeated to verify and confirm the correctness of the results in another setting.

______________________

8.

The research questions are well defined and stated in advance for which objective answers are sought.

______________________

9.

All aspects of the study are carefully designed before data are gathered.

______________________

10. The researcher used pencil and paper test to determine the attributes of the respondents of the study.

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 1-2). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

Describe each of the characteristics of quantitative research on the space provided below. 1.

2.

3.

4.

5.

6.

7.

Objective. __________________________________________________________ __________________________________________________________ __________________________________________________________ Clearly defined Research Questions. __________________________________________________________ __________________________________________________________ __________________________________________________________ Structured Research Instruments. __________________________________________________________ __________________________________________________________ __________________________________________________________ Numerical Data. __________________________________________________________ __________________________________________________________ __________________________________________________________ Large Sample sizes. __________________________________________________________ __________________________________________________________ __________________________________________________________ Replication. . __________________________________________________________ __________________________________________________________ __________________________________________________________ Future Outcomes __________________________________________________________ __________________________________________________________ __________________________________________________________

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CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Name: ________________________________ Date: _____________________ Summarize the characteristics of quantitative research by completing the

Section: ______________________________ Score: _____________________ On the space provided before the number, identify the characteristics of

Star Diagram below. Characteristics of Quantitative Research

quantitative research being described in each of the following scenario. Choose the letter of your answer from the choices inside the box.

a)

Objective.

e)

Large Sample sizes.

b)

Clearly defined Research Questions.

f)

Replication.

c)

Structured Research Instruments.

g)

Future Outcomes.

d)

Numerical Data.

_________

1.

Cita presents the findings of her study by using frequency, percentage, and graphs.

_________

2.

Divina makes sure that all of the questions to the data needed in her study are included in her study.

_________

3.

Even the result of the study is not the same with his expectations; Mario did not manipulate any data on his research.

_________

4.

In order to gather data from the respondents, Ace distributed questionnaires to the participants of his study.

_________

5.

The researcher selected 315 students from the 1500 students in Grade 7

_________

6.

Gene interpreted the data based from the findings collected.

_________

7.

Maria made sure that she has collected the necessary data

_________

8.

before making conclusion. To determine if there is the same result in Makati City, Martin repeated the study conducted on the effect of smoking to pregnant women in Pasig City. _________

9.

Mina proposed conclusions and solution to problem only after collecting and analyzing the data.

_________ LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

10. Diane used the entire target population as participants of her study.

Parent’s Signature: ___________________________ Date: ________________

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•

Lesson 1. 2 Strengths and Weaknesses of Quantitative Research

OBJECTIVES

•

The students are expected to: 1. explain the strengths and weaknesses of quantitative research 2. classify situations in conducting study whether it is strength or weakness of quantitative research 3. complete the T-chart in summarizing the strengths and weaknesses of quantitative research

LET’S FEED YOUR MIND. READ THIS! Conducting

of

quantitative

research

has

both

advantages

and

Information are difficult to gather using structured research instruments specifically sensitive issues like pre-marital sex, domestic violence, among others. If not done seriously and correctly, data from questionnaires may be incomplete and inaccurate. Researchers must look on respondents who are just guessing in answering the instrument.

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 2-3). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK! What are the strengths of the quantitative research? Cite and explain briefly. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

disadvantages to the researcher. Strengths of Quantitative Research • • •

•

It is objective. Since it provides numerical data, it can’t be easily misinterpreted. The use of statistical techniques facilitates sophisticated analyses and allows you to comprehend a huge amount of vital characteristics of data. The numerical data can be analyzed in a quick and easy way. By employing the statistically valid random models, findings can be generalized to the population about which information is necessary. Quantitative studies are replicable, standardized approaches allow the study to be replicated in different areas or over time with the formulation of comprehensible findings.

Weaknesses of Quantitative Research •

•

•

Quantitative research requires large number of respondents, it is assumed that the larger the sample is, the more statistically accurate the findings are. It is costly. Since there are more respondents compared to qualitative research, the expenses will be greater in reaching out to these people and in reproducing the questionnaires. The information contextual factors to help interpret the results or to explain variations are usually ignored. It does not consider the distinct capacity of the respondents to share and elaborate further information unlike the qualitative research.

What are the weaknesses of the quantitative research? Cite and explain. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the possible solutions to overcome some of the quantitative research’s weaknesses? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! Identify whether the following statement is a strength or weakness of a quantitative research. Write YES if you consider the item as strength and NO if you consider it as a weakness. ______ 1. Using of questionnaire in collecting data. ______ 2. Gathering information using structured research instruments specifically on sensitive issues. ______ 3. Capacity of the respondents to share and elaborate further information. ______ 4. Objective in making conclusions and solution to problem. ______ 5. Using of large number of respondents on collecting data. ______ 6. Possibility to replicate reliable research paper. ______ 7. The expenses in reaching out people and in reproducing the questionnaires.

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______ 8. Analysing data using numbers and statistics. _______9.The use of statistical techniques in facilitating analyses and comprehension of huge amount of vital characteristics of data. ______ 10. Use of numerical data on making analysis and interpretation.

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: ____________________________________ Date: __________________ Section: __________________________________ Score: _________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Identify whether each of the following situations in conducting the quantitative research is a strength or weakness. Write S if you consider it strength,

Summarize the strengths and weaknesses of quantitative research by

and W if it is weakness. _______

completing the T Chart below.

1.

The inability of the depressed teenagers to express their answer using questionnaires.

The Strengths and Weaknesses of Quantitative Research

_______

2.

Jelo gathers data from large number of earthquake victims in his province.

Strengths

Weaknesses

_______

3.

Monique is unable to consider her own opinion and belief in analyzing and interpreting the data she has gathered from her participants.

_______

4.

Lucy has to go to Bohol to reach out the participants of her study at her own expense.

_______

5.

Tricia patterned her study in the study conducted by her instructor

_______

6.

Jason has to reproduce the questionnaires of his study at his expense.

_______

7.

Jake needs to use numbers and statistics in analyzing the correlation of the variables of his study

_______

8.

Manny is required to produce questionnaires in gathering information about child abuse from his participants.

_______

9.

Michelle shall use statistical techniques in analyzing huge amount of vital characteristics of data of her respondents.

_______

10. Maxine utilizes questionnaires in collecting data in her study. Parent’s Signature: _________________________________ Date: ________________

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Lesson 1.3 Kinds of Quantitative Research OBJECTIVES The students are expected to: 1. explain each of the kinds of quantitative research 2. classify the statements on kinds of quantitative research whether it is true or false 3. complete the Flower Diagram in summarizing the learning on the kinds of quantitative research

LET’S FEED YOUR MIND. READ THIS! The kind of research is dependent on the researcher’s aim in conducting the study and the extent to which the findings will be used. The following are the various kinds of quantitative research that a researcher may employ. Kinds of Quantitative Research Descriptive Research. This design is concerned with describing the nature, characteristics and components of the population or a phenomenon. This design attempts to find general attributes of the presently existing situation and determine the frequency with which it occurs. Descriptive research is used if, for example the research wants to know how many hours senior high school spend in social media, the number of malnourished students who failed in the achievement test, and how healthy is the food served during the recess in the public school. Correlational Research. It is a systematic investigation of the nature of relationship, or associations between among variables without necessarily investigating into causal reasons underlying them. It is also concerned with the extent of relationships that exists between or among the variables. For example, if pre-board examination results can be used to predict performance in the Licensure Examination for Teachers (LET), then the higher the pre-board grade, the most likely be the score in the LET. Correlational research is employed if you like to know, for example, if the following factors are related to each other: sex and mathematical ability, marriage and cancer recovery, occupation and life span.

Survey Research. It is used to gather information from groups of people by selecting and studying samples chosen from population.it may be done in various ways like face-to-face, phone, mail, and online. A survey research may be crosssectional if the information is collected from a sample in just single point of time just like the child-rearing practices of single parents, and population practices of unmarried couples. A survey research is considered longitudinal if the researcher collects information on the same subjects over a period of time, sometimes lasting many years in order to study the changes through the years. Longitudinal survey is utilized, for example, to determine the growth of rice yield in the country and the rate of promotion of doctorate degree holders five years after earning the degree. Causal Comparative Research. It is also known as ex post facto (after the fact) research. This kind of research derives conclusion from observations and manifestation that already occurred in the past and now compared to some dependent variables. It discusses why and how a phenomenon occurs. For example, a researcher is interested in how weight influences stress coping level of adults. Here, the subjects would be separated into different group (underweight, normal weight, over weight) and their stress-coping levels measured. This is an ex post facto design because pre-existing characteristic (weight) was used to form the groups. Experimental Research. This research utilizes scientific method to test causeand-effect relationships under conditions controlled by the researcher. In this case an effort is made to determine and impose control over all other variables except one. An independent variable is manipulated to determine the effects on the dependent variables. For instance, a teacher would like to know if a new teaching strategy is effective or not so he/she teaches one section using the new strategy and teaches another comparable section without the new strategy, then an achievement test was given to the two sections. The manipulated independent variable is the new teaching strategy which is being tested if it has an effect on the dependent variable which is the achievement of the students. Notice that the sections are comparable with one another meaning all other variables are controlled by the teacher. Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 3-4). Cubao, Quezon City: Lorimar Publishing Inc.

Evaluation Research. It aims to assess the effects and impacts or outcomes of practices, policies and programs. Assessing of nursing care in a hospital and determining the impact of new treatment procedure for patients are examples of evaluation research.

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IS YOUR BRAIN FULL? LET’S CHECK! Answer the following questions briefly and comprehensively using your own words. What is descriptive research? _________________________________________________________________ _________________________________________________________________

______

______ ______ ______ ______

What is correlational research? _________________________________________________________________ _________________________________________________________________ What is evaluation research? _________________________________________________________________ _________________________________________________________________ What is survey research? When can we consider that a survey research is cross sectional? Longitudinal survey? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What is causal comparative research? _________________________________________________________________ _________________________________________________________________

______ ______

programs. Evaluation research is concerned with describing the nature, characteristics and components of the population or a phenomenon. 5. Correlational research is concerned with the extent of relationships that exists between or among the variables. 6. Survey research is used to gather information from groups of people by selecting and studying samples chosen from population. 7. Experimental research manipulates an independent variable to determine the effects on the dependent variables. 8. Descriptive research systematically investigates the nature of relationship, or associations between among variables without necessarily investigating into causal reasons underlying them. 9. Experimental research design used pre-existing characteristic to form groups. 10. Descriptive research design utilizes scientific method to test causeand-effect relationships under conditions controlled by the researcher. 4.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the kinds of quantitative research by accomplishing the flower diagram below.

The Kinds of Quantitative Research

What is experimental research? _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! True or False. Write True if the statement is correct, and False if it is incorrect. ______

1.

______

2.

______

3.

Experimental research attempts to find general attributes of the presently existing situation and determine the frequency with which it occurs. Survey research derives conclusion from observations and manifestation that already occurred in the past and now compared to some dependent variables. Causal comparative research design is concerned in assessing the effects and impacts or outcomes of practices, policies and

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name:____________________________________Date: ___________________ Section:__________________________________Score: __________________ Identify the kind of quantitative being described in each of the following

Lesson 2

The Importance of Quantitative Research Across Fields

OBJECTIVES

scenario. Choose the letter of your answer from the choices inside the box. a) b) c)

descriptive correlational evaluation

d) e) f)

survey causal comparative experimental

____

1.

The researcher aims to determine the degree of the relationship of height to the job applicants’ self esteem.

____

2.

The researcher aims to determine the impact of K-12 curriculum to the employment readiness of senior high school graduates.

____

3.

The researcher aims to know how frequent do the teenagers smoke in a week

____

4.

The researcher wants to determine how gender affects leadership performances of SK chairmen of Pasig City. He selects groups of participants of different gender and compares its leadership performance.

____

5.

The researcher wants to determine the academic achievement of the children in rural areas of Pasig City.

____

6.

The researcher wants to determine the effect of ICT if implemented in the students’ participation in the classroom. He compares the students’ participation of two groups (one group with ICT, one group without ICT).

____

7.

The researcher wants to determine the waste management of the employees in SM Megamall.

____

8.

The researcher wants to investigate how time schedule affect the academic achievement of students in Mathematics. He selects 3 groups of students taking the Mathematics in different time.

____

9.

The researcher wants to investigate the relationship of socio economic status and academic performance of the STEM students.

____

10. The researcher aims to enhance students’ class participation by employing positive discipline

Parent’s Signature: _______________________________________ Date: ____________________

The students are expected to: 1. illustrate the importance of quantitative research in different areas of discipline 2. classify research topics to what discipline it contributes 3. complete the Field Matrix in summarizing the learning on the importance of research across fields

LET’S FEED YOUR MIND. READ THIS! The Importance of Quantitative Research In the area of Accounting, Business and Management (ABM), researchers can help design a new product or service figuring out what is needed and ensure that the development of a product is highly targeted towards demand. Businessmen can also utilize research results to guarantees sufficient distribution of their products and also utilize research results to guarantee sufficient distribution of their products and decide where you need to increase their product distribution. Conducting researches can also help a business determine whether now is the proper time to open another branch or whether it needs to apply for a new loan. It may also help a small business decide if a procedure or strategy should be changed to meet the requirements the customer base. In the field of Science, Technology, Engineering, and Mathematics (STEM), medical practitioners, for example, conduct researches to obtain information about disease trends and risks factors, results of various health interventions, patterns of care and health care cost and use. The different approaches to research provide complementary insights. Researchers help in determining the effectiveness and even side effect of drugs and therapies in different populations and various. It is also necessary in evaluating experiences in clinical practice in order to develop mechanisms for best practices and to ensure high-quality patient care. Researches in this field ultimately aim for man’s longevity. As for engineers, architects, and other builders, research helps in providing designs which are creative, conveniently beautiful and at the same time give more convenience and efficiency as they utilize modern technology to adapt the ever changing society. New materials and procedures may be developed so as to further strengthen the structural materials that can withstand various calamities and disasters.

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In the discipline of Humanities and Social sciences, research aims to provide solutions to the social problems directly felt by people. Researchers in this field deal more on societal behaviors and social issues such as stress, worker ethics, organizational commitment, leadership style and child labor, teenage pregnancy, human trafficking, to drug addiction and other forms of criminality. Social science researches lead to the understanding of social interactions that may lead to the formulation of new theories and practices that can contribute to societal development and welfare. As a whole, research can help us understand and assess the things and occurrences around us. It provides us the rationale and justifications for one’s decisions and actions. It gives us the opportunity to discover various means of identifying problems, find ways of dealing with life’s challenges and to come up with innovative materials and mechanism that can improve the quality of life. Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 4-6). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK! Answer the following questions briefly and comprehensively using your

YOUR BRAIN NEEDS EXERCISES. DO THIS! The following are research topics. Identify the field where such research topics can make contribution. Write ABM if it contributes to Accounting, Business and Management, STEM if you consider it helpful in the field of Science, Technology, Engineering and Mathematics, and HUMSS if it contributes to Humanities, and Social Sciences. ____________

1.

adultery

____________

2.

____________

3.

building designs which are more convenient and efficient Cyber bullying

____________

4.

decision to increase product distribution

____________

5.

depression

____________

6.

development of structural materials that withstand various calamities and disasters.

____________ ____________

7. 8.

____________

9.

effectiveness and side effect of certain drugs procedure or strategy to meet the requirements of the customers risks factors of certain disease

____________

10. sufficient distribution of products

own words. What are the benefits does research provide in the area of Accounting, Business and Management (ABM)? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

can

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the importance of quantitative research across fields by

How does research become beneficial in the field of Science, Technology, Engineering, and Mathematics (STEM)? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ How does research help people in the field of Humanities and Social Sciences

accomplishing the Chart matrix below.

The Importance of Quantitative Research across Fields In the field of ABM

In the field of STEM

In the field of HUMSS

(HUMSS)? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ How does research help the people in the field of Technical Vocational Livelihood? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: ___________________________________ Date: ___________________ Section: _________________________________ Score: __________________

Illustrate on the box below the importance of Quantitative Research across fields by making an info graphics.

Lesson 3

The Nature of Variables

Lesson 3.1 Variables and Its Types OBJECTIVES The students are expected to: 1. discuss the variable and its types 2. categorize the variables according to its type 3. complete the Square Matrix in summarizing the learning on variables of quantitative research

LET’S FEED YOUR MIND. READ THIS! A variable is a central concept in research. It is measurable characteristic that changes in value. It may vary from one group to another group, one person to another or even with the same person over time. A variable is anything that may assume varied numerical or categorical values. For instance, sex is a variable, it may be male or female but it would not be applicable as a variable if the setting is an exclusive school for girls. Socio economic status is a variable; it may range from zero to billion pesos. Educational attainment of parents is another variable, it may be from did not attend school to post-doctorate degree. Types of Variables The two types of variables are continuous and discrete variables. Continuous variable. A variable that can take infinite number on the value that can occur within a population. Its values can be divided into fractions. Examples of this type of variables include age, height, and temperature. Discrete variable. Known as categorical or classificatory variable, on the other hand, is any variable that has limited number of distinct values and which cannot be divided into fractions such as sex, blood group, and number of children. Types of Continuous Variables

Parent’s Signature: ________________________________ Date: ______________

Continuous variables can either be interval variable or ratio variable. Interval variable is a measurement where the difference between two values does have meaning such as temperature, age, exam result, grades and etc.

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Ratio variable possesses the properties of interval variable and has a clear definition of zero indication that there is none of that variable such as height, weight and distance. Types of Discrete Variables Discrete variables can either be nominal variable or ordinal variable. Nominal variable is a variable with no quantitative value. It has two or more categories but does not imply ordering of cases like eye color, business type, religion, sex (dichotomous). Ordinal variable is a variable that has two or more categories which can be ranked like educational attainment using coding; elementary = 1 , high school = 2, college undergraduate = 3, college graduate = 4 and graduate studies = 5

YOUR BRAIN NEEDS EXERCISES. DO THIS! On the space before the number, write I if the variable is Interval, N if nominal, R if Ratio and O if ordinal. ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 6-7). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK! Answer the following questions briefly and comprehensively using your own words. What is variable? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Body temperature in Celsius Citizenship Cups of rice consumed in a day Distance travel in an hour Emotion Fast food chain Strand taken Grade in Physical Education Score in short quiz Year level

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the types of variables by accomplishing the Square Matrix below. The Types of Variables

What are the two types of variables? Discuss each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Interval Variable

Nominal Variable

Ratio Variable

Ordinal Variable

What are the types of continuous variables? Discuss each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the types of discrete variables? Discuss each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: ____________________________________ Date: __________________ Section: ________________________________ Score: ___________________ Given the choices below, classify what type of variable are the following. Write the letter of your answer on the space provided. A. B. C. D.

Interval Nominal Ratio Ordinal

Lesson 3.2 Dependent and Independent Variables

OBJECTIVES The students are expected to: 1. 2. 3.

discuss the dependent and independent variables locate the dependent and independent on research topics complete the Venn Diagram showing the similarities and differences of dependent and independent variable

LET’S FEED YOUR MIND. READ THIS! Dependent and Independent Variables

______1. Age as of January 2019 ______2. Brand of shampoo

Dependent variable also called as outcome variable; it is a result or effect of the changes brought about by another variable Independent variable. The cause variable or the responsible for the

______3. College Course

conditions that act on something else to bring about changes

______4. Gender ______5. Hair color ______6. Internet Usage in a day

In a certain study, a group of students was subjected to aroma therapy using essential oils while reading, and another group with normal conditions, then after a month both groups took a reading comprehension test. In this case, the

______7. Music Genre

reading comprehension test score is the dependent variable and exposure to

______8. Number of Years in Service

aroma therapy is the independent variable. This is because the test score is

______9. Occupation

dependent on whether or not the student was exposed to aroma therapy. The

______10. Periodical test score

independent variable exposure to aroma therapy is independent variable because it is something that brought about the change. Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 7-8). Cubao, Quezon City: Lorimar Publishing Inc.

Parent’s Signature: ______________________ Date:_________________

IS YOUR BRAIN FULL? LET’S CHECK! Answer the following questions briefly and comprehensively using your own words. What is dependent variable? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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What is independent variable? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: ____________________________________ Date: _________________ Section: __________________________________ Score: _________________ Supply the information needed below.

YOUR BRAIN NEEDS EXERCISES. DO THIS!

Research Topic

1.

2.

3.

4.

5.

Developing critical thinking with the use of logical thinking Independent: _______________________________ Dependent: ________________________________ Effectiveness of Exposing Classical Music on Consumer’s Behavior. Independent: _______________________________ Dependent: ________________________________ Impact of ICT on Student Achievement in Accounting Independent: _______________________________ Dependent: ________________________________ Increasing Reading Interest through Paired Reading. Independent: _______________________________ Dependent: ________________________________ The collaborative learning in increasing communicative competence Independent: _______________________________ Dependent: ________________________________

Elementary Students 2.

The influence of texting in decreasing the students’ grammatical competence

3.

The impact of Koreanovelas on the Filipino value system

4.

The relationship of corrupt practices and the resignation of the employees

5.

The use of Eco Brick Project in Waste Management Performance of HUMSS students

6.

Time spent studying and its effects the test scores of TVL students

7.

Relationship between disposable income and location amongst

Using the Venn diagram, show the similarities and differences of

young adults

dependent and independent Variable Independent

The relationship of Parents’ Academic Performance of the

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Dependent Variable

Educational Background to the

Classify the each of the underlined variables whether it is Independent or Dependent of the following research topics. Write your answer on the space provided. 1.

Independent Variable

Dependent

8.

Salary and job satisfaction among Greenwoods residents

9.

Number of hours invest in the gym to the body built of the male employees

10. The skin color and the selfesteem of the Facebook users Parent’s Signature: _______________________________________ Date: ____________________

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SUMMARY Quantitative research has seven characteristics which include: (1) objective impartial, unbiased and neutral type of research; (2) Clearly defined questions – definite questions like what, which, how much, and the like are asked and collected); (3) structured research instruments – this type of research surveys, questionnaires, software in collecting data from participants; (4) numerical data – this uses numbers and statistical treatment which produce unbiased results; (5) large sample size –to represents the population (6) replication - high reliability of the study to determine stability and consistency; and (7) future outcomes - new concepts and further studies can be formulated by using calculations. Quantitative type of research is beneficial to researchers in some ways. Since it is numerical, the researcher maintains its objectiveness in interpreting data. With the use of statistical techniques, data become easy to analyse and interpret even it requires large sample size. Additionally, it is replicable, thus, ensures high reliability of results. However, quantitative research can be burden somehow to its researcher specifically on the number of sample which requires the researcher to become financially and physically capable to handle expenses in reaching out participants and reproducing instrument. Moreover, the fact that quantitative research uses structured instruments, the participants are limited in expressing further information specially to sensitive topics, and are most likely to make fun guessing the answers. There are 6 kinds of quantitative research the researcher may utilize. (1) Descriptive Research which focuses on describing the nature, characteristics and components of the population or a phenomenon. (2) Correlational Research is a systematic investigation of the nature of relationship, or associations between among variables without having investigation into causal reasons underlying them. (3) Evaluation Research is used to assess the effects and impacts or outcomes of practices, policies and programs. (4) Survey Research where researcher gathers information from groups of people by selecting and studying samples chosen from population done in various ways like face-to-face, phone, mail, and online. A survey research may be cross-sectional and longitudinal survey. (5) Causal Comparative Research (also known as ex post facto/after the fact research) derives conclusion from observations and manifestation that already occurred in the past and now compared to some dependent variables. It discusses why and how a phenomenon occurs. (6) Experimental Research utilizes scientific method to test cause-and-effect relationships under conditions controlled by the researcher. Quantitative research is beneficial across fields. It can help people understand and assess the things and occurrences around them. It provides them the rationale and justifications for decisions and actions they may do. It leads the people to discover various means of identifying problems, finding ways of dealing with challenges and coming up with innovative materials and mechanism that can improve the quality of lives. A variable is measurable characteristic that changes in value. It may vary from one group to another group, one person to another or even with the same person over time. The two types of variables are continuous (a variable that can take infinite number on the value that can occur within a population) and discrete variables (categorical or classificatory variable, any variable that has limited number of distinct values).Continuous variables can either be interval variable (a measurement where the difference between two values does have meaning) or ratio variable (has a clear definition of zero indication that there is none of that variable). On the other hand, discrete variables can either be nominal variable (does not imply ordering of cases) or ordinal variable (can be ranked). In research, variables can be dependent variable (also called as outcome variable; it is a result or effect of the changes brought about by another variable) and independent variable (the cause variable or the responsible for the conditions that act on something else to bring about changes).

SHOW US WHAT YOU’VE GOT! ANSWER THIS UNIT TEST.

Name: ___________________________________ Date: __________________ Section: _________________________________ Score: __________________ Modified True or False. Write TRUE if the statement is correct but if it is false, change the underlined word or group of words to make the whole statement true. (1 point each) ______________________

______________________ ______________________

______________________

______________________

______________________ ______________________

______________________

______________________

______________________

1.

Dependent variable is a variable in research that causes a change especially on other variables. 2. Continuous variables can either be nominal variable or ordinal variable. 3. Nominal variable is any variable that has limited number of distinct values and which cannot be divided into fractions. 4. Researchers in the field of Science, Technology, Engineering and Mathematics (STEM) deal more on societal behaviors and social issues. 5. In the area of Humanities and Social Sciences, researchers can help design a new product or service figuring out what is needed and ensure that the development of a product is highly targeted towards demand. 6. Correlational Research is also known as ex post facto (after the fact) research. 7. Evaluation Research aims to assess the effects and impacts or outcomes of practices, policies and programs. 8. In descriptive research, the researcher manipulates the independent variables to determine its effects on the dependent variables. 9. Data are normally gathered using structured research tools such as questionnaires to collect measurable characteristics of the population 10. Information are difficult to gather using structured research instruments specifically sensitive issues like pre-marital sex, domestic violence, among others.

Page | 14

Classification. Classify the following variables whether it is Interval, Nominal, Ratio or Ordinal. Write your answer on the space provided before the number. (1 point each) ______________________

11. Civil status

______________________

12. Milktea flavor

______________________

13. Mobile data consumed in a day

______________________

14. Room temperature in Fahrenheit

______________________

15. year level in college

_________ _________

23. Neri did not based his study on guess work 24. Roger wants to ensure the correctness and verify the findings of different but reliable already conducted study. 25. Roel used survey forms in collecting data for his study. _________ For 26 -30 Kinds of Quantitative Research A. Descriptive Research B. Correlational Research C. Evaluation/Assessment

_________ _________ Identification. Each of the underlined word/phrase is variable. Indicate whether it is dependent or independent. Write DV if you consider it dependent variable, and IV if you consider it independent variable _________ ______________________ ______________________ ______________________

______________________ ______________________

16. Effects of k-12 curriculum on professional growth of academic track students 17. Gender and leadership performance of school administrators in Makati City 18. How does parents’ employment status influence the academic performance of elementary students 19. The effect of climate on classroom attendance of Home Economics students 20. Time spent playing online games of the high school students and its effect on the their academic performance

Multiple Choice. Given the choices in the box, identify the word/phrase being described on each of the statement/situation below. Write your answer on the space provided before the number. For 21 -25 Characteristics of Quantitative Research A. B.

Objective. Clearly defined Research Questions. C. Structured Research Instruments D. Numerical Data. _________

_________

E. Large Sample sizes. F. Replication. G. Future Outcomes.

_________ _________

D. Survey Research E. Causal Comparative F. Experimental Research

26. Eric assesses the food sanitation in a fast food chain. 27. Mr. Cruz is interested in determining how age influences maturity level of call center agents. He separated participants into different age group (25 and below, 26-40, 41 and above) and their maturity levels measured. 28. Ms. Guzman would like to know if music therapy is effective or not in the academic performance of high school students so she teaches one section using music therapy and teaches another comparable section without music. 29. Ms. Lorenzo wants to know how many fresh education graduates failed the Licensure Examination for Teachers. 30. Tomy would like to know if family background and life span are related to each other.

For 31 -35 Strengths and Weaknesses of Quantitative Research A. B.

_________ _________ _________ _________ _________

Strength Weakness

31. You have to look on respondents who are unserious in answering the questionnaire 32. You have to use questionnaire in gathering data about domestic violence. 33. You have to use numerical data in analysing and interpreting data. 34. You have to use large number of participants in conducting the study. 35. You have to spend more money and time in reaching out respondents and reproducing questionnaires.

21. In order to arrive at more reliable data analysis, Maine used standardized number of participants to represent the population. 22. Mario presented his data in the form statistics

Page | 15

UNIT 2

Sketch. Make a sketch showing the importance of quantitative research across fields. (5 points)

Identifying the Inquiry and Stating the Problem A.

CONTENT STANDARDS

The learner demonstrates understanding of: a.

the range of research topics in the area of inquiry

b.

the value of research in the area of interest

c.

the specificity and feasibility of the problem posed.

B. PERFORMANCE STANDARDS

The learner is able to formulate clearly statement of research problem

C. LEARNING COMPETENCIES The learner:

Parent’s Signature: ________________________ Date: ________________

a.

designs a research useful in daily life.

b.

writes a research title

c.

describes background of the research

d.

states research questions

e.

indicates scope and delimitation of research

f.

cites benefits and beneficiaries of research

g.

presents written statement of the problem.

Page | 16

Lesson 1

Research Useful in Daily Life

OBJECTIVES The students are expected to: 1. discuss the research topic /problems 2. classify statements about writing research topic whether it is true or false 3. make a concept map summarizing their learning on research topic

LET’S FEED YOUR MIND. READ THIS! A research topic or problem is an intellectual stimulus calling for an answer in the form of scientific inquiry. Topics or problems are general questions about relations among variables, or characteristics of the phenomenon which a researcher needs to undertake. (Birion et.al, 2005, p.7 in Faltado, Bombita & Boholano , 2017) Sources of Research Topics or Problems 1. Prevailing theories and philosophy 2. Observations, intuitions or a combination of both 3. Different subjects taken and from them identify a problem that interest a student-researcher most 4. Fields of interest or specialization or event from related studies 5. Existing problems in the classroom/school/campus/university which one may want to solve are good sources of research problems 6. Existing needs of the community 7. Repetition or extension of investigations already conducted or may be an offshoot of studies underway (Angeles, 1996, p 86) 8. Related studies and literatures 9. Advice of authorities or experts from funding agencies 10. Offshoots of friendly conversations 11. Incidental from interesting topics of professors during the course meeting/session. Selecting Research Topic 1. It should be new or different from what has already been written about. 2. It must be original 3. It should be significant to the field of study or discipline 4. It must necessarily arouse intellectual curiosity

5. It should be of researcher’s interest and researcher must be with the topic 6. It should be a modest one for a beginner to be carried on within a limited period of time. 7. It should be clear, not ambiguous. 8. It should be specific, not general. 9. It should consider the training and personal qualifications of the researcher. 10. It should consider the availability of data involved in the study and the methods and techniques to be employed in gathering them. 11. It should consider the availability of effective instruments for gathering the data and their treatment. 12. It should consider the financial capacity of the researcher to support the project. 13. It should consider the time factor involved in the undertaking Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 14-15). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK! Based on the concept you have read above, answer the following questions briefly using your own words. What is Research Topic? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Where can we get research topics? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the characteristics of the research topic? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the requirements for someone to do a certain research topic? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the other important factors to consider in selecting research topics? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 17

YOUR BRAIN NEEDS EXERCISES. DO THIS! True or False. Write True if the statement is correct, and False if incorrect.

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _________________________________ Date: ____________________ Section: _______________________________ Score: ___________________

______ 1. Authorities may advice research topics ______ 2. Financial capacity of the researcher to support the project must also be considered ______ 3. Research problems can be developed from friendly conversations ______ 4. Research problems should be ambiguous ______ 5. Research topic must be general ______ 6. Research topic must be of research adviser’s interest. ______ 7. Research topic should be the same with what has already been written about. ______ 8. Researcher may extend the research already conducted. ______ 9. Researcher should consider the availability of data involved in the study and the methods and techniques to be employed in gathering them in selecting the topic.. ______ 10. Time factor must be considered in choosing the research topic.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Classify the following research topics whether it is Good or Bad. Write your answer on the space provided before the number. ________________

1.

Factors that Cause Tardiness of Students in Rizal High School in their Academic Performance

________________

2.

How to make bracelet from beads

________________

3.

How to start a small business

________________

4.

Filipino customs

________________

5.

My Significant Experience Last Summer

________________

6.

Organ transplant

________________

7.

The Academic Achievement of Students in Public Elementary Schools

________________

8.

The effects of marijuana in one’s health

________________

9.

The Parliamentary Form of Government

________________

10. The Psychic Phenomena

On the space provided below, make a concept map summarizing what you have learned from a research topic.

Parent’s Signature: ______________________________ Date: _____________

Page | 18

Lesson 2

IS YOUR BRAIN FULL? LET’S CHECK!

The Research Title

Based on the concept you have read above, answer the following

OBJECTIVES

questions briefly using your own words.

The students are expected to: 1. 2. 3.

discuss the guidelines in writing research title write correct research title complete a graphic organizer summarizing the learning on research title

LET’S FEED YOUR MIND. READ THIS!

Selected Guidelines in the Formulation of a Research Title 1.

2. 3. 4. 5. 6. 7. 8.

The Title must contain the ff. elements: a. the subject matter or research problem b. the setting or locale of the study c. the respondents or participants involved in the study d. the time or period when the study was conducted. The title must be broad enough to include all aspects of the study but should be brief and concise as possible. The use of terms as “Analysis of “, “A study of”, “An Investigation of” and the like should be avoided. If the title contains more than one line, it should be written in inverted pyramid. When typed or encoded in the title page, all words in the title should be in capital letters. If possible, the title should not be longer that 15 substantive words. Avoid a long, detailed title that gives too much information. To shorten the title, delete the terms assessment or evaluation if these are already emphasized in the text.

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 17-18). Cubao, Quezon City: Lorimar Publishing Inc.

What are the components of the research title? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What is the required length of the research title? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the words to be avoided in formulating research title? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ How does the researcher write the title if it contains more than one line? _________________________________________________________________ _________________________________________________________________ What to capitalize in writing the research title? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! Write the correct form of the following research title. Given the following elements, write a good research title. 1. Research problem Locale Respondents Time

: An Investigation on the Level of the Acceptability of Worksheets for Film-Clippings : University of Rizal, Antipolo City : Teachers of English : S.Y. 2019-2020

Page | 19

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. Research problem Locale Respondents

: Evaluation Study on the Leadership Practices : Pasig City : Supervisors of Mc Donald’s, Jollibee, Greenwich and Chowking Time : Year 2019 _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

___________________________________________________________ Main Idea

Four Important Details: 1.

__________________________________________________________ __________________________________________________________ __________________________________________________________ ______________________________

2.

__________________________________________________________ __________________________________________________________ __________________________________________________________ ______________________________

3.

__________________________________________________________ __________________________________________________________ __________________________________________________________ ______________________________

4.

__________________________________________________________ __________________________________________________________ __________________________________________________________ ______________________________

3. Research problem

: Assessment on the Impact of Tertiary Education on the Quality of Life Locale : Pasig Catholic College, Pasig City Respondents : 20 student assistants living below the Poverty threshold Time : School Year 2019-2020 _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize your learning on writing research title by accomplishing the following graphic organizer.

One sentence summary: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ____________________________________________

Title: _____________________________________________________________

Page | 20

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: __________________________________ Date: ___________________ Section: ________________________________ Score: __________________

Write the correct form of the following research title. (2 points each) 1. Research problem : An Assessment on the Effectiveness of Literacy Program Locale : Barangay Caniogan, Pasig City Respondents : Street Children Time : Year 2015 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. Research problem

: Investigation on the Stress Management Skills of Overseas Filipino Workers : Hongkong Locale Respondents : 250 OFW in the Hongkong : Year 2019 Time __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. Research problem : Teaching Practices of Bachelor of Secondary Education Major in Filipino Locale : University of Philippines, Diliman Respondents : 300 Education Students Time : School Year 2015-2016 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

4. Research problem

: An Analysis on the Impact of Playing Mobile Legends on Students’ Study Habits Locale : Mabini High School, Bulacan Respondents : 451 students from Grade 7, Grade 8, Grade 9, and Grade 10 Time : School Year 2015-2016 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 5. Research problem : An Investigation on the Medicinal Effects of Guava Leaves Locale : Province of Rizal Respondents : Residents of Rizal Province Time : Year 2016 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Parent’s Signature: ____________________________________ Date: _______________

Page | 21

Lesson 3

IS YOUR BRAIN FULL? LET’S CHECK!

The Background of the Research

Based on the concept you have read above, answer the following questions briefly using your own words.

OBJECTIVES The students are expected to: 4. discuss the content of the background of research (introduction) 5. classify ideas on writing research background whether it must be included or not 6. make a concept map summarizing their learning on background of research

LET’S FEED YOUR MIND. READ THIS! Background of Research This part of the research includes information which would focus attention on the importance and validity of the problem. It is the general orientation of the problem area. A brief rationale to justify the problem must be provided. This is the present state of knowledge regarding the problem. Answer these questions: what facets of the problem (phenomenon) are known and what need further investigation? What approaches have been used previously in research of the

What is the content of the Background of Research/Introduction? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the questions to be answered in writing the introduction? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ For a good background/introduction, what can you specify? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What must be discussed in the background/introduction? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

problem? For a good background, the researcher can state the antecedents of the

YOUR BRAIN NEEDS EXERCISES. DO THIS!

reasons why this topic is proposed relative to previous studies.

Decide whether the following ideas are to be included in the background of The background includes: 1. discussion of the problem in general and specific situations as observed and experienced by the researcher (macro to micro approach) 2. concepts and ideas related to the problem including clarification of important terminologies; and 3. discussion of the existing or present conditions and what is aimed to be in the future or the gap to be filled – in by the research. Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp

the study or not. On the space before the number, write IN if you consider it included, and write OUT if it is excluded. ________

1.

Approaches previously used in research of the problem

________

2.

Clarification of the important terms

________

3.

Coverage of the study

________

4.

Description of the instrument to use in the study

________

5.

Discussion of general and specific problem

________

6.

History of the problem

________

7.

Present condition of the problem

18-19). Cubao, Quezon City: Lorimar Publishing Inc.

Page | 22

________

8.

Recommendation to other researchers

________

9.

The process of how data shall be gathered

________

10. The solution/answer to the problem

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name:_______________________________________Date: ________________ Section:_____________________________________Score: _______________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

A researcher conducts his study on determining the perception of Junior High School student-leaders of the prevailing school organizational climate of Rizal High School as well as the administrators’’ leadership style during the school

Summarize your learning on this lesson by developing a concept map on writing the background of the study below.

year 2018-2019. Decide whether the researcher has done a good introduction as he has done the following actions. On the space provided before the number, write

Title: ____________________________________________________

AGREE if you consider the action correct, and DISAGREE if you consider the action inappropriate. ____________

1.

He briefly stated the findings of his study.

____________

2.

He clearly gives detail on the step by step process of conducting his study

____________

3.

He discussed of his reason of conducting the study in the Rizal High School

____________

4.

He discussed the need of finding solution to his problem

____________

5.

He explained the statistical treatment he is going to use in his study

____________

6.

He expressed the parameters that prevent him from pursuing further studies due to time and budgetary constraints.

____________

7.

He mentioned the beneficiaries of his study

____________

8.

He provided suggestions in his introduction for the other researchers

____________

9.

He stated some research studies conducted in relation to school climate and leadership style

____________

10. The researcher clarifies the terms “school climate” and “leadership style”

Parent’s Signature: _____________________________ Date: ____________________

Page | 23

Lesson 4

1.1.4

Research Questions

OBJECTIVES 2.

The students are expected to: 1. discuss how research questions are formulated 2. critique the sample statement of the problem 3. make a concept map summarizing the learning on writing the statement of the problem

3.

LET’S FEED YOUR MIND. READ THIS! Research Questions / Statement of the Problem There are two problems to be stated: (1) the major (general or main) problem, and (2) the minor (specific) problems or sub-problems. The general problem consists of the general purpose of the study which is usually patterned from the research title. The general problem is then broken down to specific problems or sub-problems in order to be researchable units. Usually, the general problem starts with the phrase: “This study” while the sub-problems start with: “Specifically, this study”. The following are the guidelines in using the sub-problems of the study 1. It is arranged in a logical order from factual to analytical order following the flow in the research paradigm. 2. It should be specifically, correctly, and grammatically worded in the language of research. 3. It should not duplicate or overlap the other sub-problems (mutually exclusive dimensions). 4. It is not answerable by yes or no. 5. Each specific problem has a corresponding statistical tool. Example: This study attempted to evaluate the status and extent of implementation of the Computer Education Program in the Division of Rizal SY 2015-2016 as perceived by teacher and student respondents. Specifically this sought answers to the following questions:

computer education seminar/training attended? 1.2 Student-respondents 1.2.1 sex 1.2.2 monthly family income 1.2.3 accessibility to computer; and 1.2.4 performance in English and Mathematics? What is the extent of the Computer Education Program implementation as perceived by the teacher-respondents with respect to: 1.1 objectives and content of instruction; 1.2 teaching competencies; 1.3 learning competencies; What is the extent of the Computer Education Program implementation as perceived by the student-respondents with respect to: a. objectives and content of instruction; b. teaching competencies; c. learning competencies

Sources: Ariola, M. M. (2006). Principles and Methods of Research (p 135) Sampaloc, Manila: Rex Bookstore, Inc. Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 19-20). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK! Based on the concept you have read above, answer the following questions briefly using your own words. What are the two problems to be stated in the Statement of the Problem? Discuss each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

What are the guidelines in writing the subproblems? 1.

What is the profile of the respondents in terms of: 1.1 Teacher-respondents 1.1.1 sex 1.1.2 field of specialization 1.1.3 length of service; and

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 24

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

On the space provided below, make a graphic presentation summarizing what you have learned from the formulation of research questions.

Check the column that speaks of the quality of the given quantitative research questions. Accomplish the last column too. This study aims to determine the integration of Information and Communication Technology (ICT) in teaching Mathematics to Grade 7 learners in Rizal High School Specifically, this study seeks to answer the following questions: 1. Has the integration of ICT helped in teaching Mathematics to Grade 4 students? 2. How old are the respondents? 3. How many are older? 4. Do they belong to the rich family? 5. How many are male and female among the respondents? 6. How good are the Grade 7 students in Mathematics before integrating the ICT? 7. Do the students perform better when the ICT was integrated in teaching Mathematics? Guidelines 1.

logical order

2.

language of research.

3.

not duplicating or overlapping to the other sub-problems

4.

not answerable by yes or no.

5.

corresponding statistical tool.

Good

Bad

Reason/Comment

Page | 25

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Lesson 5

Scope and Delimitation of Research

Name:____________________________________Date: _________________ Section:__________________________________Score: __________________ Classify the following research questions whether it is Good or Bad. Write your answer on the space provided before the number.

Research Title: Effect of Music Therapy on the Academic Performance of Students in Mathematics

________________

1.

What is the profile of the respondents in terms of

OBJECTIVES The students are expected to: 1. discuss the scope and delimitation of research 2. classify statements whether to include or exclude from scope and delimitation 3. make a concept map summarizing the learning on scope and delimitation

LET’S FEED YOUR MIND. READ THIS!

1.1 Age; and 1.2 Gender? ________________

2

Is Music Education effective as a therapy in learning?

________________

3

What is the performance of the respondents in the 3.1 Pre-test; and 3.2 Post- test?

________________

4

Do the students perform better when Music Education as a therapy is applied?

________________

5

Is there a significant difference in the pre and post test results of the two groups of respondents?

________________

6

Are the students good in Math?

________________

7

Is there a significant difference between the post test results of the two groups of respondents?

________________

8

What

difficulties they

encounter during the

summer class in Mathematics? ________________

The main purpose of the study is to provide information regarding metrosexuality and how being a metrosexual affects the lifestyle of the student. The

Math? 9

It may also discuss why certain variables were not included in the research. Example:

Based on the result of the study, what music instructional strategy may be proposed in learning

________________

Scope and Delimitation of Study The scope describes the coverage of the study. It specifies what is covered in terms of concept, number of subjects or the population included in the study, as well as the timeline when the study was conducted. Delimit by citing factors or variables that are not to be included and the boundary in terms of time frame, number of subjects, participants or respondents who are excluded. Specify that which you will not deal within the study. This section discusses the parameters of the research in paragraph. It answers the basic questions: 1. What – the topic of investigation and the variables included 2. Where – the venue or the setting of the research 3. When – the time frame by which the study was conducted 4. Why – the general objectives of the research 5. Who – the subject of the study, the population and sampling 6. How – the methodology of the research which may include the research design, methodology and the research instrument

10 What are the factors that cause students low performance in Mathematics?

study considers the student’s personal information such as their name (optional), gender, age, and section. The researchers limited the study to 80 males and female secondary education students enrolled in the second semester of school year 2015-2016 of Technological Institute of the Philippines. Each of the respondents was given a

Parent’s Signature: _______________________________________ Date: ____________________

Page | 26

YOUR BRAIN NEEDS EXERCISES. DO THIS!

questionnaire to answer. The students selected came from four different sections to prevent bias and get objective perceptions.

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 21-22). Cubao, Quezon City: Lorimar Publishing Inc.

Decide whether the following ideas are to be included in the Scope and Delimitation of the Study. On the space before the number, write INSERT if you consider it included, and write OMIT if it must be excluded. __________

IS YOUR BRAIN FULL? LET’S CHECK! Based on the concept you have read above, answer the following questions briefly using your own words. What does the “scope” mean in the Scope and Delimitation of Study? What does it specify? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What does the “delimit” mean in the Scope and Delimitation of Study? What does it specify? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ How does the researcher discuss the parameters in the Scope and Delimitation? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the basic questions to answer in writing the Scope and Delimitation? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What other information you may include in the Scope and Delimitation? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

__________ __________ __________ __________ __________ __________ __________ __________ __________

1.

A brief statement about previously conducted study related to the present study 2. The definition of the topic 3. The findings of the study 4. The formulated hypothesis of the researcher 5. The main purpose of conducting the study 6. The method of selecting the participants 7. The participants of the study 8. The place where the study is conducted 9. The topic and the variables included in the study 10. Time frame by which the study was conducted

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize your learning on writing Scope and Delimitation by accomplishing the following graphic organizer. Title: _____________________________________________________________

___________________________________________________________ Main Idea Four Important Details: 1. ___________________________________________________________________________ ___________________________________________________________________________ 2. ___________________________________________________________________________ ___________________________________________________________________________ 3. ___________________________________________________________________________ ___________________________________________________________________________ 4. ___________________________________________________________________________ ___________________________________________________________________________ One sentence summary: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Page | 27

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: __________________________________ Date: ___________________ Section: ________________________________Score: ___________________

Lesson 6

Benefits and Beneficiaries of

OBJECTIVES

As the researcher conducts his study on determining the perception of Junior

Research

The students are expected to: 1. discuss the significance of the study 2. classify statements whether to include or exclude from significance of the study 3. make a graphic presentation summarizing the learning on significance of the study

High School student-leaders of the prevailing school organizational climate of Rizal High School as well as the administrators’’ leadership style during the school year 2018-2019, decide whether he has done a good the Scope and Delimitation of Study as he does the following actions. On the space provided before the number, write AGREE if you consider the action correct, and DISAGREE if you consider the action inappropriate.

LET’S FEED YOUR MIND. READ THIS! ______

______

1.

2.

He explained the need to measure the school climate with its corresponding leadership style as exhibited by school administrators. He defined terms used in the study operationally for clearer understanding of the study.

Significance of the Study In this part of the research, the researcher defines who will benefit out of the findings of the study. He/ She describes how the problem will be solved and

______

3.

He discussed the significant relationship between the prevailing leadership stlyes of administrators and perceived school climate

specifically pinpoints who will benefit from such findings or results. Usually the

______

4.

He gave the details on the focus of his study which include identifying of leadership styles, the kind of school climate exists, and relationship between those variables

administrators or policy-makers who make the decisions or implement programs,

______

______

______

______

______

______

5.

6.

7.

8.

9.

He included the beneficiaries of the study including students, teachers, school administrators, and Department of Education. He included the fact that Rizal High School has more than 11,000 students with more than 500 teaching and non-teaching staff. He mentioned that he used Multifactor Leadership Questinnaire (MLQ-5x short) bought from mindgarden.com to measure the leadership style He stated that he used descriptive of the prevailing condition of school climate as well as the leadership styles of administrators He stated that the study was limited only to Junior High School Student Leaders who were enrolled in Rizal High School-Pasig City for School Year 2018-2019

beneficiaries of the study are those experts concerned about the problem, the

the subject themselves, future researchers and those who are directly or indirectly affected by the problem. One may also look into any contribution of the study to the field of specialization or discipline, any advancement or new knowledge that the study contributes to the science or the state-of-the-art. In this portion of the study one may also state the specific sectors who will benefit from the study. This part also justifies the rationale of the undertaking.

Tips in Writing the Significance of the Study 1.

Refer to the statement of the problem. Your problem statement can guide you in identifying the specific contribution of your study. You can do this by observing a one-to-one correspondence between the statement of the problem and the significance of the study.

10. He stated the program he may be proposed to improve the organization climate of Rizal High School

Parent’s Signature: _______________________________________ Date: ____________________

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2.

Write from general to specific.

The researcher hopes that the result of this study would also be a great help to

Write the significance of the study by looking into the general contribution

future researchers\s and to all people who are interested to know more about

of your study, such as its importance to society as a whole, then to

teenage pregnancy-their causes and the possible effects on their educational

individuals which may include yourself a researcher.

development.

Example: The study must be conducted to find out the major causes of teenage

Source: Faltado, R.E., Bombita, M.B., & Boholano H. B. (2017). Practical Research 2 (Quantitative Research for SHS) (pp 23-24). Cubao, Quezon City: Lorimar Publishing Inc.

pregnancy and the extend of the effect of teenage pregnancy on the development of students and out-of-school youth in Maramag, Bukidnon. The result of this

IS YOUR BRAIN FULL? LET’S CHECK!

study is beneficial to student and out-of-school youth, to the parents, teachers, to the community, school administrators, researchers, and other interested individuals because this can give empirical data as bases for suggestions on

Based on the concept you have read above, answer the following questions briefly using your own words.

minimizing teenage pregnancy in the community. The study will benefit students who are still a school because it will give them information about the causes of teenage pregnancy and its possible effects on their studies. This paper will guide them to focus first their attention on their studies. The study will also benfit the out-of-school youth in the sense that they are make aware of the causes of teenage pregnancy and are helped to avoid the same to increase their chances to participate in the Alternative Learning System

In significance of the study, what does the researcher focus on? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Who are the beneficiaries to be included in the significance of the study? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

(ALS) or increase their chances to go back to the formal school. This study will also benefit the parents to enable them realize their role in

Aside from the people involve, what are the other possible beneficiaries to be included?

educating their teenagers, protecting and diverting them from indulging premarital sex. This study, too, will make the parents aware that education about the use of contraceptives will start also at home.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

This study will also benefit the teachers on the steps to take for they could be

YOUR BRAIN NEEDS EXERCISES. DO THIS!

informed how important education is to the development if children to manhood/womanhood. This enables them to guide and identify the major causes of teenage pregnancy especially in Maramag, Bukidnon. This study will also benefit school administrators; it will provide them information

Decide whether the following ideas are to be included in the significance of

on the importance of knowing the major factors behind early pregnancy and

the study or not. On the space before the number, write IN if you consider it

possible effects on educational development of teenagers. It is one way that

included, and write OUT if it is excluded.

administrators will intensify sex education in their school; improve the knowledge

________

of their teachers through seminars so that they can deal well with students to

1.

any contribution of the study to the field of specialization or discipline

avoid pregnancy at an early age.

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

________

BY YOUR TEACHER… OOOPS NO PRESSURE!

2.

experts concerned about the problem

________

3.

future researchers

________

4.

parents who supports the researchers

________

5.

people who are directly or indirectly affected by the

Name: ___________________________________ Date: ___________________

problem. ________

6.

the

Section: _________________________________ Score: __________________ As the researcher conducts his study on determining the perception of Junior High School student-leaders of the prevailing school organizational climate of Rizal High School

administrators

or policy-makers

who make the

as well as the administrators’’ leadership style during the school year 2018-2019, decide

decisions or implement programs

whether he has done a good the Significance of the Study as he did the following actions.

________

7.

the research advisers

On the space provided before the number, write AGREE if you consider the action correct,

________

8.

the specific sectors who will benefit from the study

and DISAGREE if you consider the action inappropriate.

________

9.

the statistician who expertly treats the data gathered

________

10. the subject of the study

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

____________

____________

____________

Summarize your learning on this lesson by developing a concept map on writing the significance of the study below.

____________

Title: ____________________________________________________

____________

____________

____________

____________

____________

____________

1.

He specified that the significant results of the study could motivate other prospective researchers to focus on the school climate as well as leadership styles that exist in their respective school and/or organizations for further improvement/enhancement. 2. He added that the students and student-leaders should undergo a transformational leadership training program in order to contribute to school improvement. 3. He indicated that the student’s perception should be given priority as they may give helpful feedback on their school climate and leadership towards school improvement. 4. He mentioned that Department of Education could gain helpful insight from the research study by looking into school’s organizational climate enabling the agency to acquire useful data legalizing policies and rules for better school function. 5. He mentioned that the teacher’s leadership skills should be assessed so teachers may re-examine and practice the best leadership style in their respective classrooms. 6. He pointed out that school administrators should engage in a transformational leadership training to further develop their skills and styles in leadership as they perform their duties for students and student-leaders. 7. He revealed that the Department of Education should launch a Transformational Leadership Training Program not only for the teachers but also to students to achive positive climate towards school improvement. 8. He specified that the result of the study will benefit students because findings of the study are useful to improve both school climate and leadership styles of not only leaders but also members of the organization 9. He stated that educational administrators would examine their school climate and leadership styles which could help them foster the needs of the organization, to re-evaluate their leadership styles and to promote harmonious professional and working relationship among its members and clientele. 10. He stated that teachers will benefit from the improvement plan on school climate as well as leadership style of administrators made based from the results of the study.

Parent’s Signature: _____________________________ Date: _________________

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SHOW US WHAT YOU’VE GOT!

SUMMARY The research topic is a problem that needs to be solved using scientific inquiry. These can be formulated from prevailing theories and philosophy, observations, intuitions or a combination of both, different subjects taken, fields of interest or specialization or event from related studies, and/or existing problems in the classroom/school/campus/university. Research problems can also be from existing needs of the community, repetition or extension of investigations already conducted or may be an offshoot of studies underway, related studies and literatures, advice of authorities or experts from funding agencies, offshoots of friendly conversations, and interesting topics of professors during the course meeting/session. In selecting the research topic, the researcher has to make sure that he is going to choose new or different from what has already been written about. It must be original, significant to the field of study or discipline, and necessarily arouse intellectual curiosity. It has to be of his interest, clear and specific. It should be a modest one for a beginner. The researcher has to consider his training and personal qualifications. The availability of data involved in the study and the methods and techniques to be employed in gathering them, the availability of effective instruments for gathering the data and their treatment, the financial capacity to support the project and time factor involved in the undertaking should also be considered. In formulating the research title, the researcher must include the subject matter or research problem, the setting, respondents, and the time or period when the study shall be conducted. It should be brief and concise as possible. The use of terms as “Analysis of “, “A study of”, “An Investigation of” and the like should be avoided. If the title contains more than one line, it should be written in inverted pyramid. All words in the title should be in capital letters when typed or encoded in the title page The Background of Research includes information which would focus attention on the importance and validity of the problem. It includes: (1) discussion of the problem in general and specific situations as observed and experienced by the researcher (macro to micro approach); (2) concepts and ideas related to the problem including clarification of important terminologies; and (3) discussion of the existing or present conditions and what is aimed to be in the future or the gap to be filled – in by the research. The statement of the problem contains (1) the major (general or main) problem, and (2) the minor (specific) problems or sub-problems. The general problem consists of the general purpose of the study which is usually patterned from the research title. The general problem is then broken down to specific problems or sub-problems in order to be researchable units. Sub-problems have to be: arranged in a logical order; specifically, correctly, and grammatically worded in the language of research; not duplicate or overlap the other sub-problems (mutually exclusive dimensions); not answerable by yes or no; and with corresponding statistical tool. The scope and delimitation of the study discusses the parameters of the research in paragraph including: the topic of investigation and the variables included; the venue or the setting of the research; the time frame by which the study was conducted; the general objectives of the research; the subject of the study, the population and sampling; and the methodology of the research which may include the research design, methodology and the research instrument. Reasons for not including certain variables must be discussed as well. The Significance of the Study specifies who will benefit out of the findings of the study. Beneficiaries of the study include those experts concerned about the problem, the administrators or policy-makers, the subject themselves, future researchers and those who are directly or indirectly affected by the problem.

ANSWER THIS UNIT TEST.

Name: __________________________________ Date: ____________________ Section: ________________________________ Score: ___________________ Modified True or False. Write TRUE if the statement is correct but if it is false, change the underlined word or group of words to make the whole statement true. (1 point each) _____________

1.

The research topic consists of the general purpose of the study which is usually patterned from the research title.

_____________

2.

Beneficiaries of the study include those experts concerned about the problem, the administrators or policy-makers, the subject themselves, future researchers and those who are directly or indirectly affected by the problem.

_____________

3.

The scope describes the coverage of the study.

_____________

4.

Scope is done by citing factors or variables that are not to be included and the boundary in terms of time frame, number of subjects, participants or respondents who are excluded.

_____________

5.

The general problem is then broken down to specific problems or sub-problems in order to be researchable units.

_____________

6.

The research objective specifies who will benefit out of the findings of the study.

_____________

7.

For a good background, the researcher can state the antecedents of the reasons why this topic is proposed relative to previous studies.

_____________

8.

The research topic contains (1) the major (general or main) problem, and (2) the minor (specific) problems or sub-problems.

_____________

9.

The scope and delimitation of the study discusses the parameters of the research in paragraph

Page | 31

_____________

10. The Significance of the Study includes information which would focus attention on the importance and validity of the problem.

____

24. the coverage and/or factors or variables that are included in the study.

____

25. The general purpose of the study which is usually patterned from the research titleS

Classification. Classify the following research topics whether it is Good or Bad. Write your answer on the space provided before the number. ________________

11. Philippine Government

TITLE WRITING. Given the following elements, write a good research title.

________________

12. Exploring the solar system

________________

13. Effect of Online games to students’ study habits

________________

14. Making a program script

26. research problem locale respondents

________________

15. Developing a time machine

time

MULTIPLE CHOICE. The following are research contents. Decided to what section of the research paper each should be included. Choose your answer from the choices below. A. B. C. D.

Introduction Statement of the Problem Scope and Delimitation Significance of the Study

____

16. All questions to be categorically stated, and answered.

____

17. Any advancement or new knowledge that the study gives contribution

____

18. Beneficiaries of the study who are those experts concerned about the problem

____

19. Description how the problem will be solved and specifically pinpoints who will benefit from such findings or results.

____

20. Discussion of the problem in general and specific situations as observed and experienced by the researcher

____

21. Information which would focus attention on the importance and validity of the problem.

____

22. Reasons why certain variables were not included in the research.

____

23. Specific problems or sub-problems arranged in a logical order from factual to analytical order following the flow in the research paradigm

: Concepts and experiences in Cyber bullying of students : Rizal High School, Pasig City : Grade 7 students from sections of EBEC, STE, SPA, and SPS : S.Y. 2019

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 27. research : Devotional Practices and the Meanings of such practices to problem people locale : Quiapo, Manila respondents : Black Nazarene Devotees time : 2019 _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 28. research : Cultural Practices using Herbal Plants problem locale : Nine Barangays in Tanauan, Leyte respondents : Residents of 9 barangays time : 2019 _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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29. research problem locale respondents time

: Bataan Peninsula State University : Grade 10 students : 2019

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 30. research problem locale respondents time

UNIT 3

: Influence of social media like facebook on writing skills

Learning from Others and Reviewing the Literature A.

CONTENT STANDARDS The learner demonstrates understanding of:

: Speaking anxiety of students in English Language : Bataan Peninsula State University : Grade 10 students : 2019

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

a. b. c. d. e. B.

the criteria in selecting, citing, and synthesizing related literature; the ethical standards in writing related literature; the formulation of conceptual framework; the research hypotheses (if applicable); and the definition of terms as used in the study

PERFORMANCE STANDARDS The learner is able to: a. select, cite and synthesize judiciously related literature and use sources according to ethical standards b. formulate clearly conceptual framework, research hypotheses (if applicable), and define terms used in the study c. present objectively written review of related literature and conceptual framework

Parent’s Signature: _______________________________________ Date: ____________________

C.

LEARNING COMPETENCIES/OBJECTIVES The learner: a. b. c. d. e. f. g. h.

selects relevant literature cites related literature using standard style (APA, MLA, Chicago Manual of Style) synthesizes information from relevant literature writes coherent review of literature follows ethical standard in writing related literature illustrates and explain conceptual framework lists research hypotheses (if appropriate) defines terms used in the study

Page | 33

Lesson 1

Selecting Relevant Literature

➢ ➢

OBJECTIVES

To connect the past researches, thesis or dissertation to your current research study. To know the connectedness of your paper to the current situation of the country and of the world.

Types of Literature Reviews At the end of the lesson, the learners are expected to: 1. select relevant literature, 2. discuss the steps on how to evaluate the articles, and 3. cite the purposes of writing a literature review.

You are aware that there are two types of literature review: TRADITIONAL and SYSTEMATIC. In qualitative, you have used traditional literature while here in quantitative you will use the systematic literature.

LET’S FEED YOUR MIND. READ THIS! A literature review is a major part of any research paper because it encapsulates the parallel ideas from books, magazines, scholarly papers, and any other sources to your research topic. In such, a coherent review of the summary, description, synthesis and evaluation can be written as a basis of the study. As stated by USCLibraries (2019), a literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories. A literature review can include the following: ✓ Give a new interpretation of old material or combine new with old interpretations, ✓ Trace the intellectual progression of the field, including major debates, ✓ Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or ✓ Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Traditional Review under Qualitative research begins with research question, but these are open-ended and subjective questions.

How to Evaluate Articles Once you have found the articles, books or information, you need to examine the materials. To help you in choosing the right reference, see these guidelines: 1. 2.

Purpose of a literature review Aside from giving support to the topic, these are the purposes of literature review according to Baraceros (2016): ➢

➢ ➢

To know the different concepts, ideas, theories that are related to your study and learn from them through connecting them with your own research paper. To have more basis in proving that your research topic is correct and relevant. To learn more terms, especially the unfamiliar ones, that are related to your study.

Systematic Review under Quantitative research begins with research question (major and sub-questions) that aim at obtaining exact, specific and objective answers. It is also called “a question-driven methodology”

3. 4.

Examine the title – A good title should be specific and contains the major variables of the study. Screening for inclusion – This includes the applicability of the studies previously identified and selecting or excluding them. Extracting data – This involves gathering applicable information from each primary studies included in the review. Analyzing and synthesizing data – This last step requires the authors to organize, compare, collate, summarize, aggregate or interpret the information previously extracted in order to suggest a new contribution to the body of knowledge.

IMPORTANT! In doing these guidelines, you must be selective in choosing the right context. With this, you do not have to write or copy everything, you should only choose the

Page | 34

words, terms or phrases that is highly relevant and helpful to your topic. Never to omit important ones. Note Taking Technique Notes Frame and Layout Category / Classification / Heading / Sub-Headings Source information (Bibliographic reference) and location Notes Own thoughts / Comments

Source: Prieto, et.al., 2017

OUR BRAIN NEEDS EXERCISES. DO THIS! Choose the correct references needed for the given title. Draw a line from the title to the chosen reference/s.

Improving the Academic Achievement of Rizal High School Students Through the Use of Learning Commons

Canadian Learning Commons Network (n.d) Canadian Learning Commons Network. Retrieved from: canadianlearningcommons.ca

Characteristics of Materials Cited Samo, as cited in Prieto (2017), enumerated the different characteristics of the literature and studies to be acknowledged in the present studies: 1.

Materials must relevant to the research topic.

2.

Materials must be as objective and unbiased as possible.

3.

Materials must be as recent as possible, up to 10 years back.

YourDictionary (2009) LoveToKnowCorp. Retrieved from www.yourdictionary.com

Rawal, J. (December 2014). Libraries of the Future: Learning Commons. A Case Study of a State University in California. Humboldt State University

IS YOUR BRAIN FULL? LET’S CHECK! To check your understanding, give the objectives of writing a literature review in a research study and explain. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________

Cicchetti, R. (February 2015). Transitioning a High School Library to a Learning Commons: Avoiding the Tragedy of the Commons. Boston, Massachusetts. Northeastern University.

Loertscher D.V. & Koechlin C. (March/April, 2004) Climbing to Excellence: Defining Characteristics of Successful Learning Commons. Retrieved from www.ala.org

Page | 35

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Write the steps on how to evaluate and write a literature review.

Name: _______________________________ Date: ______________________ Section: _____________________________ Score: _____________________ Read and analyze the references below. Write GO if the reference is suited on the article and write STOP if it’s not. (2 pts each) TITLE: Organizational Climate of Rizal High School and Leadership Style of its Administrators as perceived by the Students, S.Y. 2017-2018: Basis for Transformational Leadership Training Program References to choose from: ________1. Organizational Climate of the School and Teacher Performance Improvement in the 21st Century February 2018 by John Rafafy Batlolona https://www.researchgate.net/publication/322937269_Organizatio nal_Climate_of_the_School_and_Teacher_Performance_Improve ment_in_the_21st_Century ________2. Measuring School Climate, School Climate and Outcomes, Issues Trends and Controversies March 2009 by WAYNE K. HOY https://education.stateuniversity.com/pages/2392/SchoolClimate.html ________3. Workplace Climate Regents of the University of Minnesota https://cyfar.org/workplace-climate January 2019 ________4. The Role of Organizational Climate and Culture in the School Improvement Process: A Review of the Knowledge Base 14 September, 2015 http://www.opentextbooks.org.hk/ditatopic/17174 ________5. Determination of High Schools Organizational Climate Procedia - Social and Behavioral Sciences Volume 46, 2002, Pages 2947-2950 Gunes Ceyda and Peker Sevinc https://doi.org/10.1016/j.sbspro.2012.05.595 Parent’s Signature: _____________________________ Date: ____________________

Page | 36

Lesson 2

Citing Related Literature Using Standard Styles

OBJECTIVES

Writing the copyright date

capitalized Written after publisher’s name

the

When your quote is longer than 40 words,

At the end of the lesson, the learners are expected to: 1. cite related literatures using standard style, 2. identify different citation style guide, and 3. give the importance of acknowledging the author/s.

LET’S FEED YOUR MIND. READ THIS! In taking down notes for your review of related literature, you should also include where you get those details so that you can acknowledge the creator. There are different format in citing sources for the research paper. Here are some of the most common citation styles: ✓

APA (American Psychological Association). APA is an author/datebased style. This means emphasis is placed on the author and the date of a piece of work to uniquely identify it. (Author, date) Author (Date)

✓

MLA (Modern Language Association). MLA is most often applied by the arts and humanities particularly in the USA. It is probably the most used of all citation styles. (Author page), Author (page)

✓

AMA (American Medical Association) or Vancouver. The Vancouver system is mainly used in medical and scientific papers.

✓ ✓ ✓ ✓ ✓ ✓

Start the quote on a new line Indent the entire quote by 5 spaces (1/2 of an inch if you use the ruler in Microsoft Word) Don’t use quotation marks Double-space the quote (just like the rest of the paper) Use brackets enclosing ellipses [ ] to represent omitted text If your quote contains a quote, use double quotation marks “ “ around the shorter quote

Referencing Sources Remember that to write a literature review successfully, you must carefully search the sources. You have to do this systematically and ethically. Though you will have lots of references to find and combine, you should still use your own words and explanations. And if you will use other people’s exact words, never forget to cite them. Citing the authors and publishers are important for these reasons: 1. Adds authority to your work by supporting it with previous researches. 2. Demonstrates reading and understanding of relevant literature 3. Enables the reader to track down the original sources to check its quality 4. Ensures that you write in an ethical manner by giving credit to the original authors. (Prieto, et.al., 2017) WEBSITES Format for APA Reference Style

Source Examples: ✓ ✓ ✓

(exception: capital for every proper noun) Written after the author’s name

APA – (Author, Year) or Author (Year) MLA – (Author page) AMA/Vancouver – numbering with either square [ ] or curved brackets ( ) can be used as long as it is consistent

Website author

with

Kraizer, S. G. (2005). Safe child. Retrieved from http://www.safechild.org Website with corporate author

Aspect Writing the Author’s name

APA System Last name(,) first name and middle name initials(.)

Writing the title of the reading material

Italicized title with only the beginning word capitalized

MLA System Last name(,) First name and middle name (optional) Underlined or italicized title with all content words

Lastname, F. M. (Date published). Title of the page. Retrieved from URL

Organization name. (Date published). Title of page. Retrieved from URL Substance Abuse and Mental Health Services Administration (SAMSHA). (February 15, 2008). Stop underage drinking. Retrieved from http://www.stopalcoholabuse.gov

Page | 37

Website with unknown author

Source Book by a single author

Book by two authors

Title of the page. (Date published). Retrieved from URL Penn State Myths. (2006). http://www.psoedu.ur/about/myths

Retrieved

from

BOOKS Format for APA Reference Style Lastname, F. M. (Year). Title of book: Subtitle of book. Publication City, State: Publisher.

Source

ARTICLES FOUND on the OPEN WEB Format for APA Reference Style

With one author

Lastname, F. M. (Year). Title of article. Title of Journal, volume if available (issue if available), pages if available. Doi: OR Retrieved from URL Swedin, E. G. (2006). Designing babies: A eugenics race with China. The Futurist, 6(7). Retrieved from http://www.thefuturist.com/designingbabiesCHINA/

Rollin, B.E. (2006). Science and ethics. New York, NY: Cambridge University Press.

Lastname, F. M. (Year). Title of book. Publication City, State: Publisher. Sherman, C., & Prince, G. (2011). The invisible web: Uncovering information sources search engines can’t see. Melford, NJ: Cyber Age Books.

Book by three to six authors

List all the authors in order they appear in the title page

More than 7 authors

List all the first 6 and the last author.

Edited book

Editor, F. M. (Ed.). (Year). Title of book: Subtitle of book. Publication City, State: Publisher

Goodpaster, K.e., Nash, L.l., & Benites, H. (2006). Business Ethics: Policies and Person. New York, NY: McGraw Hill.

With two authors

Norem, J. K., & Chang, E. C. (2012). The positive and negative gram bacteria. Journal of Medicine and Genetics, 58(2), 993-1001. doi: 10.1002/jclp.10094

With 3 to 6 authors

Author1, F.M., Author2, F. M., Author3, F. M., Author4, F. M., Author5, F. M., Author6, F. M. (2018). Chemistry is Life. Journal of the Scientist, 51(17), 29-30.

With more than 7 authors

List all the first 6 and the last author.

Author1, F.M., Author2, F. M., Author3, F. M., Author4, F. M., Author5, F. M., Author6, F. M…Finalauthor, F. M. (Year). Title of book. Publication City, State: Publisher

Tyler, H. R. & Travis, S. J. (Eds.). (2019). The Philippines handbook of positive methodology. Quezon, Metro Manila: Corbano University Press.

Source With one author

academic motivation. Journal of Educational Research, 95(1), 24-35.

ARTICLES FOUND in PRINT Format for APA Reference Style Lastname, F. M. (Year). Title of article. Title of Journal, volume (Issue), pages.

Source Electronic Book

Author1, F.M., Author2, F. M., Author3, F. M., Author4, F. M., Author5, F. M., Author6, F. M…Finalauthor, F. M. (Year). Title of article. Title of Journal, volume (issue), pages

ELECTRONIC BOOK Format for APA Reference Style Mc Kernan, B. (2001). Digital cinema: the revolution in cinematography, postproduction distribution. New York, NY: McGraw Hill. Retrieved from www.netlibrary.com Post, E. (1923). Etiquette in society, in business, in politics and at home. New York, NY: Funk & Wagnalls. Retrieved from http://www.books.google.com/books

Parajes, F. (2001). Toward a positive psychology of

Page | 38

Source

With creator listed

With no creator listed

IMAGES Format for APA Reference Style

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Creator, F. M. (Date created). Title of image [Description of image]. Retrieved [date] from URL Swanbrow, D. (2008, July 23). A happiness ranking of 97 nations [table]. Retrieved January 21, 2010 from http://www.ur.emich.edu/0708/july14_08/23.php Title of image [Description of image]. (Date created). Retrieved [date] from URL

Source: Prieto, et.al., (2017), (http://www.uri.libraries.com/cite/apa6edition

University

OUR BRAIN NEEDS EXERCISES. DO THIS! Direction: Below are literatures taken from different sources and all are related to the topic, “Introduction of Learning Commons as a New Face of Traditional Library”. Paraphrase and use the APA in-text citation for each literature.

The Literatures: 1.

21st century learners were raised together with technology that is why we can’t question their interest in fast-facing changes in the environment. They have used to immediate access to anything they want or need. (Torres, 2015) __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

2.

School libraries should support the changes in the K-12 schooling that are needed for schools to be the center of 21st century learning. (Michael Oberg, September 2015) __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

3.

A learning common is more than a website or a room. A learning common is about changing the school culture and transforming the way of teaching and learning to be better. (Loertscher, Roechlin and Rosefield, no date)

Libraries

Laying out your Reference Section Once you are done with the literature review, the last thing to do is to collate all the references you’ve used and make a reference list. Reference list lists only the sources you refer to in your writing. It is important to note that listing all your evidences allow your sources to be found by your reader and of course for them to be acknowledged. All references cited in the text must appear in the reference list, except for personal communications (such as conversations or emails) which cannot be retrieved. (https://aut.ac.nz.libguides.com/APA6th/referencelist).

IS YOUR BRAIN FULL? LET’S CHECK! To check your understanding on the different styles guides, define each and give two (2) examples. APA: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ MLA: _________________________________________________________________ _________________________________________________________________

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__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 4.

Two reasons why libraries are changing are the shift to digital technology and the changing student population. (Gardner and Peterson, 2005) __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

5.

The design of the learning common is based on the need of the students, teachers and patrons they will cater. (Chicetti, October 2018) __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Direction: Arrange the following references according the to the correct APA reference style format. 1.

Chicago, Jonathan, Through the flower homepage. Retrieved from http://www.judychicago.com. No specific date given. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3.

University of New South Wales, College of Fine Arts. Adaptability. Sydney, Australia: McGraw Hill, Inc. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

4.

Van Fenema, Jayson. A critical look at Malaysian art. In S.Jones. (Ed.), Southeast Asian art today. (pp 62– 118). Roseville, New South Wales, Australia: Roeder Publications. 1996. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

5.

Dekker, S. W. A., Hancock, P. A., & Wilkin, P. (2013). Ergonomics and sustainability: Towards an embrace of complexity and emergence. Ergonomics, 56(3), 357-364. doi: 10.1080/00140139.2012.718799 _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Hunter, Ian. Rethinking the school: subjectivity, bureaucracy, criticism. St. Leonards, New South Wales, Australia. Allen & Unwin. 1994.

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: __________________________ Date: ________________ Section: ________________________ Score: _______________ Direction: Below are literatures taken from different sources and all are related to the topic, “Effects of “Learning Commons” on the Academic Achievement of Senior High School Students of Rizal High School: Basis for Proposed Action Plan. Paraphrase and use the APA in-text citation for each literature. One major problem in the profession has been the low number of professional staff in the library. Both in academic libraries and in the K–12 arena, we are beginning to see a reaching out to other specialized professionals in the organization. Thus, the professional staff of the learning commons might include not only a lead school librarian, but also a reading specialist, a technologyintegration specialist, a curriculum specialist, a student success professional, and perhaps even a counselor. Loertscher D.V. & Koechlin C. (April, 2014) Climbing to Excellence: Defining Characteristics of Successful Learning Commons. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Leading Learning is focused on the concept of the new school library learning commons which responds to the needs of 21st century learners. School libraries are measured by the transformative changes in knowledge and learning they encourage and support. In the document, learning commons are positioned as centres of teaching expertise which is achieved through a combination of resources, technologies, collaborative strategies, and physical and virtual learning spaces that support all learners as they evolve. Canadian Library Association (2014) Leading Learning: Standards of Practice for School Library Learning Commons in Canada, 2014. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

_________________________________________________________________ _________________________________________________________________ As the library ceases to be the de facto center of information on campus amid the growing popularity of learning management systems, ebooks and ejournals, online textbooks, Amazon, Google, and a host of other competing commercial services, librarians must assert or reassert their role in the teaching and learning process. For well over a century, librarians have been trained in the organization, maintenance, access, and retrieval of information, and our profession has a long history of public service and commitment to the information seeker and learner. The blended librarian takes these traditional skills and values and enhances them with the latest developments in information technology and instructional design in order to meet the needs of the 21st-century learner. Bryan Sinclair (2009). The Blended Librarian in the Learning Commons: New Skills for Blended Library. College & Research Libraries News. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ There are a few issues related to our current practices involving libraries. For the most part, our libraries, in their current structure, represent an early 20th century model of information storage and retrieval. Whether in search of fiction or nonfiction materials, the student must physically visit the library and while there, abide by a set of rules and procedures created to ensure control of the collection and the space. This model has been slow to change with the changing nature of information access and the changing nature of learners. Implementing Library Transformation: Creating a Learning Commons. (2013). Alberta. Chinook’s Edge School Division. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Parent’s Signature: _____________________________ Date: ____________________

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Lesson 3

Synthesizing Information from Relevant

OBJECTIVES

Literature

At the end of the lesson, the learners are expected to: 1. synthesize the information from relevant literature, and 2. discuss the steps on how to write a synthesis

Review of related literature and studies should include all the evidences and references as it will serve as the foundation of your study. Readers will understand your reasons in conducting the research if you will provide a substantial information. This review will serve as a guide as well in determining the gap between studies and how it will be filled in the succeeding chapters. This section of the paper, therefore, analyzes and synthesizes the related literature in the light of the problem and the research framework of the study. It further points out the results which are proven and accepted as facts. How to Write a Synthesis

LET’S FEED YOUR MIND. READ THIS! Now that you know how to give credits to your sources, let us proceed in creating your literature review. Our next topic is about synthesizing all the information you have gathered from the sources. Synthesize means combining (a number of things) into a coherent whole. The ‘things’ you will synthesize are definitely from the references you have found and from the notes you have taken. You will not just summarize each idea from each source but you will examine, evaluate and analyze them individually and combine them to compare, contrast, conclude and generalize. A lot of papers will be used from taking down notes to synthesizing them. You will need more analysis skills and patience as you go through all the information.

1. 2.

Gather literature that addresses your research question Review literature and take notes: describe, summarize, analyze, and identify key concepts 3. Synthesize literature: compare & contrast, critically evaluate, interpret, so that you can draw conclusion Remember: the literature review is an iterative process! Source: https://guides.library.harvard.edu/literaturereview

Techniques for Writing a Synthesis 1.

2. Types of Syntheses 1. Explanatory synthesis. It helps the readers understand a topic. Its primary aim to present the facts in a reasonably objective manner. Writers explain when they divide a subject into its component parts and present them to the reader in a clear and orderly fashion. Explanations may entail descriptions that re-create in words some object, place, event, sequence of events, or state of affairs. The purpose in writing an explanatory essay is not to argue a particular point, but rather to present the facts in a reasonably objective manner. The explanatory synthesis does not go much beyond what is obvious from a careful reading of the sources. 2.

Argument synthesis. The purpose of an argument synthesis is for you to present your own point of view - supported, of course, by relevant facts, drawn from sources, and presented in a logical manner. The thesis of an argumentative essay is debatable. It makes a proposition about which reasonable people could disagree, and any two writers working with the same source materials could conceive of and support other, opposite theses.

3.

4.

Summary. It is the simplest way of organizing a synthesis. Here, you write one after the other the most relevant information and sources you gathered. Example or Illustration. It is a reference to a particularly illuminating example or illustration that you have included in your review. Two (or more) reasons. This approach can be effective method by simply stating your thesis, then give reasons why it is true. Your reasons need to be supported by evidence from your data and sources. Comparison and Contrast. These techniques will lead to examining two subjects or data in terms of one another. Comparison considers similarities while contrast, highlights differences.

Creating a Synthesis Matrix Topic: Source/s: Source #1

Source #2

Source #3

Source #4

Main Idea A Main Idea B Source: Prieto, et.al., (2017) and https://libguides.cmich.edu/lit_review/LR_synthesize

Source: https://msu.edu/~jdowell/135/Synthesis.html

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You must fill out the table with notes or idea discussed from the source you have mentioned.

IS YOUR BRAIN FULL? LET’S CHECK!

Differentiate Argument and Exploratory synthesis using your own words and base on your understanding from the class discussion. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Main Idea B

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. OUR BRAIN NEEDS EXERCISES. DO THIS! Write the steps on how to write a synthesis on each ladder step.

3

Create a synthesis matrix using the information below. You can use a separate paper if the space provided is not enough. Topic: E-Learning as an Alternative form for Saturday classes

2

Sources: http://www.elearningnc.gov/about_elearning/what_is_elearning/ http://www.readfast.co.uk/what-is-electronic-learning/ https://elearningindustry.com/advantages-and-disadvantages-of-elearning https://economictimes.indiatimes.com/definition/e-learning Source #1 Source #2 Source #3 Source #4

1

Main Idea A

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: ______________________ Section: _____________________________ Score: ______________________ Create a synthesis matrix using the information below. Use the back page if necessary.

Lesson 4

Writing Coherent Review of Literature

OBJECTIVES At the end of the lesson, the learners are expected to: 1. write coherent review of literature, and 2. identify and discuss the three parts of literature review.

Topic: Teenage Pregnancy

LET’S FEED YOUR MIND. READ THIS!

Sources: https://academic.oup.com/ije/article/36/2/368/718213 https://www.jstor.org/stable/2135261 https://www.sciencedirect.com/science/article/pii/S0277953600001775 https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-8624.00569 https://psycnet.apa.org/record/1992-16134-001 Source #1

Source #2

Source #3

Source #4

Main Idea A

Main Idea B

Parent’s Signature: _____________________________ Date: ____________________

In the previous lesson, it was emphasized that writing a literature review helps the reader to have a sufficient information about your topic. It was also included there how to synthesize the ideas you gathered. In this lesson, we will learn how to coherently write them to get the most out of those notes you’ve taken down. Putting together the Literature Review Combining separate ideas or elements into a whole is the dictionary definition of synthesis. It is a way to make connections among and between numerous and varied source materials. A literature review is not an annotated bibliography, organized by title, author, or date of publication. Rather, it is grouped by topic to create a whole view of the literature relevant to your research question. After doing the synthesis matrix, the next step is to conclude those ideas and critically weight them which one to be used and which one to be set aside. Once done on this part, you can organize them by topic and then chronologically by author. Remember that you have to identify the information that are similar and those that are not. As you combine them, you also need to conclude each topic. As you organize the summarized documents into a logical structure, you are also appraising and synthesizing complex information from multiple sources. Your literature review is the result of your research that synthesizes new and old information and creates new knowledge. Working with Coherence We frequently mention coherence in previous lessons and to define the word, it is the quality of forming a unified whole that is consistent and logical. You can never make a coherent review if you aren’t familiar with the topic and if you did not make any synthesis on the references. It is difficult, yes. But, all the sweats and late nights will be worthy once you successfully write this chapter. Writing the literature review requires that you carefully evaluate the effectiveness of the rhetorical elements of your document that tell the reader about its structure and about the relationships among the elements. The use of

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subheadings is a great help. Transitional expressions and other kinds of rhetorical markers also help to identify the connection among the different sections such as ‘the next example’ or ‘in a related study’. The literature review is an informative, critical and useful synthesis of a particular topic that helps identify what is known in the subject area: identify areas of controversy, knowledge gaps or debate and formulate questions that need further research. Guidelines/Tips in writing your review of related literature 1. 2. 3. 4. 5.

Use the statement of the problem as guide to structure the sequence of topics Avoid ‘copy/cut and paste’; all literature cited must form a coherent whole Last part highlights gaps in literature specifically addressed by your study Use appropriate format for citations and references In-text citations should be congruent to bibliography entries

Sections of a Literature Review There are three main components found in most of the literature review and they are: INTRODUCTION ✓ Introduces the general topic and provides an appropriate scholarly or societal context for the review; and ✓ Identifies the overall state-of-knowledge about the topic (e.g., the conflicts in theory, methodology, evidence and conclusions; gaps in research and scholarship; or the specific policy or practice problem) BODY ✓

Address previous research on the topic, grouped according to theme, theoretical perspective methodological approach or chronological development; ✓ Draw together the significance of previous, individual studies by highlighting the main themes, issues, and knowledge gaps; ✓ Use strong ‘umbrella’ sentences at the beginning and end of each paragraph; ✓ Include brief ;so what’ sentences at intermediate points in the review to connect the literature to the proposed research objectives; and ✓ Describe previous work you have accomplished related to the proposed research CONCLUSION ✓

Provides a summary statement of the overall state of knowledge about the topic, including gaps in knowledge and understanding, reconnecting to your introduction; and

✓

Reinforces the research purpose or objectives, and establishes the potential significance or importance of your proposed research, relative to the current state of knowledge. Source: Prieto, et.al., (2017) Sample Literature Review On the study of Rawal (2014), he noted library as holistic commons thus making it as what we are all know as learning commons. Learning commons is a central facility, usually an academic library that provides the space, technology and services to support learning (Canadian Library Association, n.d.). It is the ‘third place’ for every individual. A place where you can collaborate with other individuals or a place where you can study alone. It is designed for every individual’s needs not just for learning but for collaborating and socialization. Additionally, as noted by Canadian Library Association (2014), learning commons is more than a website or a room. A learning commons is about changing school culture, and transforming the way teaching and learning occur (Loertscher, Roechlin & Rosenfled, 2012). The 21st century learners are raised together with technology that is why we can’t question their interest in fast-facing changes in the environment, their passion for new technologies and their love for the upgraded version of ‘traditional things’ around them. Learning commons is created for them; for our current generation learners. For them to have a place where they can do anything they want (related to schooling). We want to return that advantage of a library to student achievement like what International Association of School Librarianship (2008) said that libraries make difference in student achievement, written in Canadian Library Association (2014) site. We want the library to be the heartbeat again, thus a make-over is necessary. As emphasized by Canadian Library Association (2014), school libraries could support changes in K-12 schooling that are needed for schools to be center of 21st century learning (Oberg, 2014).

IS YOUR BRAIN FULL? LET’S CHECK! List the three (3) sections of the literature review and explain each. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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__________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Complete the diagram by filling out the guidelines in writing the literature review.

OUR BRAIN NEEDS EXERCISES. DO THIS!

Direction: Using the synthesis matrix on the previous activity (Lesson 4), make a coherent review on the given topic “E-Learning as an Alternative form for Saturday classes” __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ Direction: Below are literatures taken from different sources and all are related to the topic, “Introduction of Learning Commons as a New Face of Traditional Library”. Make a coherent literature review using the literatures shown. NOTE: This is the scoring table so you will be guided in writing the review. Also, some of the references are fictitious and will be used only for the purpose of this activity.

STANDARDS

MAXIMUM POINTS

1.

All five of the available references were used.

3

2.

Review is coherent and complete.

5

3.

The paper follows prescribed citation format.

2

4.

The output was submitted on or before the deadline. Highest Possible Score / Total Points Earned

POINTS EARNED

3 13

The Literatures: century learners were raised together with technology that is why we can’t question their interest in fast-facing changes in the environment. They have used to immediate access to anything they want or need. (Torres, 2015) 21st

School libraries should support the changes in the K-12 schooling that are needed for schools to be the center of 21st century learning. (Michael Oberg, September 2015) A learning common is more than a website or a room. A learning common is about changing the school culture and transforming the way of teaching and learning to be better. (Loertscher, Roechlin and Rosefield, no date) Two reasons why libraries are changing are the shift to digital technology and the changing student population. (Gardner and Peterson, 2005) The design of the learning common is based on the need of the students, teachers and patrons they will cater. (Chicetti, October 2018) Parent’s Signature: _____________________________ Date: ____________________

Lesson 5 OBJECTIVES

Following Ethical Standards in Writing Related Literature

At the end of the lesson, the learners are expected to: 1. follow ethical standard in writing related literature, 2. list the basic principles of ethical practice, and 3. discuss the importance of following the ethics in writing related literature.

LET’S FEED YOUR MIND. READ THIS!

By definition, ethics is moral principles that govern a person's behavior or the conducting of an activity. We don’t only follow ethics in conducting a research but in almost every task we are doing. However, it is mostly important to be strict in following ethics in writing any paper because it is easier for some to plagiarize than to be original. In this lesson, we will discuss the ethics in writing a research paper, and presents the principles of research. Understanding Ethics in Research Dempster and Hannah as cited in Prieto, et.al., (2017) emphasized that research ethics are standardized rules that guide the design and conduct of research. When you are writing or doing your research paper, you must always think “what is right” so you will be guided in doing the correct procedures. Literature review is sometimes the center of plagiarism especially on the lower school levels as the students are not fond of searching the correct articles and reading the whole literature. Students nowadays are more tempted to copy everything from the internet (with no citation) and submit it to the teacher. These principles in writing would help the students to realize how important it is to give credits and to be original. According to the Merriam-Webster online dictionary, to "plagiarize" means: ✓ to steal and pass off (the ideas or words of another) as one's own ✓ to use (another's production) without crediting the source ✓ to commit literary theft ✓ to present as new and original an idea or product derived from an existing source

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Remember that if there is a word-for-word copying beyond a short phrase of someone else’s text, that selection should be enclosed in quotation marks and referenced at the location of the article.

OUR BRAIN NEEDS EXERCISES. DO THIS! Direction: Write a story for each picture. Include “what happened” and “what should be done”.

Ethics in Literature Review Ethics is important in the literature review because as mentioned, it is the foundation of your research; it is where the readers will get information about the background and same concepts of the current study. If the researcher will ‘copy/cut and paste’ all the related literature, then it won’t make a budge. It will definitely not be considered and will just be a waste of time. But, following ethics is not just be exercised in literature review but also in every chapter or part of the paper. The study should be free from plagiarism and must be an original creation of the researcher. When you are doing a literature review, consider the following key ethics questions: 1. 2.

How will you ensure you treat the work of existing researchers accurately and fairly? Does the research you are reviewing raise ethical questions that you need to address?

Protecting the Intellectual Property of the Philippines Philippine copyright law is enshrined in the Intellectual Property Code of the Philippines, officially known as Republic Act No. 8293. Under this law, original intellectual creations in the literary and artistic domain are copyrightable. These include books, pamphlets, articles and other writings, etc.

IS YOUR BRAIN FULL? LET’S CHECK! Using your own words, define plagiarism and give an example scenario of when plagiarism is usually committed. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Define these terms based on how they were discussed during the class lecture and their importance in research writing.

BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ Direction: Below is an original source followed by quotations and paraphrases of the original source. Write OH NO! on the line if the quotation or paraphrased passage is an example of plagiarism. Write WOW! on the line if the quotation or paraphrase is not plagiarized then explain your answer. (2 pts each)

APA citation

PLAGIARISM

RESEARCH

ETHICS

Akin, A., and Iskender, M. (2011). Internet addiction and depression, anxiety and stress. International Online Journal of Educational Sciences, 3(1), 138-148. Retrieved from https://www.researchgate.net/profile/Murat_Iskender/publication/264550590 _Internet_addiction_and_depression_anxiety_and_stress/links/549aa8ee0cf 2d6581ab26eb7.pdf Original Source Material: In terms of the relationship between internet addiction, anxiety, and stress, there is no research evidence to demonstrate this relationship. However, since the greater use of the internet is associated with some social and psychological maladaptive variables such as, declines in the size of social circle, loneliness, lower self-esteem and life satisfaction, sensation seeking, poor mental health, and low family function, the internet addiction may enhance anxiety and stress. ______1. Though they see no correlation between internet addiction, anxiety and stress, there are other factors that can affect the increasing cases of anxiety and stress related to excessive exposure to internet (Akin & Iskender). _____________________ ______2. The greater use of the internet is associated with some social and psychological maladaptive variables, the internet addiction may enhance anxiety and stress (Akin & Iskender). ________________________________________________

PRINCIPLES

______3. In the study of Akin and Iskender, internet addiction, anxiety and stress has no direct correlation. However, internet addiction seems to have indirect correlation as there are factors under overuse of internet that affect the anxiety and stress. _____________________________________________________________________ ______4. Though they see no correlation between internet addiction, anxiety and stress, there are other factors that can affect the increasing cases of anxiety and stress related to excessive exposure to internet. ____________________________________ ______5. There is no significant relationship between internet addiction, anxiety and stress. _______________________________________________________________ Parent’s Signature: _____________________________ Date: ____________________

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Lesson 6

Illustrating and Explaining Conceptual Framework

OBJECTIVES At the end of the lesson, the learners are expected to: 1. illustrate and explain conceptual framework, 2. create a conceptual framework out of the statement of the problem, and 3. cite the importance of writing the framework of the study.

LET’S FEED YOUR MIND. READ THIS! In this lesson, the conceptual framework will be discussed. Conceptual framework serves as the outline that you can follow in doing your research. It is also useful in analyzing a particular research or study. It is sometime called the ‘blueprint’ of the research as it shows the overview of the research or the ‘plan’ in doing the research. It is mostly presented through diagram, chart or map, and rarely through a narrative form. However, in case of including a diagram, you should always present an explanation or narrative after. The narrative should summarize the variables and explore how they may change your hypothesis and this is considered as an adaptable guide.

Procedure in writing your conceptual framework 1.

2.

3. 4.

Choose your topic. Decide on what will be your research topic. It should be within the field of your specialization. Make sure that you know the objectives of your study by heart. Do a literature review. Go over relevant and updated studies related to your own research. Use reliable sources of information and use appropriate documentation. Isolate the important variables. Identify the specific variables mentioned in the literature and show their interrelationships. Generate the conceptual framework. Build your conceptual framework using the variables studies in the scholarly articles you have read. Ensure that all aspects of your conceptual framework are related to the objective of your study.

Nature and Purposes A conceptual framework is used in research to outline possible courses of action or to present a preferred approach to an idea or thought. The purposes of the framework are as follow: ✓ To clarify concepts and propose relationships among the concepts in a study ✓ To provide a context for interpreting the study findings ✓ To explain observations ✓ To encourage theory development that is useful and practical Example of a Conceptual Framework

Writing a Conceptual Framework

In this diagram, you will notice the frequent format of a conceptual framework. It is called the IPO diagram (Input – Process – Output). Example from a research paper Title: IN FOCUS: COLLEGE OF EDUCATION GRADUATES LICENSURE EXAMINATION FOR TEACHERS (LET) PERFORMANCE

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Statement of the Problem This study closely scrutinized the performance of Bachelor of Secondary Education graduates of Bulacan State University CY 2013-2015. Specifically, this answered the following questions: 1. 2.

3.

How is the performance of BSEd graduates be compared to the national performance? How is the performance be described in the following: a. General Education (Gen.Ed.); b. Professional Education (Prof. Ed.); and c. Major courses? What intervention/s can be devised to further improve t the performance of the graduates in LET?

Conceptual Framework (example)

Here is the summary of their differences: Conceptual Framework Theoretical Framework Based on the understanding of the Gives and explains the theories, researcher on how the research will be principles, generalizations and research processed findings which have connections to the study Enables readers to clearly see the Makes people know and understand basic structure of the research and the evidence-based truths, concepts, relationships of variables speculations, and assumptions underlying each aspect of the research and the relationships of these features with one another The broad outline plan to carry out the Basis or foundation of research research

IS YOUR BRAIN FULL? LET’S CHECK! Write here the importance of conceptual framework in a research study. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

OUR BRAIN NEEDS EXERCISES. DO THIS! Conceptual Framework (example cont.) This study follows the I-P-O process where the input are the LET results of BSEd graduates from 2013-2015. The process used was documentary analysis, and the output is an analysis of LET performance of BSEd graduates of College of Education of Bulacan State University, in the Gen. Ed., Prof. Ed., and major courses and the implications to curriculum development, activities and inputs for the LET performance. Conceptual Framework vs. Theoretical Framework These two are the types of Framework of the Study. Though the most commonly used framework is the conceptual as it is based on the researcher’s understanding on how his/her research will be done.

DIRECTION: Create a conceptual framework out of the given statement of the problem. Research Question: Does a SHS student’s academic performance in Math have any association with his/her stress tolerance? Statement of the Problem: This study generally aims to determine if a SHS students’ academic performance in Mathematics have any association with his/her stress tolerance. Specifically, this study shall seek answers to the following questions: 1. What is the demographic profile of Grade 11 students of DLSAU in terms of: 1.1. sex?; 1.2. SHS strand?; and 1.3. final grade in General Mathematics?

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2. 3.

What is the level of stress tolerance of Grade 11 students of DLSAU? Is there a significant relationship between the DLSAU Grade 11 students’ final grade in General Mathematics and their level of stress tolerance?

Name: _______________________________ Date: ______________________ Section: _____________________________ Score: _____________________ DIRECTION: Create a conceptual framework out of the given statement of the problem. Research Question: What is the relationship between students’ awareness of the 7S of Good housekeeping to their study habits. Statement of the Problem: The research aims to identify grade 12 ICT students’ level of awareness of 7s of good Housekeeping and its effects to their study habits. Specifically, the study wants to answer the following questions: 1) What is the level of awareness of students about the 7s of Good Housekeeping? 2) What are the common study habits do students possess? 3) How do student practice 7s of Good Housekeeping in their study habits? 4) What is the relationship of 7s of Good Housekeeping and study habits?

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED ________________________________________________ BY YOUR TEACHER… OOOPS NO PRESSURE! ________________________________________________ ________________________________________________ ________________________________________________

Parent’s Signature: _____________________________ Date: __________________

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Lesson 7

Listing Research Hypothesis

OBJECTIVES At the end of the lesson, the students are expected to: 1. lists research hypothesis, 2. differentiate null hypothesis and alternative hypothesis, and 3. cite the importance of making hypotheses.

LET’S FEED YOUR MIND. READ THIS! Hypothesis is a prediction of what might be the answer to your research question/s and it typically focused on the relationship of two different variables used in the study (Crossman, 2019). Formulating hypothesis is one of the most tedious task in writing a research paper. The hypothesis gives directions to the collection and interpretation of data thus it should be well grounded and written before the said actions. Prieto, et.al., (2017) stated that the hypothesis is written in declarative format stating expected relationships between the phenomena to which our concepts refer. Also, a hypothesis is a tentative explanation that accounts for a set of facts and can be tested by further investigation. Examples of a well-written hypothesis: ✓ Replacing the battery yearly can make my car to run more miles. ✓ The more vegetables I eat, the healthier I become. ✓ Watering the plants everyday makes them grow faster and greener. ✓ Playing mobile legends has negative effects on my sleeping pattern. ✓ Smartphone helps people communicate better than the traditional letters.

Characteristics of Hypothesis (Prieto, et.al., 2017 , Prasad, et.al., 2001) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

It can be tested – verifiable or falsifiable It is logical It is directly related to the research problem Hypotheses are not moral or ethical questions It is neither too specific nor too general It is a prediction of consequences It sets the limits of the study It is considered valuable even if proven false

Purpose and Importance of Hypothesis in Research Hypothesis serves a very important role in conducting a research. Here are the importance and purpose of hypothesis: ✓ Provides tentative explanation of phenomena and facilitates the extension of knowledge in the area. ✓ Provides the investigator with a relational statement or relationship between variables that is directly testable in a research study. ✓ It provides a direction to the research. It provides a framework for reporting conclusions of the study. ✓ It could be considered as the working instrument of theory. It can be deducted from theory and from other hypotheses. ✓ Proves the existence of relationship of variables and the effects of independent variable on the dependent variable Categories of Hypotheses Null Hypothesis (H0) – represents a theory that has been put forward, either because it is believed to be true or because it is to be used as basis for argument but has not been proven. It shows the absence of the relationship or effects. Alternative Hypothesis (Hi) – is a statement of what a hypothesis test is set up to establish. This is the opposite of null hypothesis and can only be reached once the null hypothesis is rejected. Mostly, alternative hypothesis is the actual desired answer of the researcher/s. Example: H0 – There is no difference between the two medicines on average. Ha – The two medicines have different effects, on average. Types of Hypotheses 1. Theory-driven vs. Data-driven hypotheses – a hypothesis that is based on existing theory to explain the relationship of variables and the effects of one variable on the other (theory-driven). Based on the findings of the previous research studies (data-driven) 2. Directional (one-tailed) vs Non-directional (two-tailed) hypotheses – directional states the relationship of two variables as well of the relationship of these variables. Non-directional states the relationship of variables but not the direction of the relationship. 3. Descriptive vs. Causal hypotheses – Descriptive specifies the relationship between two variables due to the influence of something. Causal specifies the relationship between two variables due to causeeffect relationship.

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IS YOUR BRAIN FULL? LET’S CHECK! Enumerate the purposes of including hypothesis in a research paper. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! Write the null and alternative hypothesis for each given research questions. (15 points) Research Question: Does senior high school student’s academic performance in Math have any association with his/her stress tolerance? Null Hypothesis: ___________________________________________ ___________________________________________ ___________________________________________ Alternative Hypothesis: ___________________________________________ ___________________________________________ ___________________________________________ Research Question: Can a new packaging improve the selling power of Tide? Null Hypothesis: ___________________________________________ ___________________________________________ ___________________________________________ Alternative Hypothesis: ___________________________________________ ___________________________________________ ___________________________________________

Research Question: Does the use of social media have an effect on senior high school students’ attention span in class? Null Hypothesis: ___________________________________________ ___________________________________________ ___________________________________________ Alternative Hypothesis: ____________________________________________ ____________________________________________ ____________________________________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Fill out the boxes below by defining/describing null and alternative hypothesis. Provide an example for each hypothesis. (12 points)

Null Hypothesis

Example

Alternative Hypothesis

Example

Page | 54

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________

Lesson 8 OBJECTIVES

At the end of the lesson, the learners are expected to: 1. define terms used in the study, 2. discuss the two types of definition of terms, and 3. state the importance of including the unknown terms in the research paper.

Write the hypothesis, and identify the dependent and independent variable for each research question. 1.

2.

3.

4.

5.

What effects does studying with music have on student test scores? Hypothesis: __________________________________________________________ Independent variable: ______________________________ Dependent variable: _______________________________ What effect does food color have on the amount of food fish eat? Hypothesis: __________________________________________________________ Independent variable: _______________________________ Dependent variable: ________________________________ What is the effect of watering plant on their growth height? Hypothesis: __________________________________________________________ Independent variable: _______________________________ Dependent variable: ________________________________ Does acid rain in water affect the fish population? Hypothesis: ________________________________________________ Independent variable: _______________________________ Dependent variable: ________________________________ Does the presence of salt on cakes affect the sweetness of its taste? Hypothesis: ________________________________________________ Independent variable: _______________________________ Dependent variable: ________________________________

Parent’s Signature: _____________________________ Date: ____________________

Defining Terms in the Study

LET’S FEED YOUR MIND. READ THIS! To complete the research, it is imperative to unlock terms used in the paper especially if there are jargons used. Definition of terms will help clarify the purpose and direction of the study being conducted. Organizing Definitions An important part in writing a research in an academic paper is to give definitions of key terms. There are two types of definitions: ✓ ✓

Conceptual definition – the meaning of the term is usually taken from the dictionary Operational definition – the definition based on an observed characteristics and how it is used in the study

These are the few principles to keep in mind: 1. 2.

3. 4.

5.

Make sure that in the definition, you focus on what something is, not just what its effects are or what it is used for. Extend the definition so that it exactly covers what you want the reader to understand. Never assume that if the term appears to be quite common, everyone knows what it means. And, do not overload your definition. It is helpful to supplement a definition, where appropriate, to clarify further the meaning of the term. You are advised not to invent a definition for any term which has a clear and accepted definition in place. However, the term should be defined as used in the study or research or within the content being discussed. Finally, once you establish a definition, so not change its meaning in the middle of the article or the paper.

Page | 55

Example of Definition of Terms From: Baraceros (2017) 1.

2.

3.

Temperature o Conceptual Definition: heat flowing between infinite reservoirs o Operational Definition: define temperature in relation to operations with gas thermometers Electric Current o Conceptual Definition: force between two parallel conductors o Operational Definition: mention the device, current balance, to measure electric current Anger o Conceptual Definition: Intangible; not directly measured by observation o Operational Definition: mention facial expressions, vocabulary, or voice tone to measure anger

IS YOUR BRAIN FULL? LET’S CHECK! To check your understanding, compare and contrast the two types of definition and give an example for each. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

OUR BRAIN NEEDS EXERCISES. DO THIS! Direction: Write at least 10 jargons (terms you use in your strand), and give its operational definition. 1. WORD: _____________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 2. WORD: _____________________ Conceptual Definition: _________________________________________________________

Operational Definition: _________________________________________________________ 3. WORD: _____________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 4. WORD: _____________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 5. WORD: _____________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 6. WORD: ______________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 7. WORD: ______________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 8. WORD: ______________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 9. WORD: ______________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________ 10. WORD: ______________________ Conceptual Definition: _________________________________________________________ Operational Definition: _________________________________________________________

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Direction: Compare and contrast the two ways on defining terms. Give two examples for each category.

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ Direction: Match the term/word to its meaning.

Conceptual Definition

Operational Definition 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

University Baking powder Hospitality Lubricating Oil Networking cables Budget Concierge Transmission Social Worker Orchestra

a. A plan that projects both the revenue, that the business anticipates and the expenses for a set period of time b. The cordial and generous reception and entertainment of guests, either socially or commercially c. class of oils used to reduce the friction, heat, and wear between mechanical components that are in contact with each other d. is a large instrumental ensemble typical of classical music e. a hotel employee whose job is to assist guests by arranging tours, making theater and restaurant reservations, etc. f. used to increase the volume and lighten the texture of baked goods. g. used to connect one network device to other network devices or to connect two or more computers to share printers, scanners etc. h. he mechanism by which power is transmitted from an engine to the wheels of a motor vehicle. i. academic discipline and profession that concerns itself with individuals, families, groups and communities in an effort to enhance social functioning and overall wellbeing. j. an educational institution designed for instruction, examination, or both, of students in many branches of advanced learning, conferring degrees in various faculties, and often embodying colleges and similar institutions k. postsecondary educational institution that provides instruction beyond the 12th grade level in programs that satisfy the requirements for a degree at the associate, baccalaureate or graduate level

Parent’s Signature: _____________________________ Date: ____________________

Page | 57

SHOW US WHAT YOU’VE GOT!

SUMMARY In this chapter, we have discussed the different information in learning from others and writing a literature review. By definition, research is the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions. Also, it is an investigation that is done systematically. With

ANSWER THIS UNIT TEST. Name: _______________________________ Date: ____________________ Section: _____________________________ Score: ___________________ Direction: Read and analyze each sentence carefully. Encircle the letter of your chosen answer. 1.

A form of hypothesis that tells a positive-predicted answer to the

this, we can say that doing research follows certain steps and procedure.

research question.

It can’t be done by just collecting everything you see, putting them

a.

Nall hypothesis

c. Alternative hypothesis

together and submit it. There is a process and this process makes the

b.

Null hypothesis

d. Alternate hypothesis

research a way of sharing valid and accurate information.

2.

One of the hardest part of doing a research is writing a literature review. It is where readers see how literate, interesting, knowledgeable

3.

and comprehensive the researcher is. You must be well aware of your topic from smallest detail to the largest one. Other than the skill of selecting the correct literatures and articles, the researcher should

4.

carefully analyze and evaluate each. After which, the literature review will be written coherently. Part of writing the literature review is the citation. Citation is very

5.

important, as it will give your paper a valid impression. Aside from that, you will avoid the most common violation in writing a paper; plagiarism. Philippines has its own law about the intellectual property of individuals or

6.

a.

Operational definition

c. Conceptual definition

b.

Contextual definition

d. Occasional definition

A literature review that discusses theories related to your study. a.

Integrative review

c. Historical review

b.

Theoretical review

d. Methodological review

A citation format that is common to medical and scientific paper. a.

APA

c. Vancouver

b.

MLA

d. Harvard

It provides guidelines in conducting and writing a research paper. a.

Research ethics

c. Paper Ethics

b.

Ethics

d. Research format

It is defined as copying other people’s work without acknowledging the author.

original creators. This act is protecting the rights and the original craft of the authors not just the written articles but any work like a new machine, book, painting, etc.

A type of definition that is from the dictionary.

7.

Following the steps in doing a literature review plus the ethical

a.

Plagiarist

c. Plagiarism

b.

Plagarasm

d. Plaguer

What is the republic act number of Intellectual Property Code of the Philippines?

procedures will make your paper a better one. 8.

a.

R.A. 8294

c. R.A. 8093

b.

R.A. 8293

d. R.A. 8290

Arrange the information into a bibliographical entry using APA style. Punctuation marks, indention and capitalization must be properly observed.

Page | 58

a)

New York, 1982, Language Power, Random House, Carol Botz and Dorothy Seyler

b)

a.

Carol Botz and Dorothy Seyler, 1982, Language Power, Random House, New York

c)

d)

e)

Plagiarism is using of someone else’s words or ideas without acknowledging the author while research ethics supports this doing.

b.

Plagiarism is using of someone else’s words without acknowledging

Carol Botz and Dorothy Seyler. Language Power. New York:

the author while research ethics provides guidelines for the

Random House. (1982)

responsible conduct of research

Botz, C., & Seyler, D. (1982). Language Power. New York: Random

c.

Plagiarism is using of someone else’s words and acknowledging the

House.

author while research ethics provides guidelines for the responsible

Botz, Carol & Seyler, Dorothy (1982). Language Power. New York:

conduct of research

Random House. 9.

13. How do we distinguish between research ethics and plagiarism?

d.

Plagiarism is using of someone else’s words or ideas and

In writing the conceptual framework, the researcher has to observe the

acknowledging the author while research ethics doesn’t provide any

following guidelines except _________________

guidelines. 14. Ise defined smile as “when person’s mouth curves upward; when the

a)

identify the problem and the solution to it

b)

explain the schematic diagram in narrative form

person’s lips are apart showing one or more teeth”. This type of definition

c)

draw the schematic diagram which shows the overall outline of the

is called:

entire research

a.

Operational definition

c. Operating definition

explain the relationship of the boxes, circles, arrows in order to

b.

Conceptual definition

d. Contextual definition

d)

clearly understand its significance 10. If cited resource doesn’t provide a publication or copyright data, which of the following options is correct?

15. In the title ‘Effects of Social Media to Student’s Performance inside the Classroom’, what is the alternative hypothesis? a.

a)

No citation is necessary

c. (Lastname, n.d., p.x)

b)

(Lastname, no date, p.X)

d. None of the above

Social Media use has no significant effect to students’ classroom performance.

b.

11. A type of literature review that examines the body of theory that has

Social media use has significant effect to students’ classroom performance.

accumulated in regard to issue, concept, theory or phenomena.

c.

Social media use can cause failure to students’ grades.

a)

Methodological Review

c. Historical Review

d.

Social media use can give students high grades.

b)

Integrative Review

d. Argumentative Review

12. Which of the following is NOT a correct format for APA citation/referencing? a.

Prieto (2000), said that…

b.

(Prieto, 2000): said that…

c.

As stated by Prieto (2000), research is…

d.

Prieto, T. (2000). Practical Research 2. Manila: Philippines

16. Which of these is NOT true in writing a synthesis? a.

Gathering of literature that addresses the research question

b.

Comparing and contrasting information gathered

c.

Copying and pasting the information that answers the research question

d.

Reviewing the literatures and taking down notes

Page | 59

UNIT 4

17. These are the contents of a synthesis matrix EXCEPT: a.

Main idea

c. Supporting idea

b.

Sources

d. Topic

18. This part of literature review discusses the previous work you have accomplished related to the proposed research. a.

Introduction

c. Body

b.

Background

d. Conclusion

Understanding Data and Ways to Systematically Collect Data

19. “To summarize, Learning Commons is necessary to every schools with 21st century learners. We should make the library the heart of every school again.” What part of literature is this? a.

Introduction

c. Body

b.

Background

d. Conclusion

20. What does IPO stand for? a.

Input – Process – Outcome

b.

Input – Process – Output

c.

Incoming – Processing – Output

d.

Input – Procedure – Outsource

A.

CONTENT STANDARDS The learner demonstrates understanding of: f. g. h. i. j. k.

the quantitative research design the description of sample the instrument development the description of intervention (if applicable) the data collection and analysis procedures such as survey, interview, and observation the guidelines in writing research methodology

B. PERFORMANCE STANDARDS The learner is able to describe adequately quantitative research designs, sample, instrument used, intervention (if applicable), data collection, and analysis procedure Parent’s Signature: _____________________________ Date: ____________________

C. LEARNING COMPETENCIES The learner: a. b. c. d. e. f.

chooses appropriate quantitative research design describe sampling procedure and the sample construct an instrument and establishes its validity and reliability plans data collection procedure plans data analysis using statistics and hypothesis testing (if applicable) presents written research methodology

Page | 60

Lesson 1

Quantitative Research Design

Lesson 1.1 Descriptive Research Design

Example: Finding the correlation between mental ability and grade in math; gender and math performance; and advertising cost and sales.

3.

Descriptive Evaluative Studies. This study focuses on judging the “goodness of a criterion measure”. It can be done in short or long period of time. Longitudinal Studies. It is a study that establish changes in criterion measure over a long period of time. Example, the researchers want to study the changes in IQ of 9-10 years old kids over a five-year period, the researchers must test the same group of subject over the five-year period. Cross-sectional Studies. It is a study designed to evaluate changes over time by comparing at the same point of time, but different subject representing different stages. Example, the researchers test children IQ simultaneously, 9-10, 11-12, 13-14, 15-16, 17-18 years old to see changes in criterion.

4.

Assessment/ Evaluation Study. It is undertaken to assess the worth, success, effectiveness, or efficiency of a certain policy, or practices when applied to a group of subject. Assessment studies imply measurement of certain key indicators without attaching any judgement to them, however evaluation implies putting judgment and valuing too the measurements obtained. Assessment and evaluation always go together for one cannot go together without basis for such.

OBJECTIVES The students are expected to: i. discuss descriptive research design and its type 2. summarize the uses and application of descriptive research design using diagram 3. identify the type of descriptive research design applied in different situation.

LET’S FEED YOUR MIND. READ THIS! Descriptive research design is a research method that describes the characteristics or behavior of the subjects or phenomenon that is being studied. It involves overall overview of the variables without influencing or manipulating it in any way. This design does not attempt to answer “why” and is not used to discover inferences, make predictions or establish causal relationships (Bhat, 2012). Types of Descriptive Research Design 1.

Descriptive Normative Survey. This type attempts to establish norms based on a large number of survey data. It is used to describe trends in a large population of individuals. The survey data may be demographic data or data on average perception of a set of respondents. Example: A group of researchers wants to know the profile of all principals of public and private schools in the Philippines, they may include in their instruments variables like age, sex, educational attainment, IQ, languages spoken, civil status, average family size, and others.

2.

Correlational Research Study. This design is used when the researcher wishes to find out the extent of which different variables are related to one another. In this design, you will have two or more quantitative variables in the same group of subjects. It is design to find the similarities of the variables, not a difference between their means. Correlational does not mean causation. It does not follow that one variable causes to other.

Example: A research on measuring the effectiveness of K-12 program six years from today on the basis of such factors such as cost, efficiency and impact on quality.

5.

Descriptive Comparative Studies. This is a study design to establish a formal procedure to compare and conclude that one variable is better than the other if significant difference exists. It endeavors to find the significant differences between two or more groups of subjects on the basis of a criterion measure. Example: gender (male vs. female), preschool attendance vs. no preschool attendance, or children with working mom and without working mom.

Sources: Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS) (pp.61-63). Cubao, Quezon City: Lorimar Publishing Inc

Page | 61

IS YOUR BRAIN FULL? LET’S CHECK!

What is descriptive research design? Explain in your own understanding.

_____ 8. Cross-sectional study takes a long period of time to be done. ____ 9. Descriptive normative survey involves a wide class of data when establishing norms or standard on it. ____ 10. Descriptive Evaluative determines the degree of the relationship of two variables.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the different types of descriptive research design? Explain briefly each based on your own understanding. 1. 2. 3. 4. 5.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the types descriptive research design by completing the diagram below. Types of Descriptive Research Design

1 2

OUR BRAIN NEEDS EXERCISES. DO THIS!

3

True or False. Write T if the statement is correct and F if the statement is incorrect. Write your answer on the space provided before each number. ____ 1. Descriptive research design focuses more on the “what” of the research subject rather than the “why” of the research subject. ____ 2. Assessment/evaluation study is a study which focuses on judging the “goodness of a criterion measure”. ____ 3. Correlational research attempts to find out how one variable causes changes to other variable. ____4. Descriptive comparative desired to determine significant difference between two or more groups. ____ 5. Correlational research study determines similarities between variables. ____ 6. Survey is one data collection method used in descriptive normative study. ____ 7. Descriptive research involves correlational, observational and experimental.

4 5

Page | 62

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name:_______________________________Date: _______________________ Section: _____________________________ Score: ______________________

Lesson 1.2 Experimental Research Design

OBJECTIVES The students are expected to: 1. discuss experimental research design and its type 2. summarize the types experimental research as well as the factors affecting the experimental plan using diagram 3. identify the types of experimental research as well as the factors affecting the experimental applied in different situations.

Identify the type of descriptive research design best use in each of the following situation. Choose the letter of your answer from the choices inside the box. A. B. C. D.

Descriptive Normative Survey Correlational Study Longitudinal Study Cross-sectional Study

E. F.

Descriptive Comparative Evaluation Study

LET’S FEED YOUR MIND. READ THIS!

____ 3. Mr. Gahit wants to know if the percentage of women diagnosed with

Experimental research is used to investigate cause and effect relationship between the variables. It also known as intervention because you do more than just observe the subject. This design manipulates one variable (dependent variables) to see if it has an effect to the other variable (dependent variables). A factor treatment is introduced into the research investigation and the researcher attempt to isolate the effects of such treatment by means of control.

breast cancer increases with age. He gathers three groups of women with

Types of Experimental Research Design

____ 1. A group of students wishes to correlate the performance of the STEM students between Science and mathematics. ____ 2. Seron wants to know the efficiency of digital devices to the learning of the ICT students.

different age and conducts a survey at same point of time. ____ 4. The teacher wants to know if there is a significant difference between the

1.

Pre-test/ Post-test Control Group Design. This designs requires two groups in equal standing: one is control group; and the other is experimental group. Both groups will be given pre-test. During the experimental period, only the experimental group will receive the treatment. After the experimental period, both group will be given posttest. Then the researcher may now compare the result of the post-test of both groups. Take note: This design is threatened by certain factors: maturation; testwiseness; and natural attrition. Group Pre-test Treatment Post-test Experimental O X O Control O O Legend: O= Observation; X= Treatment

2.

Single Group Pre-test/ Post-test Design. It is used when there is a limited number of respondents in the study. The single group will be given a pre-test followed by the usual practices then post-test will be administered. Afterwards, same group will be given a pre-test followed by treatment and then post-test. Take note: This design is threatened by certain factors: maturation; testwiseness; and natural attrition.

performance of children living with their parents and living with their relatives. ____ 5. Researchers would want to observe participants from childhood to adulthood to understand how growing up in different environment influences traits, habits, and personality. ____ 6. Some researchers want to compare the effectiveness of three groups of managers A, B and C and determine if there is significant difference between their management strategy. ____ 7. Rita and her friends conduct a study involving the demographic profile of the respondents. ____ 8. Mrs. Soles conducts a research study on the English Proficiency of the Grade 10 students and compare the result to the standards of DepEd. ____ 9. Allison wants to determine the effectiveness of school portal to the students and parents in accessing school news and information. ____ 10. Gaby conduct a study to know if there is a significant relationship exist in student’s anxiety in math on their class performance in math class. Parent’s Signature: _____________________________ Date: ____________________

Page | 63

Group Pre-test Treatment Group A O X Group A O O Legend: O= Observation; X= Treatment 3.

Post-test O O

9.

Solomon Four Group Design. It makes use of four group in equal standing (two experimental group and two control group). The first two group followed the pretest post-test controlled group. The third group is given no pre-test but has treatment and post-test. The last group given no pre-test and treatment but has post-test. Group Pre-test Treatment Experimental A O X Control A O Experimental B X Control B Legend: O= Observation; X= Treatment

Post-test O O O O

Factors Affecting Experimental Plan 1.

2.

3.

4.

5.

6. 7.

8.

History. Unexpected events that occur during first and second measurement during experimental period that affect the results of the experiment. Maturation. It is the process of maturing of the participants either biological or psychological during the course of experiment regardless of the event may affect the result of the study. For example, if the project lasts a few years, most participants may improve their performance regardless of treatment. Testing. The subject may be aware of the contents of post-test because of the same contents in pre-test. So the subject learns from pre-test rather than the treatment. Mortality. The loss of the subject from comparison group could greatly affect the results of the study. The subject may drop out of the experimental plan or suddenly disappeared during the course of the study. Interaction Effect. It means that the result of the study was affected by the extraneous factors such setting, time and condition of the experimental set-up. Measuring Instrument. Changes in calibration of instrument, observers, and scorers may cause changes in the measurements of the variables. Statistical Regression. It is when the pre-test of the subjects is extremely far from their score in post-test. This threat is caused by the selection of subjects on the basis of extreme scores or characteristics.

Differential Selection. Selection of individuals with different previous knowledge or ability which would affect the final measurement of the study. John Henry Effect. Henry outperformed a machine under an experimental setting because he was fully aware that his performance was compared with that of a machine. The subject in the controlled group is aware of their disadvantage, thus working harder to outperform the experimental group.

Sources: Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS) (pp.64-68). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

What is experimental research design? Explain in your own understanding. _________________________________________________________________ _________________________________________________________________ Differentiate the Pre-test/Post-test Controlled Group Design from Single Pretest/Post-test Design. _________________________________________________________________ _________________________________________________________________ When do the researchers use Single Pre-test/Post-test Design? Explain briefly. _________________________________________________________________ _________________________________________________________________ What are the factors that can affect the experimental study? Cite at least three and explain briefly. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! Identify the word/s being described in each statement. Write your answer on the space provided. ______________________1. A factor that affects experimental plan due to the loss of the subject.

Page | 64

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

______________________ 2. An experimental research design that requires a large number of subjects. ______________________ 3. It is a design used when there is a limited number of respondents. ______________________ 4. A group in experimental research that does not receive treatment. ______________________ 5. A factor that affects the experimental plan when the subject from control group outperform the subjects from experimental group. ______________________ 6. Experimental design that requires one control group and one experimental group. ______________________ 7. A factor that affects experimental plan due to the selection of subjects with different previous knowledge or ability. ______________________ 8. A factor that affects experimental plan due to the biases which may result in selection of comparison groups. ______________________ 9. A group of subject that receives treatment during the experimental plan. ______________________10. A scientific method that establishes the cause and effect relationship between the variables.

BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: ___________________________________ Date: ___________________ Section: _________________________________ Score: __________________ Modified True or False. Write TRUE if the statement is correct, if false, change the underlined word/s to make the statement correct.

_____________

1. Experimental research seeks to test and answer hypothesis.

_____________

2. Mortality is when a subject suddenly disappeared during the experimental plan.

_____________

3. In experimental study, the group that receives treatment is called control group.

_____________

4. A super typhoon occurred during the experimental plan where in the result of the study is affected. This factor is called history.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. _____________

5. Testing happens when the subject is aware of the contents of post-test in the form of pre-test.

Summarize the types experimental research design with the factors that affect each type by completing the square matrix below.

_____________

6. The subject in experimental study needs to be different before and after the experiment

Experimental Research Design _____________

Pretest/Post-test Control Group Design

Single Group Pretest/Post-test Design

Solomon Four Group Design

7. Interviewers are very careful to their first numbers of interviewees, but eventually got tired after 10th interviewee which affect their scoring. This is example of measuring instrument.

______________

8. Single group pre-test/post-test design eliminates Howthorne effect, effect of maturation and attrition but requiring a large number of respondents.

______________

9. Differential selection is the selection of individuals with different previous knowledge or ability which would affect the final measurement of the study.

______________

10. Mortality is a factor that affects experimental plan when the participants in controlled group outperform the experimental group.

Parent’s Signature: _____________________________ Date: ____________________

Page | 65

Lesson 2

The sample size can be obtained using the formula

Description of Sample

n=

𝑁 1+𝑁𝑒 2

where n = sample size; N = total population; e=

margin of error

Lesson 2.1 Sample Size Determination using Slovin’s Formula

OBJECTIVES The students are expected to: 1. discuss sample, population and sampling frame 2. explain the reason of using sample in research 3. calculate sample size using Slovin’s formula

Example 1: A researcher wants to conduct a survey. The population of a big school where the researcher wishes to get his respondents is 11,000. Find the sample size if the margin of error is 5%. Step 1. Using the Slovin’s formula, substitute the given data. n=

11,000 1+(11,000)(0.05)2

5% →

5

→ 0.05

Take note: Change percent number to decimal number

LET’S FEED YOUR MIND. READ THIS!

Step 2. Solve the denominator part first. Follow PEMDAS. n=

Before you proceed to this lesson, take note of the following terms first: • • •

Sample. An individual that represent the entire population of a target respondents of the study. This is the subgroup of the population Population. A group of individuals that the researcher is interested in studying that usually has common or similar characteristics. Sampling frame. A complete list of all cases in the population from which the sample will be drawn.

It is important that the researchers know the sample size of their study. It is a waste of resources if the researchers include all the elements in their target population. The following are some reasons for the use of samples: • • •

Using sample saves time compared to complete census Using sample saves money because it is less costly It allows more particular attention to be given to a number of elements than doing a census • Less sampling error in survey Slovin’s Formula Slovin’s formula is a statistical formula used to obtain an accurate sample size (n) given the population (N) and margin of error (e). Margin of error (e) is the allowable error margin in research. Slovin's Formula calculates the number of samples required when the population is too large to directly sample every member.

11,000 1+(11,000)(0.0025)

→ n=

11,000 1+27.5

→ n=

11,000 28.5

Step 3. Divide the data to get the sample size n=

11,000 28.5

→

n= 385.96 or 386

Then the sample size that the researchers need is 386. Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 101-102). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK! In research, why do we use sample instead of the total population? Explain your answer. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ How to determine the accurate sample size? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Why is it important to have an accurate sample size in quantitative research? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 66

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

YOUR BRAIN NEEDS EXERCISES. DO THIS! A.

Put O if the statement is correct and X if not. Write your answer on the space provided before each item

BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________

___ 1. Sample is a subgroup of population. ___ 2. Selecting sample from population is called sampling. ___ 3. An accurate sample size means getting the equal half of the total population. ___ 4. Slovin’s formula is used to determine accurate sample size. ___ 5. Using sample is costly and timely.

A. Based on the given problem, supply the needed information in the box below. Mr. X conducts his study on Brgy. Caniogan, Pasig City. The total number of residence b is 3,800 according to the residence list in barangay. Mr. X uses five percent margin of error to come up with the total number of participants of his study which is 367. Sample: Sampling Frame:

B.

Solve the sample size of given problem. Show your complete solution (5 pts each). Suppose that you have a group of 1,000 city government employees and you want to survey them to find out which tools are best suited to their jobs. Find the sample size using 2% margin of error. Solution:

Population:

Margin of error: Formula to be used:

B. Solve for the sample size of given problem. Show your complete solution (5 pts each). 1.

In your study, the size of your population is 27,150. What is the size of your sample if you allow 5% margin of error? Solution:

2.

In your research, your population is 10,000 and the margin of error you allow is 5%, what is your representative sample? Solution:

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Enumerate the advantage of using sample by completing the diamond diagram below. Advantage of Using Sample in Research

Parent’s Signature: _____________________________ Date: ____________________

Page | 67

c.

Lesson 2.2 Probability Sampling Technique

OBJECTIVES

Example:

The students are expected to: 1. discuss probability sampling technique and its type 2. create a graphic organizer that summarize the concept of probability sampling technique 3. identify the type of probability sampling technique applied in different scenarios

Probability Sampling refers to a sampling technique in which samples are obtained using some objective chance mechanism, thus involving randomization. Please take note that (1) If your population is LESS THAN 50, go away from probability sampling and (2) your sample size should be AT LEAST 30. After determining the sample frame and solving for sample size, it is time to for deciding on how to select the sample of the study. There are different types of selecting respondents under probability sampling. These are: 1.

Simple Random Sampling. The basic probability sampling design in which the chance of selection is the same for every member of the population.

2.

by means of a TABLE OF RANDOM NUMBERS

•

by using the LOTTERY TECHNIQUES

500 ÷ 100 = 5 (I will count

For instance, I choose 4 from 1-5. Therefore, my sample will be the student number 4, 9, 14, 19, 24… until it reaches the maximum number which is 500. 3.

Stratified Random Sampling. The population is divided into groups (strata) then simple random sampling is applied in selecting samples from each group.

Example: The target population is 1200 junior high school with the desired sample size of 300. The researcher will get the number of students per level. Divide each number of students per level by the total population of 1200 and then multiply by the desired sample size of 300.

1styear=350/1200 X 300 = 88 2nd year = 300/1200 X300 = 75

JHS

Population =1200

Sample Size = 300

1st year

350

88

2nd year

300

75

3rd year

280

70

4th year

270

67

4.

Cluster Sampling. The largest scale surveys used cluster sampling method. It is used when the target respondents in a research study is spread across a GEOGRAPHICAL LOCATION. In this method, the population is group into what we called CLUSTER. Simple random sampling is used in selecting the cluster.

5.

Multi- Stage Sampling. Refers to the procedure as in cluster sampling which moves through a series of stages.

Two ways of selecting samples: •

Population= 500

Sample size= 100 every 5th in the list)

LET’S FEED YOUR MIND. READ THIS! The selection of components of the sample that will give a representative view of the whole is known as sampling technique. Selecting sample can be biased or unbiased. This lesson focuses on selecting sample unbiasedly. This is called probability sampling.

Start counting from the number you choose in letter b, you take every kth of the number counts.

Systematic Random Sampling. A sampling that follows regular intervals from a list. It has a specific steps and procedures in doing the random selection of the samples.

Population → group into ten cluster → randomly select one cluster randomly select five cluster from the selected onecluster

Steps to follow: Sources:

a. b.

Divide population to the desired sample size (population ÷ sample size= kth) Choose one number from 1 to value you obtain from letter a

Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 104-106). Cubao, Quezon City: Lorimar Publishing Inc. Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS) (pp.74-76). Cubao, Quezon City: Lorimar Publishing Inc.

Page | 68

IS YOUR BRAIN FULL? LET’S CHECK!

_____________ 4. The sampling technique use when the target population is scattered in different geographical area.

What is probability sampling technique? Explain base on your understanding.

_____________ 5. The process of selecting sample that represents the total population.

_________________________________________________________________ _________________________________________________________________

_____________ 6. In stratified random sampling, the population is divided into groups called

Is it required to use Slovin’s formula in determining sample size once you have decided to use probability sampling technique? Explain your answer. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

B. In each of the following situation, identify the sampling method being used then explain your answer (2 pts each).

What are the types of Probability sampling techniques? Explain briefly each type. 1.

2.

3.

4.

5.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

1. A group of volunteers has a list of the 100 senators. They decided to survey every 10th senator on the list about their position on farm subsidies. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. The president of a college randomly selects two students from each department to serve on a board. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Create a graphic organizer/concept map showing your understanding on Probability Sampling Techniques.

YOUR BRAIN NEEDS EXERCISES. DO THIS! A. Identify the word/s being described in each statement. Write your answer on the space provided. _____________ 1. A sampling technique that use fish bowl method. _____________ 2. It includes a series of stages before arriving to the final samples. _____________ 3. In cluster sampling, the population is divided into groups called

Page | 69

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: ______________________ Section: _____________________________ Score: _____________________

Lesson 2.3 Non-Probability Sampling Technique

OBJECTIVES The students are expected to: 1. discuss non-probability sampling technique and its type 2. summarize the concept of non-probability sampling technique using square matrix 3. identify the type of non-probability sampling technique applied in different situations

A. Matching Type. Match statement in Column A to its correct terms in Column B. COLUMN A __1. A type of probability sampling where the chance

COLUMN B a. Simple Random

of selection is the same for every member of the

LET’S FEED YOUR MIND. READ THIS!

population. __2. A type of probability sampling when you choose

b. Stratified Random

every “nth” individual to be a part of the sample. __3. A sampling technique that divides the population

c. Systematic Sampling

in group and randomly select one group. __4. A type of probability sampling where the

d. Cluster Sampling

respondents are divided into groups and in each group the research selects samples. B. In each of the following situations, identify the sampling method being used then explain your answer (2 pts each).

There is a time where a researcher encounters some hindrances on his research where it is not possible to draw random probability sampling due to lack of time or budget. This is where the non-probability sampling can be useful. If probability sampling gives equal chance of selection to all members of the population, non-probability sampling is a sampling technique that does not give all the samples in the population equal chances of being selected. The selection of sample is based on the subjective judgement of the researchers. Types of Non-Probability Sampling 1.

Convenience Sampling. This is a method of selecting samples that are conveniently available to participate to the researchers’ study. This method is also called availability sampling. Example: The researchers conducted survey on public area like mall and park to quickly obtain public opinion on an issue about election of public officials.

2.

Purposive Sampling. This is also called judgmental or subjective sampling. In this method, the researcher chooses only those respondents that he thinks suitable to the study. Example: The researchers conducted a study on why Grade 11 chooses TVL tracks over Academic tracks. They find samples by asking first the question “Are you planning to go to the university?”, Those who will say “No” would not be included in the study.

3.

Quota Sampling. A sampling technique wherein the researcher makes sure of equal or proportionate representation of subjects depending on which trait is considered as basis of the quota. The bases of the quota are usually age, gender, education, race, religion and socioeconomic status.

1. Peter decided to divide the private company in NCR into five groups. He randomly picks two company and interview all the workers of that company. _________________________________________________________________ _________________________________________________________________ 2. The girl decided to make a study about the effectiveness of APK application to the productivity of the employees. She randomly picks name of participants from the full list of the workers in SMX Company. _________________________________________________________________________ _________________________________________________________________________ 3. The secretary of Education randomly selects 10 school out of 150 schools in NCR for testing and 40 student names are randomly selected from a student list in each 10 selected schools. _________________________________________________________________________ _________________________________________________________________________ Parent’s Signature: _____________________________ Date: ____________________

Page | 70

Example: If basis of the quota is college year level and the researcher needs equal representation, with a sample size of 100, he must select 25 1st year students, another 25 2nd year students, 25 3rd year and 25 4th year students. 4.

YOUR BRAIN NEEDS EXERCISES. DO THIS! Identify what is being described in each item. Choose the letter of your answer on the box.

Snowball Sampling. A sampling technique wherein the researcher looks for a respondent to participate in the study then ask that respondent to refer another respondent who can participate in the study. This is used when researcher finds it difficult to locate special numbers of a population. Example: The researcher conduct research involving eight ethnic group called Mangyans maybe 8,000 according to official records. But it is difficult to locate those subject because of distance and some have little contact with outside world.

_____________ 1. The type of research which commonly uses non-probability sampling

Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 106-107). Cubao, Quezon City: Lorimar Publishing Inc.

_____________ 2. Probability sampling is to objective; non-probability sampling is to _

IS YOUR BRAIN FULL? LET’S CHECK! What is non-probability sampling technique? Explain base on your own understanding. _________________________________________________________________ _________________________________________________________________ Differentiate non-probability sampling from probability sampling. Cite some example for comparison. _________________________________________________________________ _________________________________________________________________ What are the types of non-probability sampling techniques? Explain briefly each type. 1.

2.

3.

4.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

a. b. c. d.

Non- Probability Sampling Biased Judgmental Sampling Convenience Sampling

f. g. h. i.

Quota Sampling Randomization Subjective Quota

e.

Snowball Sampling

j.

Qualitative Research

_____________ 3. The selection of sample in non-probability sampling _____________ 4. The kind of sampling where in the researcher select samples based on researcher’s knowledge and credibility. _____________ 5. A type of sampling technique that does not give all members of population equal chances of selection. _____________ 6. Also known as availability sampling _____________ 7. The limitation that researchers set in quota sampling _____________ 8. The non-probability sampling is different from probability sampling because it does not follow ___ _____________ 9. The sampling that use referral method because the researcher asks respondents to refer another possible respondent. ____________ 10. A type of non-probability sampling where the researcher divides the population into group with the basis of quota.

Page | 71

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the concept of Non- Probability Sampling Techniques by filling up the square matrix below.

Name: _______________________________ Date: ______________________ Section: _____________________________ Score: _____________________ A. In each of the following situation, identify the sampling method being used then explain your answer (2 pts each).

Non-Probability Sampling

1. A group of students wishes to conduct a study on a certain university with 5000 students. Their target respondents are 100. They simply stand at the main gate of the school and ask 100 persons that pass by on that area. __________________________ _________________________________________________________________ _________________________________________________________________ 2. The researcher wanted to investigate a certain issue regarding same sex marriage. He then asks someone who is suitable to his study, then ask that respondent to give him someone else who can also participate in his study. _______________________ _________________________________________________________________ _________________________________________________________________ 3. A group of NGO volunteers are conducting a research regarding good lifestyle of people. They conducted their study on a certain mall and ask people who dress good and look healthy. ________________________ _________________________________________________________________ _________________________________________________________________ 4. A group of researchers wants to study the career goal of the grade 11 to 12 on their school with a total of 6,000 students. They found out that 60% of this are grade 11 and 40% are grade 12. Their target sample is 500. The researchers get the 60 and 40 percent of 500 to come up with to their sample size. ______________________ _________________________________________________________________ _________________________________________________________________ 5. Mr. Yu makes a study about the environmental engineers but can only name 5. He asks these engineers if they knew any others. They give him some others who in return make additional contacts. In this way, Mr.Yu manages to contact 50 other environmental engineers._______________________________ _________________________________________________________________ _________________________________________________________________

Parent’s Signature: _____________________________ Date: ___________________

Page | 72

Lesson 3

Here is some example of Likert Scale

Instrument Development

Frequency of Use Always Often Sometimes Rarely Never

Lesson 3.1 Designing the Instrument

OBJECTIVES The students are expected to: 1. discuss instrument and instrumentation 2. state the do’s and don’ts in constructing questions 3. identify the types of questions use in a survey questionnaire

Generate questions based on the objectives of the research study. These are the guidelines in developing questions for your questionnaire: ▪ The questions should be clear, concise and simple. Avoid lengthy and confusing questions ▪ Classify question under each statement based on your problem statement ▪ Questions should be consistent within the needs of study ▪ Avoid sensitive and debatable question ▪ Avoid jargon or unfamiliar words

•

Choose type of questions in developing the statement. It can be: ▪ Dichotomous questions. A question with only two choices such as “Yes/No” or “Like/Dislike”. ▪ Open-ended questions. A question that normally answers the question “why”.

Background Do a basic research on the chosen variables or construct of the research study. Choose a construct that you can use to craft the objective of the questionnaire. Construct means the characteristics that you wish to measure or evaluate (e.g. weight, academic performance, etc.). After identifying the construct, it is easily to state the purpose or objective of the questionnaire and the research questions as well. There are five types of variables: dependent variables; independent variables; control variables; continuous variables; and discrete variables. Questionnaire Conceptualization •

Choose response scale where the respondents answer the question in your study. Example of scales are: ▪ Yes / No ▪ Yes / No / Neither ▪ Likert Scale. It is used to measure behavior quantitatively.

Frequency of Occurrence Very Frequently Frequently Occasionally Rarely Very Rarely

•

LET’S FEED YOUR MIND. READ THIS! One of the important part of research study is the instrument because the quality of the research findings depends on the quality of research instrument. In research, instrument is the general term use by the researcher for measuring device such as surveys, questionnaire, test, and etc. On the other hand, instrumentation is the action which is the process of developing, testing and using the instrument. Take note that instrument is the device while instrumentation is course of action (Prieto, Naval, & Carey, 2017).

Agreement Strongly Agree Agree Undecided Disagree Strongly Disagree

▪

Example: What do you like most about your school? ____________________________________________________ ______ Closed questions. It is also called multiple-choice questions. It consists of three or more choices. Example: What is the highest education of your mother? ___ elementary

▪

___ high school

___ college

Rank- order Scale questions. A type of question that ask for ranking the given choices or items. Example: Rank the following base on their importance in work as SHS student. (3= highest and 1=lowest) __ doing homeroom activities __ going to library __ using computer

Page | 73

▪

Rating Scale questions. It is the Likert scale form. Example: Statement 3 2 I feel lazy doing homework I am motivated to learn because of interesting learning tools

____________ 5. A type of question that allows the respondents to share their thoughts. 1

____________ 6. Type of question that has three or more choices. ____________ 7. Type of question that asks the respondents to rate answers based on their own perspective. ____________ 8. A type of question with two choices only.

Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 108-112). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

____________ 9. It is the process of developing, testing, and using the instrument. ____________ 10. Type of question that asks the respondents to rank the items on each statement.

Based on the concept discussed above, answer the following questions briefly.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

What is instrument? Why is its importance to research? __________________________________________________________ _________________________________________________________________

Summarize the guidelines (do’s and don’ts) in constructing questions in questionnaire by filling up the T Chart below. INSTRUMENTATION

Differentiate instrument from instrumentation. __________________________________________________________ _________________________________________________________________

Do’s

Don’ts

What are types of questions in developing statements in questionnaire? Explain each of the type base on your understanding. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! Identify the word/s being described in each statement. Write your answer on the space provided. ____________ 1. A type of question answerable by yes or no. ____________ 2. It is used to measure behavior of each respondent quantitatively. ____________ 3. It refers to the traits of that is being measured in the study. ____________ 4. A variable that causes change to the dependent variables.

Page | 74

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

5

4

3

2

1

Registrar’s Office

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________

Canteen Student Information System (SIS)

A. Modified True or False. Write TRUE if the statement is correct, if not, change the underlined word/s to make the statement correct.

Comfort Rooms Classroom Ventilation

____________ 1. Avoid making lengthy and confusing questions in your survey questionnaire.

Cashier’s Office

____________ 2. Open-ended questions usually answer the question “what”.

College/ Department staff

____________ 3. The quality of the research findings depends on the quality of the research instrument used. ____________ 4. Dichotomous questions are questions where three or more choices are provided.

4. Please rate the following personal goals to Senior High School (SHS) in order of importance from 1 to 6 with 1 indicating most important goal, 2 second most important goal and so on.

____________ 5. Likert scale is use in measuring the perspective or behavior of the respondents qualitatively.

_______ To pursue college education

B. Based on the sample research instrument below, identify the type of research questions used.

_______ To enhance my self-esteem

_______ To be employed after graduation

_______ To become a useful citizen

STUDENT SATISFACTION ON STUDENT SERVICES IN A PRIVATE SECONDARY SCHOOL

_______ To develop good attitudes

Dear student, thank you for being a respondent for this survey. Please help us improve our services by completing this survey.

___________________________________________________________________________ __

Gender: ___ Female ___ Male Age:

___ 15-16 y/o

_______ To be socially and intellectually mature

___ 17-18 y/o

___19-20 y/o

___21 & above

1.

What is your overall satisfaction rating with our school services? ___ Very Satisfied ___ Somewhat Satisfied ___ Neither Satisfied nor Dissatisfied ___ Somewhat Dissatisfied ___ Very Dissatisfied

2.

Please explain your answer. __________________________________________________________________________________ __________________________________________________________________________________ ________________

3.

Please rate your level of satisfaction in the quality of student services provided by your school. 5= Very Satisfied 4= Somewhat Satisfied 3= Neither Satisfied nor Dissatisfied 2= Somewhat Dissatisfied 1= Very Dissatisfied

CHOICES: • • • • •

1. 2. 3. 4. 5. 6.

Dichotomous Question Open - ended Question Close- ended Questions Rating Scale Question Rank-order Scale Question

Gender Age Question #1 Question #2 Question #3 Question #4

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

Parent’s Signature: _________________________ Date: ___________________

Page | 75

Lesson 3.2 Establishing Validity and Reliability of the Instrument

OBJECTIVES The students are expected to: 1. discuss validity and reliability and ways of assessing validity and reliability of an instrument 2. summarize the concept of validity and reliability using butterfly diagram 3. write the importance of assessing validity and reliability of an instrument

•

LET’S FEED YOUR MIND. READ THIS! In the previous lesson, you learned how to conceptualized a questionnaire. The next step is establishing the validity and reliability of the questionnaire or instrument. This lesson discusses the general criteria of good research instrument which are the validity and reliability. Establishing the validity of the questionnaire Validity refers to a degree to which the instrument measures what it intends to measure. It involves collecting and analyzing data to assess the accuracy of an instrument. Here are ways to assess the validity of a set of measurement: •

•

•

Face Validity. A subjective type of assessment. This is the simplest and easiest type of validity where in the validator skim the surface of the instrument in order to form an opinion. Moreover, it is often criticized as the weakest form of validity (Stephanie, 2015). Content Validity. It refers to the appropriateness of the content of an instrument. A type of validity that most often includes expert or people familiar with the construct being measured. The expert make judgement about the degree to which the items in the questionnaire match the objective of the study. Criterion Validity. This type of validity measures how well the relationship between a measure and an outcome. It can be measured in three ways: ▪ Convergent validity. Shows instrument is highly correlated with instruments measuring similar variables. (e.g. geriatric suicide correlated to depression) ▪ Divergent validity. Shows the instrument is poorly correlated to instruments that measure different variables. (e.g. correlation is

low in instrument measuring motivation and instrument measuring self-efficacy) ▪ Predictive validity. The instrument that has correlation with future criterion. (e.g. score of high efficacy test related to preforming task should predict the likelihood of completing task) Construct Validity. Defines how well a test measures what it claims to measure. It is used to know whether the operational definition of a construct align to the true theoretical meaning of a concept. There are three types of construct validity: ▪ Homogeneity. This means that the instrument measures one construct only. ▪ Convergence. The instrument measures construct similar to other instrument. ▪ Theory evidence. This is when behavior is similar to theoretical propositions of the construct measured in the instrument.

Establishing the reliability of the questionnaire Reliability refers to how accurate and precise the measuring instrument. It yields for consistent responses over repeated measurements. In order to have a reliable instrument, you need to have questions that yields consistent scores when asked repeatedly. Here are ways to assess the reliability of an instrument: •

•

•

Stability or Test-retest reliability. This is the simplest type of reliability where in the same questionnaire is administered twice and correlation between two set of score is computed. Split-half method. Also called equivalent or parallel forms. This is done by administering two different set of questionnaire but with same topic and correlation between two set of score is computed. Internal consistency. This is when the instrument measures a specific concept. It is estimate based on a single form of test administered on a single occasion.

Pilot testing of the questionnaire Once you have done assessing the validity and reliability of instrument, the next step to take is to pilot test the questionnaire before distributing it to the target respondents of the study. Pilot testing is like pre-testing the instrument. You may find 10-15 people to answer the questionnaire. In this process, participants could put remarks on some questions. This could help you to enhance your questions.

Page | 76

Revise the questionnaire After identifying some problem in your questionnaire, revise the questionnaire based on the feedback of the participants during pilot testing. However, do not forget that the questionnaire should match the research objective.

1. It is a degree to which a test measure what it intends to measure. 2. It measures the relationship between measure and outcome. 3. The process of pre-testing the instrument before distributing to the target respondents.

Sources: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 112-114). Cubao, Quezon City: Lorimar Publishing Inc. Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS) (pp.79-82). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

4. Testing reliability by giving the test twice and correlating two set of score. 5. A series of questions where the respondents provide their responses. 6. The subjective form of validating instrument. 7. It refers to whether the operational definition of a variable actually reflects the true theoretical meaning of a concept 8. It refers to how accurate and precise the measuring instrument.

10. Also called equivalent or parallel forms. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 1 2 3 4 5 6 7 8 9 10

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the concept of validity and reliability of instrument by filling up the Butterfly diagram below.

RELIABILITY

YOUR BRAIN NEEDS EXERCISES. DO THIS!

9. A process of validating with the help of experts.

VALIDITY

Based on the concept you have read above, answer the following questions briefly using your own words. What is validity? Why does an instrument need to be validated? _________________________________________________________________ _________________________________________________________________ What are the types of validity? Briefly explain each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What is reliability? Why do we need to ensure reliability of our research instrument? _________________________________________________________________ _________________________________________________________________ What are the types of reliability? Briefly explain each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What is the purpose of doing pilot testing of research instrument? _________________________________________________________________ _________________________________________________________________

Identify the word/s being described in each statement. Choose the letter of your answer in the box. Write the letter on the space provided above each number. i. Validity

n2. Content Validity

n1. Criterion related Validity

T1. Test-retest Reliability

u. Face Validity

t2. Split-half method

m. Construct Validity

r. questionnaire

e. Reliability

s. Pilot testing

Page | 77

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ Match the definitions/examples with the correct type of reliability or validity. Technically there may be more than one correct answer for each definition/example, but each term is intended to be used only once. a. Split- half method b. Stability c. Content Validity d. Construct Validity e. Reliability The following are the definitions and examples:

Lesson 4 OBJECTIVES

The students are expected to: 1. discuss data collection and different methods of collecting data 2. summarize the advantage and disadvantage of each data collection methods using square matrix 3. apply the concept of data collection to a real life situation

f. Predictive Validity g. Validity h. Pilot Testing i. Criterion Validity j. Convergent Validity

____1. The Psychological Scale have a high correlation with self-esteem. ____2. Ten people write their comments on the questionnaire regarding of the questions that they don’t understand. ____3. The degree to which a test actually measures what it intends to. ____4. The consistency of results across repeated measurement. ____5. A high score in math anxiety truly reflects the high degree of math anxiety of the subject. What type of validity is this? ____6. An English class takes an EPT then take it again after a week so the instructor can assess the ___ of the test. ____7. The degree to which a test predicts another variable it should predict, such as the National Assessment score predicting success in a specialized field of the student.

Data Collection Procedure

LET’S FEED YOUR MIND. READ THIS! Data collection refers to the process of gathering information. In quantitative research, data collection method relies on random sampling and data collection instruments that fit various experiences into predetermined responses categories that produce results that are easy to summarize, compare and generalize. Sources of data •

•

Primary sources. Are known as raw data which can be collected from original source like experimental test results, questionnaire survey, and observation. Secondary sources. Data that has already been collected by someone else such as books, reports, journals, magazines, and others.

There are various methods in collecting data that will be discussed in this lesson, along with its advantage and disadvantage. 1. Interview

____8. A type of validity that refers to appropriateness of the content of an instrument. ____9. An instructor distributes a set of test to his class, a few days after, he distributes another set of test but on same topic as the first set of test. This method of assessing reliability is called ___.

This method of collecting data involves presentation of verbal reply from the respondents. This is done by asking questions to the respondents verbally. This method assumes that the participant’s point of view is more meaningful and their perspectives affect the success of the project. Here are the types of interviews that could be used by the researchers:

____10. This type of validity measures how well the relationship between a measure and an outcome.

Parent’s Signature: _____________________________ Date: ____________________

•

Structured Interviews. The researcher asks a standard set of questions and nothing more. The researcher follows a specific format with the same line of questioning. This is to ensure that each interview is delivered in the same format and same order to every respondent. It usually performs by well-experienced researchers.

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Advantages: The information at greater depth Chance to clarify questions to the respondents •

Disadvantage: Time consuming and expensive

Face-to-face interviews. This is the most frequently used in quantitative research method and it can be done anywhere where. Advantages: Establish rapport between researcher and participants Chance to clarify ambiguous questions to the respondents

•

Telephone Interviews. It is used when the researchers have no time to meet the respondents personally. However, the response rate of the respondents is not as high as the face-to-face interview. Advantage: Less time consuming and less expensive

•

Disadvantages: Time consuming and expensive Impractical when large samples involved

Disadvantages: Biased to those with telephone only Little time given to the respondents Bias information may be more

Computer-Assisted Personal Interviewing. A form of personal interview where in the interviewer bring along laptop and directly enter the information or response of the participant to the database. Advantages: Save researchers in bringing hundreds of questionnaires Save time in processing data

Disadvantages: Expensive to set up Required the interviewer to have laptop

2. Questionnaire Its main purpose is to extract data from the respondents. It serves a standard guide of the researchers in asking information from the respondents. There are normally four sections in a questionnaire namely:

1. Respondents identification data. It includes the profile of the respondents. 2. Introduction. It may include the researcher’s request for help, and purpose of study. 3. Instruction. The respondent’s direction on how to move through the questionnaire. 4. Information. The series of questions and statements that seek response.

Here are the types of questionnaire that could be used by the researchers •

Paper-pencil questionnaire. This method is commonly used by the researchers. It can be sent to large number of respondents and save researcher’s time and money. Advantage: Respondents are truthful to their response because their responses are anonymous

•

Web-page questionnaire. It is an internet based research where in the respondents will receive an email which contain an address that would take them to a secure web-site to fill in the questionnaire.

Advantage: Much quicker than pencilpaper method

•

Disadvantage: Some of the respondents do not return the questionnaire

Disadvantages: Exclusion of people who do not have computer Not sure of the accuracy of respondent’s responses

Self-administered questionnaire. Usually distributed through mail, filled out and administered by respondents where they return this to the researchers via email. It can be used to elicit detailed information from respondents who might not be accessible.

Questionnaires usually make use of checklist and rating scale to help researchers simplify and quantify respondents’ behaviors and attitude. 3. Observations This is way of collecting data by watching behavior, events or noting physical characteristics in natural setting. This method is usually used in in the situation where the subjects are unwilling or unable to provide the needed data through survey or interview. Observation can be as follows:

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• • • •

Overt Observation. An observation where the respondents are aware that they are being observed. Covert Observation. An observation where the respondents are unaware that they are being observed. Direct Observation. The observation occurs during the interaction. Indirect Observation. The observation occurs on the result of the interaction.

Observation can make use of recording sheet and checklist which is the standardized way of collecting data. Field notes are least standardized way of collecting observation data. 4. Tests This method provides a way to assess subject’s knowledge and capacity to apply knowledge to new situations. There are various forms of test depending on the needs of the researchers in their study. • • •

Norm-referenced test. Provides information on how the subject performs against a normative group. Criterion-referenced test. Determine whether or not the subjects have attained mastery of skills. Proficiency test. Provides an assessment against level of skills attainment, but includes standards for performance at varying levels of proficiency.

Source: Faltado, R.E., Bombita, M.B., & Boholano, H.B. (2017) Practical Research 2 (Quantitative Research for SHS) (pp.82-87). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

What is the difference between covert and overt? direct and indirect observation? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ As a researcher, why do you need to choose the data collection method that is suitable to your study? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! Identify the word/s being described in each statement. Write your answer on the space provided. ____________ 1. It is a method usually used by observing the subject of the study. ____________ 2. A method used to assess the knowledge of the subject. ____________ 3. A type of interview that requires laptop to the researcher during data collection. ____________ 4. The section in questionnaire where you can find the series of questions and statements.

Based on the concept you have read above, answer the following questions briefly using your own words. What is data collection procedure?

____________ 5. It refers to the process of collecting data.

_________________________________________________________________ _________________________________________________________________

____________ 7. A type of test that determine if a certain skill is achieved or not.

____________ 6. This is the type of interview that includes list of names from telephone directory.

____________ 8. A type of questions with two choices only. What are the different data collection methods? Enumerate and explain each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

____________ 9. An observation where the respondents are not aware that they are being observed. ____________ 10. This method of collecting data involves presentation of verbal responses from the respondents.

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ Summarize the advantage and disadvantage of each data collection methods by accomplishing the Square Matrix below.

Interview

Questionnaire

Identify the kind of quantitative being described in each of the following scenarios. Choose the letter of your answer from the choices inside the box, then explain your answer. (2 pts each) Criterion Reference Test

Web-based questionnaire

Face-to-face Interview

Computer-Assisted Personal Interview

Covert Observation

Telephone Interview

Paper-pencil Questionnaire

Overt Observation

1. A representative from Department of Education watched ten random classes through video recording to observe if teachers teaching strategy meet the objectives of curriculum competencies. ___________________________ Explanation:_______________________________________________________ 2. A researcher wishes to identify the mastery skill level of the TechnicalVocational students in Rizal High School. He administered an assessment to the target subject of the research to gather data. ___________________________ Explanation:_______________________________________________________

Observation

Test

3. A company conducts a quick interview based on the list of people on their landline directory. ___________________________ Explanation:_______________________________________________________ 4. A group of researchers conduct study on the effectiveness of Audio-Visual Learning to the academic performance of Senior High Students in Rizal High School. They distributed a copy of questionnaire to the students that are involved to their study. ___________________________ Explanation:_______________________________________________________ 5. A researcher does a house visit to conduct interview regarding the lifestyle of a teenage mom. He directly encodes information from his interviewee to his electronic device. ___________________________ Explanation:_______________________________________________________

Parent’s Signature: _____________________________ Date: ____________________

Page | 81

•

Lesson 5

Data Analysis using Statistics

Lesson 5.1 Quantitative Data Analysis

OBJECTIVES The students are expected to: 1. discuss the data analysis strategies and level of measurement scales 2. summarize the concept of quantitative data analysis by creating a graphic organizer 3. identify the measurement scales used in different situations

Quantitative Analysis in Evaluation It is important to determine the level of measurement of quantitative data before proceeding with analysis of data. The following are the levels of measurement scales: •

LET’S FEED YOUR MIND. READ THIS! After collecting the data needed for the study, it’s now time to organize then and get ready for the data analysis. A researcher should always ensure that the data are complete, accurate, and valid and has been organized properly. Quantitative data analysis is a systematic approach of investigations during which numerical data are collected and the researchers transform what are collected into numerical data. Purpose of Data Analysis Plan • • • • •

Describe data sets; Determine the degree of relationship of variables; Determine the differences between variables; Predict outcomes; and Compare variables.

Data Analysis Strategies •

•

Exploratory Data Analysis. This is used when it is not clear what to expect from the data. It makes use of numerical and visual representation such as graphs. Since the research interest is new, it is possible to find some inconsistencies. Descriptive Data Analysis. This is used to describe or summarize data in a meaningful way leading to a simple interpretation of data. The commonly used descriptive statistics are those that analyze distribution of data such as: frequency, percentage, measure of central tendency (mean, median, mode), and dispersion (range, average deviation, standard deviation).

Inferential Data Analysis. This is used to test hypotheses about a set of data to reach conclusions and generalizations beyond merely describing the data. The commonly used inferential statistics includes test of significance of difference such as t-test, and ANOVA. Also the test of relationship such as Product Moment Coefficient or Correlation or Pearson r, Spearman rho, regression, and Chi-square test.

•

•

•

Nominal Scale. It is used for labeling variables. It also called categorical variables. The number assigned to the variables have no quantitative values. Example: If you want to categorize respondents based on gender, you could use 1 for male and 2 for female. Ordinal Scale. It assigned order on items on the characteristics being measured. Numerical value or quantity has no value except its ability to establish ranking among set of data. However, the difference in order between the rank are not specified. Example: order in honor roll (first honor, second honor, third honor) Interval Scale. It has equal units of measurement, thereby, making it possible to interpret the order of scale scores and the distance between them. However, interval scale does not have a “true zero”. Variables can be added and subtracted, but cannot multiplied and divided. Ratio Scale. It is considered as the highest level of measurement. It has characteristics of an interval scale but it has a “zero point”. All descriptive and inferential statistics can be applied on ration scales. Variables can be added, subtracted, multiplied, and divided.

Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 119-121). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

What is the purpose of data analysis plan in quantitative research? Explain briefly. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 82

Compare and contrast descriptive data analysis and inferential data analysis. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Create a graphic organizer that summarizes the concept of this lesson using your coloring materials.

What are the level of measurement scales in quantitative data? Cite and explain each. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! True or False. Write T if the statement is true and F if not. Write your answer on the space provided before each number. ___ 1. Ordinal scale is a measurement scale that ranks the variables. ___ 2. Data analysis plan refers to describing how the data will be cleaned, transformed, and analyzed. ___ 3. The weakest level of measurement scale is ratio scale. ___ 4. Percentage is categorized as descriptive statistic. ___ 5. Descriptive analysis includes t-test and ANOVA. ___ 6. Exploratory data analysis is used when it is not clear what to expect from the data. ___ 7. Inferential data analysis is used when there is testing of hypothesis. ___ 8. Interval scale is also called categorical variables. ___ 9. Inferential statistics includes the mean, median, and mode. ___ 10. The highest level of measurement scale is the ratio scale.

Page | 83

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Lesson 5.2 Descriptive Data Analysis

OBJECTIVES Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ A. Determine what type of data analysis are statistical tools given in each item. Choose the letter of your choice below. A. Descriptive Data Analysis

B. Inferential Data Analysis

_____1. Chi-square

_____6. Pearson r

_____2. Mean

_____7. Mode

_____3. Range

_____8. Standard Deviation

_____4. T-test

_____9. Spearman rho

_____5. ANOVA

_____10. Percentage

B. Indicate which level of measurement is being used in the given scenario. Choose the letter of your choice below. A. B.

Nominal Scale Ordinal Scale

C. Interval Scale D. Ratio Scale

____ 1. Mr. Abalos enlists the top 10 greatest movie of all time. ____ 2. The nurse records the gender of each patient. ____ 3. A veterinary clinic keeps record of the weight of their patient dogs. ____ 4. The organizer of the basketball lists down the jersey number of all players.

The students are expected to: 1. discuss descriptive data analysis and its purpose in research 2. summarize the concept of descriptive data analysis using Venn diagram 3. analyze problem involving descriptive data analysis

LET’S FEED YOUR MIND. READ THIS! Descriptive data analysis provides simple summaries about the sample and the measures. Different statistical measures are used to analyze data and draw conclusions under descriptive data analysis (Trochim, 2006). For the present study, the following statistical measures of descriptive analysis were used to compute further statistical testing: 1. Measures of Central Tendency. Central tendency is sometimes called ‘measures of location’, ‘central location’, or just ‘center’. It is a way to describe what’s typical for a set of data. There are three major ways to show central tendency: mean, mode and median. 1.1 Mean. The mean is the average of a set of numbers. It is the most widely used and simplest measure of central tendency. It is frequently used for interval or ratio variables. The mean is calculated by getting the summation of all observation divided by the number of observation.

____ 5. A PAGASA officer record the temperature in degree Celsius for the month of September. ____ 6. Meteorologist lists the temperature in degrees Kelvin for the month of August. ____ 7. The teacher of a class of tenth graders records the letter grade for mathematics for each student. ____ 8. The teller keeps track the amount of his client’s saving account. ____ 9. The researcher records the family income of his subject for two consecutive months. ____ 10. A car magazine lists the most expensive hotels in United States. Parent’s Signature: _____________________________ Date: ____________________

Formulas: Ungrouped Data X = Grouped Data

X=

Weighted Mean X =

∑𝒙

→

𝒏 ∑ 𝒇𝒙𝒎 → 𝒏 ∑ 𝒇𝒙 → 𝒏

𝒔𝒖𝒎 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏 𝒔𝒖𝒎 𝒐𝒇 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙 𝒎𝒊𝒅𝒑𝒐𝒊𝒏𝒕 mean = 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏 𝒔𝒖𝒎 𝒐𝒇 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙 𝒏𝒖𝒎𝒆𝒓𝒊𝒄𝒂𝒍 𝒗𝒂𝒍𝒖𝒆 mean= 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒐𝒃𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏

mean =

1.2 Median. The median is the middle value of a given set of measurements, provided that the values are arranged in increasing or decreasing order. It is also the most appropriate measure of central tendency for ordinal data. For Ungrouped Data The median may be calculated from ungrouped data by doing the following steps: 1. Arrange the items or scores from lowest to highest.

Page | 84

2. Count to the middle value. If there are two middle numbers, average the two.

where;

x is each value

For Grouped data If the data are grouped into classes, the median will fall into one of the 𝑛 classes and the ( )th value.

x is the mean

2

n is the number of values

n

Formula:

median (

)=L+i (2

−𝐹𝑐

𝑓𝑚

)

Where: L = exact lower limit of the class containing the median class i = interval size n = total number of items/observation Fc = cumulative frequency in the class preceding the median class fm = frequency of the median class

1.3 Mode. The mode is the most appropriate measure of central tendency when data are on nominal scale. It is also the quick approximation of average but the weakest measure of central tendency. In cases where there is more than one observation which is the highest but with equal frequency, the distribution is bimodal (with 2 highest observations) or multimodal with more than two highest observations. In cases where every item has equal number of observations, there is no mode.

2.3. Standard Deviation. The standard deviation (SD) is a measure of spread or variation of data about the mean. SD computed by calculating the average distance that the average value is from the mean. It is used to measure the confidence in statistical conclusion. Formula for Ungrouped Data where;

SD = √

∑( 𝑥− 𝑥 )2 𝑛−1

x is each value x is the mean n is the number of values

Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 121-130). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK! What is descriptive data analysis? Explain its purpose in research. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

2. Measures of Dispersion Dispersion in statistics is a way of describing how spread out a set of data is. It is important for describing the spread of the data, or its variation around a central value. It is also called measure of variability. The measures to be considered are the range, average or mean deviation, standard deviation and the variance. 2.1. The Range. The range is the difference between the largest and the smallest values in a set of data. However, it only gives us knowledge of the spread of data but it does not tell us about the disperse of values from central tendency. 2.2. Average (Mean) Deviation. The mean absolute deviation of a dataset is the average distance between each data point and the mean. It gives us an idea about the variability in a dataset. Absolute value is used to disregard the positive or negative value of data. Formula for Ungrouped Data

Σ is Sigma, which means to sum up ; | | (the vertical bars) mean Absolute Value

AD = ∑

| 𝑥− 𝑥 | 𝑛

Differentiate measures of central tendency from measures of dispersion. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ What are the three major ways to show central tendency? Explain each briefly. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Compare and contrast average deviation and standard deviation. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 85

YOUR BRAIN NEEDS EXERCISES. DO THIS! Identify the word/s being described in each statement. Write your answer on the space provided.

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________

____________ 1. It is also called measure of variability. ____________ 2. It refers to measures of spread of data about the mean. ____________ 3. A mode that has two observations.

A. Modified True or False. Indicate whether the statement is true or false. If false, change the underlined word or phrase to make the statement correct. ________________ 1. Range is used to know how much data can vary.

____________ 4. It refers to the midpoint of distribution. ____________ 5. A statistical symbol that disregard the negative values of a data.

________________ 2. To understand the dispersion of data from a measure of central tendency, we can use mean deviation.

____________ 6. The absolute deviation of a dataset is the average distance between each data point and the mean

________________ 3. Measures of dispersion is also called measures of location.

____________ 7. It refers to the most frequently occurred value in a set of data.

________________ 4. In order to know the most appearing data in a set, researcher must use mean.

____________ 8. It is the sum of all observed data divided by the number of observation. ____________ 9. It is sometimes called measure of central location. ____________ 10. It refers to the difference between the highest value and lowest value.

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the concept of descriptive data analysis by accomplishing the Venn Diagram below.

________________ 5. Standard deviation is used when the researchers wish to know the measure of confidence in statistical conclusion.

B. Indicate the appropriate descriptive statistical treatment to use in a given scenario. Explain your answer. 1. The teacher collected the scores of her students in their remedial test. Data showed that three students scored 82, five students scored 90, four students scored 85, and one student scored 81. Using statistical tools, the teacher come up with the answer 85. a. How did the teacher get 85? Explain. (3pts)

Measures of Central Tendency

Measures of Dispersion Descriptive Data Analysis

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ b. What is the statistical treatment that the teacher used in the set of scores (mean, median, mode, range)? (2pts) _________________________________________________________________ _________________________________________________________________

Parent’s Signature: _____________________________ Date: ____________________

Page | 86

o

Lesson 5.3 Inferential Data Analysis

OBJECTIVES

t=

The students are expected to: 1. discuss inferential data analysis and its use in research 2. summarize the concept of inferential data analysis using dialogue cloud 3. analyze problem involving descriptive data analysis

•

z=

1. Test of Significance of Difference (T-test) A t-test is a type of inferential statistic used to determine if there is a significant difference between the means of two groups, which may be related in certain features (Kenton, 2019). Between Means. o For independent samples (when respondents consist two different groups) Case 1: 𝛿1 𝛿2 unknown or n1 ≥ and n2 30 z=

(𝑥1 − 𝑥2 )−(𝜇1− 𝜇2 ) 𝛿2 1 𝑛1

√

Case 2:

𝛿2 2 𝑛2

𝛿1 ≠ 𝛿2 unknown or n1 < 30 and n2 < 30 t=

(𝑥1 − 𝑥2 )−(𝜇1− 𝜇2 ) 𝑠2 1 𝑛1

√

Case 3:

+

; Z-TEST

+

df = smaller of n1 - 1 and n2 – 1

𝑠2 2 𝑛2

𝛿1 = 𝛿2 unknown or n1 < 30 and n2 < 30 t=

(𝑥1 − 𝑥2 )−(𝜇1− 𝜇2 ) 𝑠2 √ 𝑝 𝑛1

𝑠2 𝑝 + 𝑛2

where:

𝑠𝑝2 =

(𝑛1 −1)𝑠2 + (𝑛2 −1)𝑠2 1

𝑛1 + 𝑛2 −2

2

(df = n-1)

(𝑝1 − 𝑝2 )−(𝑝1 − 𝑝2 )) 𝑝𝑞

𝑝𝑞

1

2

√𝑛 + 𝑛

o

For correlated/ dependent samples z=

Inferential data analysis is used to determine if there is a relationship between an intervention and an outcome as well as the strength of that relationship. Inferential Statistics refers to statistical measures and techniques that allow us to use samples to make inference and generalizations about the population from which the samples were drawn. Below are the common statistical measures to measure significant differences and relationships between variables:

𝑑− 𝜇𝑑 𝑠𝑑 √𝑛

Between Proportions or Percentages o For independent samples

LET’S FEED YOUR MIND. READ THIS!

•

For correlated/ dependent samples (when the same set of respondents or paired sets of respondents are involved)

•

𝐷−𝐴 √𝐴 + 𝐷

or

z=

𝑝1 −𝑝2 √

𝑎+𝑑 𝑁

Analysis of Variance (ANOVA) This is used when significance of difference of means of three or more groups are to be determined at one time. ANOVA relies on the F-ration to test the hypothesis that the two variances are equal; that is, the subgroups are from the same population. “Between groups” refers to the variation between each group mean and the grand or overall mean. o One-Way ANOVA. A one-way ANOVA has just one independent variable. Example: 1. A difference in IQ can be assessed by Country, and County can have 2, 20, or more different categories to compare. Sample Table:

o

Two-Way ANOVA. Also known as factorial ANOVA. It refers to an ANOVA using two independent variables. Two-way ANOVA can be used to examine the interaction between the two independent variables. Interactions indicate that differences are not uniform across all categories of the independent variables. Example: 1. Examining differences in IQ scores (the dependent variable) by Country (independent variable 1) and Gender (independent variable 2). 2. Females may have higher anxiety scores overall compared to males, but this difference could be greater (or less) in western countries compared to northern countries.

Page | 87

2. Test of Relationship •

What are the statistical tools you can use if you want to test the relationship of the variables? Explain each based on your understanding.

Spearman Rank-Order Correlation or Spearman Rho. It is used when data available are expressed in ranks (ordinal variables). 𝜌 = 1−

•

Chi-Square Test for Independence. It is used when data expressed in terms of frequencies or percentage (nominal variables). x2 = ∑

•

(0−𝐸)2 𝐸

[ 𝑑𝑓 = ( 𝑟 − 1 )(𝑐 − 1)]

Product – Moment Coefficient of Correlation or Pearson r. This is used when data are expressed in terms of scores such as weights and heights or score in test (ratio and interval variables). o Case 1. When deviation from the mean are used. r= o

∑(𝑥−𝑥)(𝑦−𝑦) [∑(𝑥−𝑥)]2 [∑(𝑦−𝑦)]2

Case 2. When raw score from original observation are used. r=

•

6 ∑ 𝐷2 𝑁 (𝑁 2 −1)

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! True or False. Write T if the statement is true and F if not. Write your answer on the space provided before each number.

𝑛 ∑ 𝑥𝑦−(∑𝑥)(∑𝑦) √[𝑛 ∑ 𝑥 2 −(∑𝑥)2 ] [[𝑛 ∑ 𝑦 2 −(∑𝑦)2 ]

T-test to test the significance of Pearson r. This is used to determine if the value of computed Pearson r is significant. t=r

𝑛−2 √ 1− 𝑟2

Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 131-134). Cubao, Quezon City: Lorimar Publishing Inc .

___ 1. Inferential statistics is used when the researchers want to test hypothesis. ___ 2. T-test is used to determine the relationship of two variables. ___ 3. Pearson r is a statistical tool for determining relationship between variables. ___ 4. T-test is used to determine the significance of relationship between variables. ___ 5. Spearman rho is used when the data are in ordinal scale. ___ 6. T-test is also used to determine the significance of relationship in Pearson r.

IS YOUR BRAIN FULL? LET’S CHECK! Read and write your answer on the space provided. What is inferential data analysis? When to use this kind of data analysis? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Compare and contrast T-test and ANOVA. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

___ 7. Chi-square is used when data are in interval scale. ___ 8. Both ratio and interval variables are applicable in Pearson r. ___ 9. Inferential data analysis is used to determine if there is a relationship between an intervention and an outcome. ___ 10. ANOVA is used when finding significant difference between three or more groups at one time.

B. The researchers want to determine the relationship of the Educational attainment of the Parents to their socioeconomic status. What statistical test is best to use in this study? Explain your answer briefly. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Page | 88

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Summarize the concept of inferential data analysis by completing the dialogue cloud below.

A. Analogy. Choose the answer from the box. Choose the letter of your answer in the box. 1. Pearson r

:

___________

2. Chi- square

:

___________

3. Spearman rho :

___________

4. T-test

:

___________

5. ANOVA

:

___________

a. b. c. d. e. f.

Nominal Scales Significant Difference between two groups Ordinal Scales Interval Scales Ratio Scales Significant Difference between two or more groups

B. Indicate the appropriate descriptive statistical treatment to use for each of the given scenarios. Explain your answer. (5 pts each) 1. The researcher aims to know the relationship of females’ height to their age. What statistical treatment is best to use in this problem? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. The CEO of a certain mobile application has a successful app which runs on the two common operating systems. He wants to decide in which operating system to build new app by determining which system has users that spend more money. He randomly picks sample users from each operating system and measures how much money they spent on the app in the past month. What statistical treatment should he use in this study? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Parent’s Signature: _____________________________ Date: ____________________

Page | 89

5.4 Hypothesis Testing

OBJECTIVES The students are expected to: 1. discuss hypothesis testing 2. summarize the concept of hypothesis testing using the dialogue box 3. analyze problem involving hypothesis

•

• •

Null hypothesis is the one that is always tested by researcher. It always indicates the there is no significant relationship or difference between the group means. Alternative hypothesis indicates that there is a true relationship or difference between the group means. Results will show that:

1. There is a meaningful relationship or difference between two groups, thus reject the null hypothesis

2. The difference or relationship between the two group is not large enough to conclude that the groups are different or correlated thus you fail to reject null hypothesis.

LET’S FEED YOUR MIND. READ THIS! Hypothesis testing is a process in statistics by testing an assumption regarding a population parameter. The methodology used depends on the nature of data used and reason for analysis (Majaski, 2019). The goal of hypothesis testing is whether to reject or accept the hypothesis that the researcher formulated in the study. It is used when data needs inferential analysis. Population and Sample • Parameter a measure based on a population (population mean and denoted by 𝜇) • Statistics a measure based on a sample (sample mean and denoted by x) Inferential statistics requires that sample be drawn by random sampling because bias sampling have a tendency to give wrong inferences. Testing statistical significance is very important to determine if the inference is valid. Statistical Significance • Statistical Significance refers to the relationship of variables caused by something. • Significance means probably true (not due to chance). • Level of significance means that there is a chance that finding is true. • Statistical hypothesis testing is used to determine whether the result of a data set is statistically significant. Hypothesis • Hypothesis is a preconceived idea, assumed to be true and has to be tested for its truth or falsity. • Inferential statistics could be a test for relationship or test for difference. • Hypothesis has two types namely: null hypothesis; and alternative hypothesis.

Type I and Type II Errors • Type I error is committed when researcher rejected null hypothesis when in fact it is true. • Type II error is committed when the data produce a results that fail to reject the null hypothesis when in fact the null hypothesis is false and need to be rejected. Parametric and Nonparametric Statistics • Parametric test is used for interval and ratio scales of measurement. It requires that the samples are drawn from normally distributed population and the selection of each case should be independent of the other. Population should have equal variances. • Nonparametric test does not specify normally distributed population and similarity of variance. It is used for nominal and ordinal data. Steps in hypothesis testing 1.

2.

3.

4. 5.

State the hypothesis. Null hypothesis (H0) X=Y Alternative hypothesis (Ha) X>Y/ X
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Look for critical value in appropriate table for the distribution. Critical value defines the region of rejection from acceptance of null hypothesis. Example of distribution using ∝=.05

•

Parametric and Nonparametric test __________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS!

6.

Rejection region acceptance region Rejection region Make a decision. If the calculated value is greater than critical value, reject the null hypothesis. If critical value is larger, you failed to reject the null hypothesis.

Source: Prieto, N.G., Naval, V.C., & Carey, T.G. (2017). Practical Research 2: Quantitative. (pp. 135-138). Cubao, Quezon City: Lorimar Publishing Inc.

IS YOUR BRAIN FULL? LET’S CHECK!

A. True or False. Write T if the statement is true and F if not. Write your answer on the space provided before each number. ___ 1. Parametric test uses interval and nominal scales. ___ 2. Hypothesis testing is done in inferential data analysis. ___ 3. Null hypothesis denotes that there is no significant relationship between the variables. ___ 4. Hypothesis is a pre-assumption of the researchers that does not need to be tested. ___ 5. Parameter is measured based on the population.

What is hypothesis testing. Explain based on your own understanding. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

B. Complete the table by supplying the information needed. Research Data: School Administration wants to know the beneficial effect of computerization in TVL class. A sample is taken to 200 sample students. Data results: z-test = -1.46, ∝= 0.01, Critical value = 2.58

Compare and contrast the following •

Parameter and Statistics __________________________________________________________ _________________________________________________________________ _________________________________________________________________

Step 1. State the hypothesis H0= Ha=

•

Null hypothesis and alternative hypothesis __________________________________________________________ _________________________________________________________________ _________________________________________________________________ • Type I and Type II error __________________________________________________________ _________________________________________________________________ _________________________________________________________________

Step 2. Define the following: -

Measurement scale:

-

Statistical test to perform:

Step 3. State the level of significance for statistical test:

Step 4. Computed data results:

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Step 5. Determine the critical value:

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ A. Modified True or False. Write T if the statement is true and if not, change the underlined word/s to make the statement correct. ___ 1. Critical value defines the region of rejection from acceptance of alternate hypothesis.

Step 6. Make a decision (reject or accept the hypothesis): ___ 2. Null hypothesis is the one that is always tested by the researchers. ___ 3. Inferential statistics requires biased selection of sample. ___ 4. Type I error is happened when researcher rejected null hypothesis when in

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

fact it is true. ___ 5. Nonparametric test needs to use normally distributed population and similarity of variance.

Summarize the concept of hypothesis testing by sharing what have you learned in this lesson. B. Complete the table by supplying the information needed.

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ __

Research Data: A researcher conducts an experiment to know if a caffeine drug has an effect to the spider. After series of test, he knew that the mean response time for spider not injected by caffeine drugs is 1.2 seconds (𝜇=1.2s) and the mean score for 100 injected spiders is 1.05s. Results shows that SD= 0.05, z=3, ∝= 0.05

Step 1. State the hypothesis H0=

Ha=

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Step 2. Define the following: -

Measurement scale:

-

Statistical test to perform:

Step 3. State the level of significance for statistical test:

Step 4. Computed data results:

Lesson 6

Guidelines in Writing Methodology

OBJECTIVES The students are expected to: 1. discuss the guidelines in writing methodology 2. summarize the information in methodology chapter using graphic organizer 3. write research methodology

LET’S FEED YOUR MIND. READ THIS!

Step 5. Determine the critical value: Shade the rejected region.

Part of the research paper is discussing the methods you used in accomplishing your study. It discusses the type of research you used, your process of collecting and analyzing the data, the materials you used, and your rationale for doing those methods. Here are the guidelines in writing quantitative research methodology (McCombes, 2019):

1. Explain your methodological approach. Begin with discussing the Step 6. Make a decision (reject or accept the hypothesis):

research problem you are investigating, and the kind of data you need to answer it. In experimental research, it requires a carefully designed study that can be replicated by other researchers.

2. Describe your methods of data collection. Give full details of the tools, procedures and materials used to gather data, and the standard used to select participants or sources for study. Surveys. Describe where, when and how the survey was conducted. The following question might be helpful:

Parent’s Signature: _____________________________ Date: ____________________

• • •

How did you design your instrument (e.g. Likert Scale)?

•

What was the sample size and response rate?

How did you find and select participants? Did you conduct surveys by phone, mail, online or in person, and how long did participants have to respond?

You might include the survey questionnaire in the appendix part so the reader can see how was the data collected.

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Experiments. Give full details of the tools, techniques and procedures you used to conduct the experiment. It is especially important to give enough detail for another researcher to reproduce your results.

3. Describe your method of analysis. Discussed the process of analyzing data. However, avoid discussing any of the result of the study. In quantitative research, analysis of data is based on numbers. It might include the software you used to analyze the data (e.g. SPSS) and the statistical methods you used (e.g. regression analysis).

4. Evaluate and justify your methodological choices. Justification is more needed if your approach used is not based on standard knowledge. Discuss why the methods were suitable for your objectives, and show that this approach might contribute to the body of knowledge. Take note of the following (Faltado, Bombita, & Boholano, 2017): • • • • • • • •

Design. Explain if your study is within or between group design. Include the variables included and approach you used in the study. Participants. Describe the participants in your study including their total number and the process of selecting them. Procedures. Properly explained your procedure. It includes the procedure you have done before, during and after gathering data. Always write your methods in past tense. Provide enough details when doing experimental research. It is for the other researchers to replicate your work. Used proper APA format. Take a rough draft of your work with your research teacher for additional assistance. Always proofread your paper.

YOUR BRAIN NEEDS EXERCISES. DO THIS!

A. True or False. Write T if the statement is true and F if not. Write your answer on the space provided before each number. ___ 1. Methodology discusses the design used in the study. ___ 2. Methodology includes the procedure on how the data was collected. ___ 3. Methodology should be written in present tense. ___ 4. Methodology discusses the related literature in the study. ___ 5. Methodology discusses the statistical treatment used in data. B. The following is some of the information that may be included in the methodology chapter. Check the blank that are included in methodology. ___ Sampling procedure used

___ Materials used

___ Background of the measures

___ The limitation of the study

___ Statistical data used

___ Period of investigation

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the information needed in methodology chapter by making a graphic organizer. Includes a short description for each content.

IS YOUR BRAIN FULL? LET’S CHECK!

Read and write your answer on the space provided. What is the purpose of writing methodology in research? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

Writing Research Methodology

BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ A. Fill in the blanks. Fill the broken statement with correct word to complete the idea in each item. Choose your answer in the box below.

instrument

past

design

experimental

teacher

APA

appendix

irrelevant

participants

procedure

aims

proofread

1. 2. 3.

Methodology should be written in __________ tense. Use proper __________ format in writing your methods. Always seek assistance with your research __________ to help improve your work. 4. Place your full questionnaire in ___________ part so the reader can see how you collect your data. 5. Always ___________ your works to check your grammars and spelling error. 6. Make sure to provide enough details when doing ___________ research so that the other researchers can replicate your work. 7. Discuss the ____________ of your study including their total number and the process of selecting them. 8. The methods must be appropriate to fulfilling the overall __________ of the study. 9. Avoid including ___________ information your methods. 10. Explain how your ___________ were made and validated.

Present your research methodology based on the principles and guidelines discussed in this Unit. Discussed all the important information in every part of your research methodology. Research Design __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Population and Sample __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Instrumentation

Parent’s Signature: _____________________________ Date: ____________________

__________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Validation of Instrument __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Data Gathering Procedure __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Statistical Treatment of Data __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

SUMMARY This unit discussed understanding data and ways on systematically collect it. It focused on the methodology that the researchers can employ to their research study. It discussed the research design appropriately use in quantitative research. It is important to remember that the research problem determines the research design. The two major research design in quantitative research are the: (1) descriptive research design which is used to describe characteristics of the phenomenon; and (2) experimental research design which is used to examine the cause and effect relationship of the variables. Descriptive research can be correlational study, normative survey, evaluative study, assessment/ evaluation study, and comparative study, while the experimental research can be pretest/post-test controlled group, single pretest/post-test controlled group, or Solomon four group. This unit likewise discussed the concept of sample size determination and sampling procedure. Sample is the individual that represent the entire population. The researcher needs to select sample size accurately and systematically. A good sample should be accurate and precise. One way of having accurate sample size is with the use of Slovin’s formula. In selecting samples, there are two techniques that the researchers can used namely probability and nonprobability sampling techniques. Probability sampling techniques give every member of the population equal chances of selection, while nonprobability sampling have no specific chance for a member of the population to be part of the sample. The methods of probability sampling discussed in this unit are simple random sampling, stratified random sampling, systematic random sampling, cluster sampling, and multi-stage sampling. The nonprobability sampling techniques discussed here were convenience sampling, purposive sampling, snowball sampling, and quota sampling. This unit also discussed the concept of designing an instrument and establishing validity and reliability. There are different types of questions that a researcher can used in constructing an instrument. These are the dichotomous questions, open-ended questions, close-ended questions, rating scale questions, and raking scale questions. It is important that the researcher ensure the validity and reliability of a research instrument. Validity refers to a degree to which the instrument measures what it intends to measure. The four types of validity discussed here were face validity, content validity, construct validity, and criterion validity. On the other hand, reliability refers to accurateness and preciseness the measuring instrument. Some of the way of assessing reliability are test-retest, split-half method, and internal consistency. It also discussed some data collection methods such as doing and interview, distributing survey questionnaire, making an observation, and administering test. Also, this unit discussed the four measurement scale types which are used to classify or quantify data. These are nominal, ordinal, interval, and ratio. It is important that the researcher know the type of measurement scale he have on his study so that he can select appropriate statistical test for the data he have. Data analysis has two strategies, the descriptive data analysis and inferential data analysis. Lastly, this unit introduced the guidelines in writing quantitative research methodology.

Page | 96

SHOW WHAT YOU’VE GOT! ANSWER THIS UNIT TEST Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ Multiple Choices. Read the statement and encircle the letter of the correct answer. 1. It refers to a degree to which an instrument measures what it intends to measure. a. Pilot Testing c. Reliability b. Questionnaire d. Validity 2.

This is type of interview used when the researcher has no time to visit the participants personally. a. Telephone Interview c. Face-to-face Interview b. Structured Interview d. CAPI

3.

Which statistical test is not included in descriptive data analysis? a. T-test c. Standard Deviation b. Range d. Weighted mean

4.

This is a used to measure the spread of the data set. a. Measure of central point c. Measurement of dispersion b. ANOVA d. Chi-square

5.

6.

A group representative conducted a study about gender bullying. He selects their respondents that based on people he thinks experience gender bullying. What sampling technique did he apply to their study? a. Cluster Sampling c. Judgmental Sampling b. Systematic Sampling d. Convenience Sampling A star section class takes math test then take it again after a week so the instructor can assess the ___ of the test. a. Stability c. Validity b. Internal consistency d. Face validity

7.

This is committed when researcher rejected null hypothesis when in fact it is true. a. Type I and II error c. Type I error b. Type II error d. None

8.

The researchers proceed to three people who are expert in the field related to their study. They ask him to assess the validity of their instrument. What type of validity is this? a. Criterion Validity c. Construct Validity b. Face Validity d. Content Validity

9.

A quantitative research design that manipulates one variable in order to observe if it cause changes to other variable. a. Phenomenological Research c. Descriptive Research b. Experimental Research d. Case Study

10. This is a type of question with two choices given. a. Open-ended question c. Dichotomous question b. Multiple choices question d. Rating Scale 11. A group of researchers wants to determine the improvements in math subject of selected 4th grader. They decided to observe and record the performance of the participants from their 4th grade to 6th grade. This type of study is a. Descriptive Normative Survey c. Longitudinal Study b. Correlational Study d. Cross-sectional Study 12. The following are the reason of pilot testing the instrument except one a. To ensure that that the content of the instrument is well-aligned to the aim of the study b. To make sure that the questions in the instrument is understandable to the respondents c. To identify questions that are unclear to the subjects d. To enhance the questions in the instrument 13. Meteorologist list the temperature in degrees Kelvin for the month of March. The scale used is a. Nominal Scale c. Interval Scale b. Ordinal Scale d. Ratio Scale 14. The following are to be discussed in the methodology section except for one. a. Selection of participants of the study c. Statement of the problem b. Data analysis used d. Data gathering procedure 15. A sampling technique wherein the researcher looks for a respondent to participate in the study then ask that respondent to refer another respondent who can participate in the study. a. Purposive Sampling c. Snowball Sampling b. Convenience Sampling d. Quota Sampling 16. Methodology should be written in what tense of verb? a. Present tense c. Future tense b. Past tense d. Past progressive tense

Page | 97

17. Which of the following scenarios is best example of simple random sampling? a. A researcher selects 20 respondents from each department of the company b. A researcher picks 100 respondents from a list of all students in grade 12 c. A researcher selects one respondents and then ask that respondent to recommend another person to be part of the study d. A researcher draws 2 schools from division of Pasig and includes all the teachers in that selected school. 18. Which mathematical symbols used to indicate null hypothesis? a. A > B c. A = B b. A < B d. A ≠ B 19. Why does the researcher need to provide detailed information in presenting methodology when using experimental type of research? a. To be more relevant to the other field of study b. To be more clear to the readers c. To be able to replicate by other researchers d. All of the above 20. A group of researchers conduct study and distributed a copy of survey questionnaire to the students that are involved to their study. What kind of data collection procedure they have employed in their study? a. Face-to-face Interview c. Overt observation b. Paper and Pencil Questionnaire d. Proficiency Test 21. The following are the factors that affect Single Pre-test/ Post-test design except for one. a. Test-wiseness c. Mortality b. Maturation d. John Henry Effect 22. A group of researchers wishes to conduct a study regarding on the impact of pricing of vendors in Pasig Mega Market to the consumers. In selecting their respondents, they position on the area that most of people passed by and ask 100 persons. What sampling technique they employed on their study? a. Simple Random Sampling c. Stratified Sampling b. Availability Sampling d. Quota Sampling 23. This is a statistical tool that used to determine the significant difference between two or more group at the same time. a. Pearson r c. ANOVA b. T-test d. Spearman-rho

24. Spearman rho is used when data available are expressed in ranks. Which of the following can be used in this statistical test? a. Color of the eyes of the foreigner c.The height of the patient b. Level of Satisfaction of Customers d. Room temperature 25. It says that correlational does not mean causation. Causation in this statement means a. The action of causing something c. The action of comparing b. The action of relating to something d. The action of sharing 26. A type of validity that most often includes expert or people familiar with the construct being measured. a. Construct Validity c. Face Validity b. Criterion Validity d. Content Validity 27. This method provides a way to assess subject’s knowledge and capacity to apply knowledge to new situations. a. Observation c. Interview b. Test d. Survey 28. This is a sampling techniques that give equal opportunity to all subjects to be selected in the study. a. Probability Sampling c. Non-Probability Sampling b. Sampling Frame d. Snowball Sampling 29. The teacher collected the scores of her students in their remedial test. Data showed that three students scored 80, four students scored 90, and one student scored 85. If the teacher come up with the answer 86, what is the statistical treatment that the teacher used in the set of scores? a. Mean c. Mode b. Median d. Range 30. Which of the following is true about samples? a. Using samples make the quality of research result poor b. Using samples is more expensive than using complete census c. Using samples is less time consuming compare to complete census d. All of the above

Parent’s Signature: _____________________________ Date: ____________________

Page | 98

UNIT 5 Finding Answers through Data Collection

Lesson 1

Collects Data Using Appropriate Instrument

OBJECTIVES The students are expected to: 1. 2. 3.

A. CONTENT STANDARDS

4.

The learner demonstrates understanding of: a.

data collection procedures and skills using varied instrument

b.

data processing, organizing, and analysis

B. PERFORMANCE STANDARDS The learner is able to gather and analyze data with intellectual honesty, using suitable techniques

C. LEARNING COMPETENCIES The learner: a.

collects data using appropriate instruments

b.

presents and interprets data in tabular and graphical form

c.

uses statistical techniques to analyze data—study of differences and relationships limited for bivariate analysis

Determine the appropriate instrument in different type of research. Discuss the data collection process based on their experience in doing their chosen study. Summarize the type of research and its appropriate instrument using diagram. Appreciate the importance of using the correct instrument in collecting data.

LET’S FEED YOUR MIND. READ THIS! Using research instrument play a crucial role in collecting data, according to Yaya (2014) that it is significant for every researcher to know what kind of data should be collected and what method should be used. Methods that researchers use in collecting desired data is called measurement instrument. Quantitative data gathering strategies Data Collection Questionnaires -

Paper-pencilquestionnaires

Description

Questionnaires often make use of checklist and rating scales. It is usually sent by mail, email or personally given to the respondents. It can be sent to a large number of people and saves the researcher time and money. It could be open ended format or multiple choice format. Open ended Allows the respondents to answer any way.

-

Web based questionnaires

A new and inevitably growing methodology is the use of internet based research. The respondents will answer online questions

Page | 99

such as the use of Survey monkey. Interview

Interview can be use at any stage of evaluation process. Two types on interviews are used in evaluation research: structured interviews, in which a carefully worded questionnaire is administered, and in depth interviews, in which the interviewer does not follow a rigid form. Interview will supplement the data gathered through questionnaires. Personal interview are done when people usually respond when asked by a person but their answer may be influenced by the interviewer. Telephone interviews are less time consuming and less expensive and the researcher has ready access to anyone on the planet who has a telephone.

Experiments

Type of Research

Data Collection Instrument

1

Applied

Questionnaire, Interview and Observation.

2

Survey

Questionnaire, Focus Group, Interview and Observation.

3

Case Study

Questionnaire, Interview, focus group discussion and Observation.

4

Ethnographic e.g. correlational research

Observation, questionnaire, focus group discussion and interview.

5

Historical

Observation, focus group discussion and interview.

6

Evaluation

Focus group discussion, interview and observation

7

Pure Science

Experiment and observation

8

Action

Questionnaire and interview

9

Longitudinal

Questionnaire, observation, focus group discussion, interview and experiment in case of pure science research.

10

Exploratory

Questionnaire, observation and interview.

Attempts to determine a cause and effect relationship between two or more variables. Blind Experiment- the test subjects do not know if they are getting the experimental treatment or the placebo. Double Blind Experiment- neither the test subject nor the experimenter measuring the response knows to which group the test subjects have been assigned (treatment or placebo).

Observations

Classification of Research Based on Data Collection Instrument

Observational techniques are methods by which an individual or individuals gather first hand data on program, processes, or behaviors being studied.

Source: Practical Research 2 (2016) by Faltado, Bombita, Boholano and Pogoy

Source: Japheth Yaya, 18th June, 2014 Read and study the example below: Langos, S., (2014), Athens as an international tourism destination: An empirical investigation to the city’s imagery and the role of local DMO’s. Chapter 3methodology: Data collection method and research tools. Published in file:///C:/Users/Admin/Downloads/RESEARCHMETHODOLOGY_Datacol lectionmethodandResearchtools.pdf

Page | 100

Athens as an international tourism destination: An empirical investigation to the city’s imagery and the role of local DMO’s

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Spyros Langos

YOUR BRAIN NEEDS EXERCISES. DO THIS! A.

Identify the type of research and the appropriate data collection method to be used.

IS YOUR BRAIN FULL? LET’S CHECK!

Research Title

Type of Research

Data Collection Instruments

Computer-Based Instruction (CBI) as a Way of Reducing Math Anxiety

1.

4.

Information Systems Security design: A case Study Based Approach

2.

5.

The Impact of Using Word Walls in Teaching Fifth Graders Content Vocabulary in Science.

3.

6.

Read and write your answer in the space provided. B. 1.

Based on your own understanding, what is a research instrument?

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2.

Why is it important to choose the correct method in collecting desired data?

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3.

Does questionnaire appropriate in all type of research? Explain your answer.

Write a draft of your Data Collection Process in your chosen research study. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Page | 101

LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED

\

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the different measurement instrument in research and the appropriate type of research where it will be used.

BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________

A. Modified True or False: Indicate whether the statement is true or false. If false, change the underlined word or phrase to make the statement true.

Focus Group

___________1. Interview can be sent to a large number of people and saves the researcher time and money.

Survey

___________2. A new and inevitably growing methodology is the use of internet based research called web questionnaire.

Case Study

___________3. Methods that researchers use in collecting desired data is called measurement instrument. ___________4. Using questionnaire is appropriate in all type of research study. ___________5. Observational techniques are methods by which an individual or individuals gather first hand data on program, processes, or behaviors being studied.

Correlational Historical

B. Analogy: Choose the answer from the box. E-mail

1. Questionnaire

: Survey Form

2. Interview

:_____________

Schedule and Question guide

3. Observation

:_____________

Observation Schedule

4. Focus Group Discussion

:_____________

Checklist and Question Guide

5. Experiment

:_____________

Scientific tools and equipment

6. Web based questionnaire

:_____________

Parent’s Signature: _____________________________ Date: _________________

Page | 102

Lesson 2 OBJECTIVES

Presents and Interprets Data in Tabular and Graphical Form

The students are expected to: 1. Determine the different type of graphs 2. Make tables and graphs out of the given data. 3. Summarize the characteristics of a good data table and graphs.

Graphical Methods of Presenting Data A good graph should include the following: 1. A graph or chart portrays the visual presentation of data using symbols such as lines, dots, bars or slices. 2. It depicts the trend of a certain set of measurements or shows comparison between two or more sets of data or quantities. 3. A good graph or chart shows that the x and y axis has a heading and units are included. 4. The figure number of the title are usually placed below the figure. 5. The known value is plotted on the x-axis and the measured value is plotted on the y-axis. This description of a good chart excludes pie charts.

LET’S FEED YOUR MIND. READ THIS!

Tabular Presentation of Data Tables present clear and organized data. A table must be clear and simple but complete. A good table should include the following parts: ➢ Table number and title- these are placed above the table. The title is usually written right after the table number. ➢ Caption subhead- this refers to columns and rows ➢ Body- It contains all the data under each subhead ➢ Source- it indicates if the data is secondary and it should be acknowledged.

An example is shown below, which uses three sets of data, grouped by four categories. This might, for example, be men, women, and ‘no gender specified’, grouped by age categories 20–29, 30– 39, 40–49 and 50–59.

Sample of Data Table with Textual Analysis:

An alternative to a histogram is a line chart, which plots each data point and joins them up with a line. The same data as in the bar chart are displayed in a line graph below.

Page | 103

It is not hard to draw a histogram or a line graph by hand, as you may remember from school, but spreadsheets will draw one quickly and easily once you have input the data into a table, saving you any trouble. They will even walk you through the process. You can also display grouped data in a pie chart, such as this one.

• • • •

Identify figure axes by the variables under analysis; Quote the source which provided the data, if required; Demonstrate the scale being used; and Be self-explanatory.

Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4008059

IS YOUR BRAIN FULL? LET’S CHECK! Read and write your answer in the space provided. Based on your own understanding, what is data presentation? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Pie charts are best used when you are interested in the relative size of each group, and what proportion of the total fits into each category, as they illustrate very clearly which groups are bigger. Source: https://www.skillsyouneed.com/num/simple-statistical-analysis.html

BASIC RULES FOR THE PREPARATION OF TABLES AND GRAPHS

Why do we need to present the collected data using tables and graphs? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Does textual analysis of data tables and graphs necessary in presenting your collected data? Explain your answer.

Ideally, every table should:

• • • • • • • •

Be self-explanatory; Present values with the same number of decimal places in all its cells (standardization); Include a title informing what is being described and where, as well as the number of observations (N) and when data were collected; Have a structure formed by three horizontal lines, defining table heading and the end of the table at its lower border; Not have vertical lines at its lateral borders; Provide additional information in table footer, when needed; Be inserted into a document only after being mentioned in the text; and Be numbered by Arabic numerals.

Similarly, to tables, graphs should:

• •

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS! Read and follow the instruction. Write your answer in the space provided. Each number is equivalent to 5 points.

1.

The researcher collected data from the profile of the students according to gender. There are 160 male students and 140 female students with the total of 300. Give the frequency and percentage of the data using table and show your textual analysis.

Include, below the figure, a title providing all relevant information; Be referred to as figures in the text;

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2.

The National Statistics Office (NSO) released the following data on the rates of unemployment from 2001 to 2010. Present the data given below through line graph and show your textual analysis. YEAR

PERCENTAGE RATE

2001

11.1%

2002

11.4%

2003

11.4%

2004

11.8%

2005

7.8%

2006

8.0%

2007

7.3%

2008

7.4%

2009

7.5%

2010

7.4%

CAN YOU REMEMBER IT ALL? LET’S LOOK BACK.

Complete the Venn diagram below. Write the characteristics of a good data table and graphs and its similarities.

GRAPH

TABLE SIMILARITIES

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: ______________________ Section: _____________________________ Score: _____________________

A. Modified True or False: Indicate whether the statement is true or false. If false, change the underlined word or phrase to make the statement true. __________1. A table is a visual presentation of data using symbols such as lines, dots, bars or slices. __________2. Line graph is best used when you are interested in the relative size of each group, and what proportion of the total fits into each category, as they illustrate very clearly which groups are bigger. __________3. Table number and title are placed above the table. The title is usually written right after the table number. __________4. An alternative to a histogram is a line chart, which plots each data point and joins them up with a line. The same data as in the bar chart are displayed in a line graph below. __________5. The known value is plotted on the x-axis and the measured value is plotted on the y-axis. This description of a good chart includes pie charts.

2.

The researcher collected data of the basic literacy rates in the Philippines from 1990-2008.Present the data given below through bar graph and show your textual analysis. Year 1990 1994 2000 2003 2008

Female 93.2 94 92.3 90.4 96.1

Male 94 93.7 92 86.8 95.1

B. Read and follow the instruction. Write your answer in the space provided. Each number is equivalent to 5 points.

1. The researcher collected data from the profile of the students according to grade level. There are 90 grade 7 students, 51 grade 8 students, 54 grade 9 students, 45 grade 10 students, and 60 grade 11 students with the total of 300. Give the frequency and percentage of the data using table and show your textual analysis.

Parent’s Signature: _____________________________ Date: ____________________

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Lesson 3

Uses statistical techniques to analyze data (Study of differences and relationships limited for bivariate analysis)

OBJECTIVES The students are expected to: 1. define and describe statistical techniques to analyze data. 2. calculate the correlation coefficient of a collected data 3. summarize the uses of statistical techniques in analyzing data. 4. state the importance of using correct statistical techniques in analyzing data.

LET’S FEED YOUR MIND. READ THIS!

A key feature in a scatterplot is the association, or trend between X and Y . Higher January temperatures tend to be paired with higher June temperatures, so these two values have a positive association. Higher latitudes tend to be paired with lower January temperature decreases, so these values have a negative association.

What is Bivariate Data? When you conduct a study that looks at a single variable, that study involves univariate data. For example, you might study a group of college students to find out their average SAT scores or you might study a group of diabetic patients to find their weights. Bivariate data is when you are studying two variables. For example, if you are studying a group of college students to find out their average SAT score and their age, you have two pieces of the puzzle to find (SAT score and age). Or if you want to find out the weights and heights of college students, then you also have bivariate data. Bivariate data could also be two sets of items that are dependent on each other. When one measurement is made on each observation, univariate analysis is applied. If more than one measurement is made on each observation, multivariate analysis is applied. 1.

The most important graphical summary of bivariate data is the scatterplot. This is simply a plot of the points (Xi,Yi) in the plane. The following figures show scatterplots of June maximum temperatures against January maximum temperatures, and of January maximum temperatures against latitude.

If higher X values are paired with low or with high Y values equally often, there is no association. Suppose we would like to numerically quantify the trend in a bivariate scatterplot. The most common means of doing this is the correlation coefficient (sometimes called Pearson’s correlation coefficient): 1.

The Pearson Product-Moment Correlation Coefficient (Pearson r)

The correlation coefficient, also commonly known as Pearson correlation, is a statistical measure of the dependence or association of two numbers. When two sets of numbers move in the same direction at the same time, they are said to have a positive correlation. When one series of numbers moves up as the other moves down, they are said to have a negative correlation. This will result in a negative correlation coefficient. https://www.myaccountingcourse.com/financialratios/correlation-coefficient Formula: where: r = coefficient of correlation n =number of samples x = first set of variables y = second set of variables

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4. 2.

The spearman Rank Order Correlation Coefficient (Spearmen Rho)

The statistics being used based on ranks or position is the Spearman Rank Correlation Coefficient represented here by rs. It is a measure of relationship between two variables by ranking the items or individuals under study according to their position. It represents the extent to which the same individuals or events occupy the same relative position on two variables.

Chi-Square (X2)

The most used method of comparing proportions. It is particularly useful in tests evaluating a relationship between nominal or ordinal data. Typical situations or settings are cases where persons, events, or objects are grouped in two or more nominal categories such as “Yes-No” responses, “Favor-Against-Undecided” or class “A,B,C, or D”.

Formula: where: rs = Spearman rank correlation D = difference between the two ranks of an individual in the variables studied n = number of individuals Note: Refer to pp. ___ for computation examples. 3.

Simple Linear Regression Analysis

Linear regression is the simplest and commonly used statistical measure for prediction studies. It is concerned with finding an equation that uses the known values of one or more variables, called the independent or predictor variables, to estimate the unknown value of quantitative variable called the dependent criterion. It is a prediction when a variable (Y) is dependent on a second variable (X) based on the regression equation of a given set of data.

fe = expected number of cases Note: Refer to pp. ___ for computation examples. 5.

Formula: Y = α + bX

where: fo = observed number of classes

where: α = is called Y-intercept of the line (the value of Y when X is equal to zero) b = is the slope of the line called the regression (the rate

One-Sample Z-test

It is used when we want to know whether the difference between a sample mean and the population mean is large enough to be statistically significant, that is , if it is unlikely to have occurred by chance. This test can be used only if the background assumptions are satisfied such as the population mean and standard deviation must be known and the test statistic should follow a normal distribution.

of change of Y per unit change in X). Note: Refer to pp. ___ for computation examples.

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Note: Refer to pp. ___ for computation examples.

One-Sample T-test This test is used when we have a random sample and we want to test if it is significantly different from a population mean or we compared a single sample mean (X) to a known or hypothesized population mean (µ). This test can be used only if the background assumptions are satisfied such as sample observations should be random and the population standard deviation is not known.

Independent Sample T-test: Equal Variance Assumed The independent-measure hypothesis test allows researchers to evaluate or to compare the mean difference between two populations using the data from two separate samples. Generally, σ2 is unknown and is being estimated from the data. Hence, the t-test is used. Computed Test Statistic t:

Note: Refer to pp. ___ for computation examples.

Note: Refer to pp. ___ for computation examples.

6.

Independent Sample Z-test : Equal Variance Not Assumed

Similar to the test on single mean, the Z-test is used for testing two means when the variance is known and T-test if the variance is unknown.

7.

One-Way Analysis of Variance

It is used to when you want to compare the means of more than two groups. This test can be used only if the background assumptions are satisfied such that it has independent random samples, population are normal and population variance are equal.

Note: Refer to pp. ___ for computation examples. Note: Refer to pp. ___ for computation examples.

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IS YOUR BRAIN FULL? LET’S CHECK!

2.

Solve for the correlation coefficient of the following paired ranks: A

B

Read and write your answer in the space provided. Based on your own understanding, describe bivariate analysis? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Why do we need to use statistical technique to analyzed data? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ How do you identify the correct statistical techniques for a research study? Explain your answer. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

YOUR BRAIN NEEDS EXERCISES. DO THIS!

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CAN YOU REMEMBER IT ALL? LET’S LOOK BACK. Summarize the Statistical techniques for bivariate analysis by completing the diagram below.

Solve the following problems completely as directed: 1.

The mental ages (x) and the score on the mathematics aptitude test (y) of fifteen (15) boys were as follows:

Compute the correlation coefficient using Spearman Rank-Order correlation coefficient ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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LET’S TEST YOUR BRAIN! REMEMBER THIS IS RECORDED BY YOUR TEACHER… OOOPS NO PRESSURE!

Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________

Multiple Choice: Read the statement and choose the best answer. 1.

2.

3.

4.

5.

It involves more than one measurement on each observation. a. Multivariate analysis b. Univariate analysis c. Textual analysis d. None of the above The correlation coefficient is a statistical measure of the dependence or association of two numbers which commonly known as. a. ANOVA b. Chi-Square c. Pearson r d. Spearman Rho The most used method of comparing proportions. It is particularly useful in tests evaluating a relationship between nominal or ordinal data. a. ANOVA b. Chi-Square c. Pearson r d. Spearman Rho It is a measure of relationship between two variables by ranking the items or individuals under study according to their position. It represents the extent to which the same individuals or events occupy the same relative position on two variables. a. ANOVA b. Chi-Square c. Pearson r d. Spearman Rho It is used to when you want to compare the means of more than two groups. This test can be used only if the background assumptions are satisfied such that it has independent random samples, population are normal and population variance are equal. a. ANOVA b. Chi-Square c. Pearson r d. Spearman Rho

The ranks of the height and weight of seven male senior high school students are given below. Calculate the correlation coefficient.

Student A B C D E F G

7 6 5 4 3 2 1

3.5 1 3.5 5.5 5.5 7 2

Parent’s Signature: _____________________________ Date: ____________________

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SHOW WHAT YOU’VE GOT!

SUMMARY This unit contains the discussion on how to collect data using appropriate instruments; presents and interprets data in tabular and graphical form; and uses statistical techniques to analyze data limited to bivariate analysis. Measurement instrument is necessary in collecting desired data to answer the inquiries of a study. Questionnaires most of the time involved the use of paper and pen. However, with the emerging technology use nowadays, the researchers can easily communicate to the target respondents through email questionnaire. Another one is the interview method that usually use schedule interview or list of questions to be asked to the respondents. Observation uses observation schedule or checklist that will be accomplished based on the target factors to be observed. After collecting desired data it should be presented in an organized form through tables and graphs. Tables and graphs should be self-explanatory, it Identify figure axes by the variables under analysis; quote the source which provided the data, if required and demonstrate the scale being used. Presenting the desired data in an organized manner involves the process of statistical techniques. Bivariate data is when you are studying two variables and identify its difference or relationship. There are several statistical method that a researcher can use such as Pearsons r, Spearman Rho, Linear progression, Chi-square, z-test, t-test and ANOVA.

ANSWER THIS UNIT TEST Name: _______________________________ Date: _______________________ Section: _____________________________ Score: ______________________ A. Multiple Choice: Multiple Choice: Read the statement and encircle you think is the best answer.

1.

The simplest and commonly used statistical measure for prediction studies. It is concerned with finding an equation that uses the known values of one or more variables, called the independent or predictor variables, to estimate the unknown value of quantitative variable called the dependent criterion. a. Chi-Square c. Linear Regression b. Independent sample t-test d. One-Sample z-test

2.

It is used when we want to know whether the difference between a sample mean and the population mean is large enough to be statistically significant, that is , if it is unlikely to have occurred by chance. a. Chi-Square c. Linear Progression b. Independent sample t-test d. One-Sample z-test

3.

The independent-measure hypothesis test allows researchers to evaluate or to compare the mean difference between two populations using the data from two separate samples. a. Chi-Square c. Linear Progression b. Independent sample t-test d. One-Sample z-test

4.

An alternative to a histogram is a line chart, which plots each data point and joins them up with a line. a. Bar graph c. Pie graph b. Line graph d. Pictograph

5.

It is best used when you are interested in the relative size of each group, and what proportion of the total fits into each category, as they illustrate very clearly which groups are bigger. a. Bar graph c. Pie graph b. Line graph d. Pictograph

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B. Create a scatterplot for the following data. Then comment on the scatterplot’s direction, form, strength, and presence of outliers. Label and scale axes.

C. A private school owner had been working to improve students’ satisfaction in her school. He predicted that she met her goal of increasing student satisfaction from 65% to 80%. Sampled school students from four level were asked if they were satisfied with the quality of life and services of the school. The results are shown on the following table:

1st year

2nd year

3rd year

4th year

Satisfied

32

28

25

23

Not satisfied

15

10

5

3

Total

47

38

30

26

Use the Chi-square to determine whether the results support or reject the school owner’s prediction.

Parent’s Signature: _____________________________ Date: __________________

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