PR2-Quarter-01-Modules-Student-Copy.pdf

12 Practical Research 2 Quarter 1 – Module 1: CHARACTERISTICS, STRENGTHS, WEAKNESSES, & KINDS OF QUANTITATIVE RESEARCH Subject Area – Grade Level Self-Learning Module (SLM) Quarter 1 – Module 1: Characteristics, Strengths, Weaknesses, & K...

12 Practical Research 2 Quarter 1 – Module 1: CHARACTERISTICS, STRENGTHS, WEAKNESSES, & KINDS OF QUANTITATIVE RESEARCH Subject Area – Grade Level Self-Learning Module (SLM) Quarter 1 – Module 1: Characteristics, Strengths, Weaknesses, & Kinds of Quantitative Research First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writers: ADONIS C. BAYRON, MAT Editors: KATHY LYN G. DAGA-AS and CHARMAINE ROSE T. ESTANDARTE Reviewers: Name Illustrator: Name Layout Artist: Name Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Name of Schools Division Superintendent Name of Assistant Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Name of REPS – Subject Area Supervisor Name of CID Chief Name of Division EPS In Charge of LRMS Name of Division ADM Coordinator Name of EPS – Subject Area Supervisor Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] Introductory Message This Self-Learning Module (SLM) in Practical Research 1 is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-test is provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module, or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teachers are also provided to the facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use separate sheet of paper in answering the exercises and tests. Read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.  What I Need to Know This module was designed and written with you in mind. It is here to help you master the characteristics, strengths, weaknesses, & kinds of quantitative research. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of one lesson only: Lesson 1 – Characteristics, Strengths, Weaknesses, & Kinds of Quantitative Research! After going through this module, you are expected to: 1. define the specific terms that needed to be defined; 2. comprehend the context of the characteristics, strength, weakness, and the kinds of quantitative research; and 3. write a short reflection based on the topic discussed. 2  What I Know Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Which of the following BEST defines quantitative research? A. It is an activity of producing or proving a theorem. B. It is an activity concerned with finding new truth in education. C. It is an exploration associated with libraries, books and journals. D. It is a systematic process obtaining numerical information about the world. 2. Which of the following is NOT a characteristic of quantitative research? A. Data are gathered before proposing a conclusion or solution to a problem. B. Figures, tables or graphs showcase summarized data collection in order to show trends, relationship or differences among variables. C. It seeks to gather a more comprehensive understanding of activities related to human behavior and the attributes that rule such behavior. D. Method can be repeated to verify findings in another setting, thus, strengthen and reinforcing validity of findings eliminating the possibility of spurious conclusions. 3. Which of the following describes the characteristics of research where data are in a form of statistics? A. Objective B. Replication C. Numerical Data D. Large Sample Size 4. This characteristic of quantitative research which refers to its necessity to arrive at a more reliable data analysis. A. Objective B. Replication C. Numerical Data D. Large Sample Size 5. The researchers know in advance what they are looking for. The research questions are well-defined for which the objective answers are sought. All aspects of the study are carefully designed before data are gathered. A. Numerical Data B. Future Outcomes C. Structured Research Instruments D. Clearly Defined Research Questions 3  CHARACTERISTICS, Lesson STRENGTHS, WEAKNESSES, 1 & KINDS OF QUANTITATIVE RESEARCH What’s In Directions: Compare and contrast quantitative research and qualitative research using a Venn diagram. 4  What’s New Directions: In your own words, define/describe the terms comprehensively. Write your answers on the blanks provided. 1. Research-___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2. Quantitative-________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. Method-_____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 4. Statistics-___________________________________________________________ ____________________________________________________________ ____________________________________________________________ 5. Probability-_________________________________________________________ ___________________________________________________________ ___________________________________________________________ 6. Characteristics-_____________________________________________________ ___________________________________________________________ ___________________________________________________________ 7. Kind-_______________________________________________________________ ___________________________________________________________ ___________________________________________________________ 8. Method-____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 5  What is It What is quantitative research? According to International Market Research (2018), Quantitative research is a structured way of collecting and analyzing data obtained from different sources. Quantitative research involves the use of computational, statistical, and mathematical tools to derive results. It is conclusive in its purpose as it tries to quantify the problem and understand how prevalent it is by looking for projectable results to a larger population. The data collection tools for a quantitative research are surveys and experiments. Experiments can provide specific results regarding the cause-and-effect relationship of several independent or interdependent factors related to a particular problem.. What are the characteristics of quantitative Source: research? International Market Research, 2018 Your goal in conducting quantitative research study is to determine the relationship between one thing [an independent variable] and another [a dependent or outcome variable] within a population. Its main characteristics are: The data is usually gathered using structured research instruments. The results are based on larger sample sizes that are representative of the population. The research study can usually be replicated or repeated, given its high reliability. Researcher has a clearly defined research question to which objective answers are sought. All aspects of the study are carefully designed before data is collected. Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms. Result can be used to generalize concepts more widely, predict future results, or investigate causal relationships. Researcher uses tools, such as questionnaires or computer software, to 6 2011). collect numerical data (Babbie, What are the strengths and weaknesses of quantitative research? Creswell (2013) cited the strength and weaknesses of quantitative research. Strengths… Testing and validating already constructed theories about how and why phenomena occur. Testing hypotheses that are constructed before the data are collected. Can generalize research findings when the data are based on random samples of sufficient size. Can generalize a research finding when it has been replicated on many different populations and subpopulations. Useful for obtaining data that allow quantitative predictions to be made. The researcher may construct a situation that eliminates the confounding influence of many variables, allowing one to more credibly establish cause-and-effect relationships. Data collection using some quantitative methods is relatively quick (e.g., telephone interviews). Provides precise, quantitative, numerical data Data analysis is relatively less time consuming (using statistical software). The research results are relatively independent of the researcher (e.g. statistical significance). It may have higher credibility with many people in power (e.g. administrators, politicians, people who fund programs). It is useful for studying large numbers of people. Weaknesses… The researcher’s categories that are used might not reflect local constituencies’ understandings. The researcher’s theories that are used might not reflect local constituencies’ understandings. The researcher might miss out on phenomena occurring because of the focus on theory or hypothesis testing rather than on theory or hypothesis generation (called the confirmation bias). Knowledge produced might be too abstract and 7 general for direct application to specific local situations, contexts, and individuals.  What are the kinds of quantitative research? QUANTITATIVE RESEARCH EXPERIMENTAL NON-EXPERIMENTAL 1. TRUE 1. DESCRIPTIVE EXPERIMENTAL *Systematic gathering of *The sample groups must information from respondents be assigned randomly. for the purpose of *There must be a viable understanding and/or control group. predicting some aspects of the *Only one variable can be behavior of the population of manipulated and tested. It interest. is possible to test more *Concerned with sampling, than one, but such questionnaire design, experiments and their questionnaire administration statistical analysis tend to and data analysis. be cumbersome and 2. CORRELATIONAL difficult. *Correlational study is a *The tested subjects must quantitative kind of research in be randomly assigned to which there are two (2) or more either control or quantitative variables from the experimental groups. same group of subjects. It determines if there is a 2. QUASI relationship (or correlation) EXPERIMENTAL between the two (2) variables (a *Constructions that similarity between them, not a already exist in the real difference between their means). world. 3. CAUSAL COMPARATIVE *Categories fall short in It is also known as “ex post some way of the criteria for facto” research. The basic the true experimental causal-comparative approach group. involves starting with an effect *Have some sort of control and seeking possible causes (It and experimental group, starts with cause and but these groups are not investigates its effects on some necessarily randomly variable). selected. 4. COMPARATIVE It examines the patterns of 3. PRE-EXPERIMENTAL similarities and differences *Employ a single group across a moderate number of that receives the8 cases. The typical comparative "treatment," and there is study has anywhere from a no control group. Pilot  What’s More Directions: Differentiate the following terms. Write your answers on the blanks provided. 1. True experimental vs. Quasi-experimental _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. Descriptive vs. Correlational _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. Casual comparative vs. Comparative _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4. Pre-experimental vs. True-experimental _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5. Evaluative vs. Descriptive _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________ 9  What I Have Learned A. Directions: Answer the following questions. Write your answers on the space provided. 1. What is the meaning of quantitative research? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. Cite at least five (5) of: Characteristics of Quantitative Research _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Strengths of Quantitative Research _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Weaknesses of Quantitative Research _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. What are the kinds of research? Experimental: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Non-Experimental: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ 10 B. Directions: Based on the given discussion, define the following terms in your own words. Write your answers on the blanks provided below. 1. Quantitative Research _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Quasi Experimental _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. Pre-Experimental _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 4. Correlational _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 5. Causal Comparative _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 6. Survey _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 7. Evaluative _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 11  What I Can Do Directions: Answer each question in not more than three sentences. Explain your point through giving examples. Write your answers on the space provided. 1. Why do we need to study quantitative research? Relate your answers in helping to solve the COVID-19 pandemic. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Name some institutions or organizations that often engage themselves in research. What type of quantitative research do they usually use? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Criteria: Content- 5 points Grammar- 3 points Spelling- 2 points TOTAL- 10 points each item 12  Assessment Directions: Write TRUE if the statement is correct and FALSE if otherwise. Write your answers on the space provided before each number. ____________1. The sample groups must be assigned randomly in true experimental research. ____________2. Correlational study describes the relationship between two variables. ____________3. Comparative design examines patterns of similarities and differences across a moderate number of cases. The typical comparative study has anywhere from a handful to fifty or more cases. ____________4. Quantitative research is a structured way of collecting and analyzing data obtained from different sources. ____________5. Survey results are based on larger sample sizes that are representatives of the population. ____________6. Quantitative research is a burden to the students as well as to the society. ____________7. The main purpose of quantitative research is to solve the corruption problem in the Philippines. ____________8. People can improve themselves through quantitative research. ____________9. One of the characteristics of quantitative research is to avoid poverty in the community. ___________10. The results of the quantitative study CANNOT be used to generalize concepts more widely, predict future results, or investigate causal relationships. 13  Additional Activities Directions: Write a short reflection regarding the topic discussed. Write it on the space provided. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________ source: https://www.thoughtco.com/essay-rubric-208136 14 References Creswell, J. (2013). Quantitative research. Retrieved from www.creswellresearch./11445/source.com International Market Research, Inc. (2018). Definition of Quantitative research. Retrieved from https://www.sisinternational.com/what-is-quantitative- research/ Zaini, A. (2015). Strengths and weaknesses of quantitative research. Retrieved from https://www.scribd.com/document/169253183/Strengths-and- Weaknesses-of-Quantitative-Research 15 For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected] 12 Practical Research 2 Quarter 1 – Module 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS Subject Area – Grade Level Self-Learning Module (SLM) Quarter 1 – Module 2: Importance of Quantitative Research Across Fields First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writers: ADONIS C. BAYRON, MAT Editors: KATHY LYN G. DAGA-AS and CHARMAINE ROSE T. ESTANDARTE Reviewers: Name Illustrator: Name Layout Artist: Name Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Name of Schools Division Superintendent Name of Assistant Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Name of REPS – Subject Area Supervisor Name of CID Chief Name of Division EPS In Charge of LRMS Name of Division ADM Coordinator Name of EPS – Subject Area Supervisor Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] Introductory Message This Self-Learning Module (SLM) in Practical Research 1 is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-test is provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module, or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teachers are also provided to the facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use separate sheet of paper in answering the exercises and tests. Read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.  What I Need to Know This module was designed and written with you in mind. It is here to help you master the Importance of Quantitative Research Across Fields. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of one lesson only: Lesson 1 – Importance of Quantitative Research Across Fields After going through this module, you are expected to: 1. read and understand the importance of quantitative research; 2. associate the word quantitative based on its importance; 3. draw a symbol that associates the importance of research; and 4. write a reflection based on the topic discussed. 2  What I Know Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Which of the following states the importance of research? A. Demonstrates the abilities of the researcher B. Is dependent on the completion of other projects C. Demonstrates the integration of different fields of knowledge D. Research incorporates a survey-based approach to gain feedback in relation to a population’s ideas and opinions. 2. Which form of reasoning is the process of drawing a specific conclusion from a set of premises? A. Objective reasoning B. Positivistic reasoning C. Inductive reasoning D. Deductive reasoning 3. Research that seeks to examine the findings of a study by using the same design but a different sample is which of the following? A. An exploratory study B. A replication study C. An empirical study D. Hypothesis testing 4. A researcher designs an experiment to test how variables interact to influence job-seeking behaviours. The main purpose of the study was: A. Description B. Prediction C. Exploration D. Explanation 5. Cyber bullying at work is a growing threat to employee job satisfaction. Researchers want to find out why people do this and how they feel about it. The primary purpose of the study is: A. Description B. Prediction C. Exploration D. Explanation 3  Lesson IMPORTANCE OF 2 QUANTITATIVE RESEARCH ACROSS FIELDS What’s In Directions: Describe/define the given terminologies Write your answers on the space provided after each word/terminology. 1.strenght:_______________________________________________________________________ __________________________________________________________________________________ _______________________________________________________________________________ 2.quantitative:___________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 3.research:_______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 4.across:_________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 5.instrument:___________________________________________________________________- __________________________________________________________________________________ __________________________________________________________________________________ _ 6.inquiry:________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 7.weakness:______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 8.data:___________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 4  What’s New Directions: Read and comprehend the selection below. After understanding the selection, write your insights about the selection on the space provided. Family is the single most important influence in a child's life. From their first moments of life, children depend on parents and family to protect them and provide for their needs. Parents and family form a child's first relationships. They are a child's first teachers and act as role models in how to act and how to experience the world around them. By nurturing and teaching children during their early years, families play an important role in making sure children are ready to learn when they enter school. Children thrive when parents are able to actively promote their positive growth and development. Every parent knows that it's sometimes difficult to do this important work without help, support, and additional resources (Cowell, 2017). __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 5  What is It Why quantitative research is important? Basically, quantitative research is important because it is used to populate statistics from a high-volume sample size to gain statistically valid results in customer insight. Hence, quantitative customer research ___________________________________________________________________________ incorporates a survey-based approach to gain feedback in relation to a ___________________________________________________________________________ population’s ideas and opinions. It’s important to ensure a suitable sample ___________________________________________________________________________ size is used to gain accurate and trustworthy results (International ___________________________________________________________________________ Research Marketing, Inc., 2018) ___________________________________________________________________________ In addition, people do research because there is a must to identify ___________________________________________________________________________ the problems of the deteriorating quality of the community as a whole. By ___________________________________________________________________________ doing so, they can be addressed systematically and actual decisions are ___________________________________________________________________________ assured to be sound. In many cases, innovative teaching strategies, great ___________________________________________________________________________ inventions, and empirical interventions for community progress are ___________________________________________________________________________ product of researches. ___________________________________________________________________________ In the context of senior high school program, quantitative research ___________________________________________________________________________ provides benefits in its fields for the senior high school learners. ___________________________________________________________________________ In the area of Accounting, Business, and Management (ABM): ___________________________________________________________________________ 1. Student researchers can design new marketing strategies to improve ___________________________________________________________________________ product and services. It can help ensure that the development of product ___________________________________________________________________________ is truly anchored to the demand. ___________________________________________________________________________ 2. ABM researchers can also help a business determine whether it is the ___________________________________________________________________________ proper time to open another branch of businesses is. In this way, it may ___________________________________________________________________________ also help a small business decide if a procedure or strategy should be ___________________________________________________________________________ ___________________________________________________________________________ changed to meet the requirements of the customer base. ___________________________________________________________________________ 3. It determines customers’ preferences, helps establish the most feasible location, delivers quality goods and services, analyzes what the competitors are doing, and finds ways on how to continuously satisfy the growing and varied needs of the clients. In the field of Science, Technology, Engineering, and Mathematics (STEM): 1. Students may conduct researches to obtain significant information about disease trends and risk factors, and to know results of various health intervention, patterns of care, and costs of health care and use. 2. It is also needed in evaluating experiences in clinical practice in order to develop mechanisms for best practices and to ensure high-quality patient care. 3. For engineers, architects, and other builders, results of quantitative research can help develop new structural designs, which are fitted to the current trends, and these can as well contribute to have efficient results in the field of construction. 6  In the field of Humanities and Social Sciences (HUMSS): 1. Quantitative research may provide solutions to the social problems directly felt by the people. 2. Researches in this field deal more on societal behaviors and social issues such as stress, work ethics, organizational commitment, leadership style, child labor, teenage pregnancy, human trafficking, to drug addiction and other forms of criminality. 3. Social Science researches help understand the social interactions that may lead to the formulation of a new theory and practices that contribute to societal development and welfare. In general, quantitative research can help understand and evaluate or assess the things around us. Thus, it provides explanation and justification for decisions and actions. Finally, it gives opportunity to discover different means of identifying problems in the society and providing effective solutions to the identified problems (Babbie, 2012). What’s More Directions: Cite situations where quantitative research helps solve problems in the different fields (HUMSS, ABM, STEM, and TVL). FOR HUMSS: FOR ABM: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ____________________ FOR TVL (THINK OVER IT): ____________________ FOR STEM: _________________________________________ _____________________________________ _________________________________________ _____________________________________ _________________________________________ _____________________________________ _________________________________________ _____________________________________ _________________________________________ _____________________________________ 7 _________________________________________ _____________________________________ _________________________________________ _____________________________________ _________________________________________ _____________________________________  What I Have Learned Directions: Based on the given discussions, state the importance of quantitative research through an acrostic using the word, “QUANTITATIVE.” Q- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ U- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ A- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ N- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ T- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ I- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ 8 T- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ A- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ T- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ I- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ V- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ E- __________________________________________________________________________________ __________________________________________________________________________________ Explanation:_____________________________________________________________________ __________________________________________________________________________________ _________________________________________________________________________________ Criteria: Content- 5 points Explanation- 5 points Total- 10 points each letter 9  What I Can Do Directions: Draw common symbol that can be found locally to represent the importance of quantitative research. SYMBOL Explanation: _______________________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________________________________________________________________ Criteria: Creativity of the symbol - 10 points Content (importance of research) -10 points Explanation - 5 points 10  Assessment Directions: Answer each question in not more than three sentences. Explain your point through giving examples. Write your answers on the space provided. 1. Why research is important? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. In what way you can contribute improvement to your community via research? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. Why is quantitative research helpful for senior high school? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4. Amid the pandemic crisis, how does research help to maintain preventive measures? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Criteria: Idea/content- 10 points Mechanics of Writing-5points Total- 15 points each item 11  Additional Activities Directions: Define the following terms. Write your answers on the space provided. 1. Variable-________________________________________________________________ ________________________________________________________________________________ 2. Independent variable-___________________________________________________ ________________________________________________________________________________ 3. Dependent variable-_____________________________________________________ ________________________________________________________________________________ 4. Extraneous variable-_____________________________________________________ ________________________________________________________________________________ 5. Confounding variable-___________________________________________________ ________________________________________________________________________________ 6. Intervening variable-_____________________________________________________ _________________________________________________________________________ 12 References Cowell, A. (2017). Importance of family in a society. Retrieved May 25, 2018 from Explorable.com: https://explorable.com/true-experimental- design Babbie, E. (2012). The practice of social research. 12th ed. Belmont, CA: Wadsworth Cengage. International Research Market, Inc. (2008). Importance of quantitative research. Retrieved from www.internationalresearchmarket.com 13 For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected] 12 Practical Research 2 Quarter 1 – Module 3: KINDS OF VARIABLES AND THEIR USES Subject Area – Grade Level Self-Learning Module (SLM) Quarter 1 – Module 2: Kinds of Variable and Their Uses First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writers: ADONIS C. BAYRON, MAT Editors: KATHY LYN G. DAGA-AS and CHARMAINE ROSE T. ESTANDARTE Reviewers: Name Illustrator: Name Layout Artist: Name Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Name of Schools Division Superintendent Name of Assistant Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Name of REPS – Subject Area Supervisor Name of CID Chief Name of Division EPS In Charge of LRMS Name of Division ADM Coordinator Name of EPS – Subject Area Supervisor Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] Introductory Message This Self-Learning Module (SLM) in Practical Research 1 is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-test is provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module, or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teachers are also provided to the facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use separate sheet of paper in answering the exercises and tests. Read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.  What I Need to Know This module was designed and written with you in mind. It is here to help you master the Kinds of Variable and Their Uses. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of one lesson only: Lesson 1 – Kinds of Variables and Their Uses After going through this module, you are expected to: 1. read and comprehend the meaning of variable and its function; 2. differentiate the kinds of variables and their uses via graphic organizer; and 3. identify the independent and depend variable from the given research title. 2  What I Know Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. A study of teaching professionals shows that their performance-related pay increases their motivation which in turn leads to an increase in their job satisfaction. What kind of variable is ‘motivation’ in this study? A. Confounding B. Extraneous C. Intervening D. Manipulated 2. A variable that is presumed to cause a change in another variable is called: A. A numerical variable B. A dependent variable C. An intervening variable D. An independent variable 3. A study of teaching professionals posits that their performance-related pay increases their motivation which in turn leads to an increase in their job satisfaction. What kind of variable is ‘motivation”’ in this study? A. Extraneous B. Intervening C. Confounding D. Manipulated 4. Which of the following can be described as a nominal variable? A. Age B. Annual sales C. Annual income D. Geographical location of a firm 5. What is the independent variable of the research title below? “K12 STRATEGIES AND LEARNING PERFORMANCE OF SHS A. K12 Strategies B. Learning Performance C. Learning Performance of SHS D. K12 Strategies and Learning Performance 3  Lesson KINDS OF VARIABLES AND 3 THEIR USES What’s In Directions: Based on the previous topic discussed, encircle the word that you can find in the puzzle and then describe or define the word. Write your answers on the blanks provided below. I L M U U M V X Z Y N K R E S E A R C H T N H Q E N R E R V K I N D S T I F E A R X D G H O A F F R C A U S E R B E E Y A Z W D X J L E C W D E P E N D E N T W 1._______________________________________________________________________________ 2.________________________________________________________________________________ 3.________________________________________________________________________________ 4.________________________________________________________________________________ 5.________________________________________________________________________________ 6.________________________________________________________________________________ 7.________________________________________________________________________________ 8.________________________________________________________________________________ 9.________________________________________________________________________________ 4  What’s New Directions: Analyze the picture and state how many variables you can find on it. source: https://slideplayer.com/slide/4914570/ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5  What is It What is the meaning of variable? Variable refers to changing qualities or characteristics of persons or things like age, gender, intelligence, ideas, achievements, confidence, etc. It is from the root word “VARY” which means to undergo changes or to differ from. For instance, as years go by, your age or intelligence increases; however, placed in a situation where you are afflicted with disease or have no means of reading or no access to any sources of knowledge, your intelligence tends to decrease (Suter, 2013). Take a look at the illustration below: Example: A painter must measure a room before deciding how much paint to buy Independent: measurement of the room Dependent: amount of paint 6 Independent Variables (IV) are those Dependent Variables that are suspected of being (DV) are those that are the cause in a causal influenced by the Extraneous Variables relationship. If you are independent variables. If (EV) can be age, gender, asking a cause and effect you ask, "Does A cause or personality traits may question, your IV will be the variable (or variables if [or predict or influence suddenly surface to more than one) that you or affect, and so on] B?" create effects on the suspect causes the effect. then B is the dependent relationship of the two variable (DV). basic variables (IV & There are two types DV). of Independent Dependent Variables Variable: (DV) are variables that Intervening variable is depend on or are a kind of extraneous Active independent influenced by the variable that directly variables-are independent variables. establishes the link interventions or conditions between IV and DV. It is that are being applied to Dependent Variables the primary cause of the the participants. A special (DV) are outcomes or change in DV. tutorial for the third results of the influence graders, a new therapy for of the independent There is a special class clients, or a new training variable. The dependent of extraneous variables program being tested on variable receives the called confounding employees would be active intervention. variables. Confounding IVs. variables can affect how Dependent Variables IV acts on DV, which can Attribute (DV) are usually called lead to a false result or independent OUTCOME or EFFECT effect on DV. variables-are intrinsic variables characteristics of the participants that are suspected of causing a result. For example, if you are examining whether gender—which is intrinsic to the participants— results in higher or lower scores on some skill, gender is an attribute IV. Independent Variables are usually called predictor or criterion variable. It is known as the CAUSE variable, 7  What’s More Directions: Answer the following comprehensively. Write your answers on the space provided. 1. What is the meaning variable? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. What are the kinds of variables and their uses? Write your answers on the figures below. - ________________________________________ K ________________________________________ I ________________________________________ ________________________________________ N ________________________________________ ________________________________________ D ___________________ S OF V - ________________________________________ A ________________________________________ ________________________________________ R ________________________________________ I ________________________________________ ________________________________________ A ___________________ B L - E ________________________________________ ________________________________________ S ________________________________________ ________________________________________ ________________________________________ ________________________________________ ___________________ 8  What I Have Learned Directions: In your own words, define/describe the different kinds of variables. Discuss them comprehensively inside the shape below. INDEPENDENT VARIABLES (IV) ______________________________________ ______________________________________ ______________________________________ DEPENDENT VARIABLES (DV) ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ EXTRANEOUS (EV) ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Criteria: Idea- 5 points Grammar- 3 points Spelling- 2 points Total- 10 points each figure 9  What I Can Do Directions: Analyze the sample situations and identify various variables present on them. Put them in the appropriate column. INDEPENDENT DEPENDENT EXTRANEOUS VARIABLE (IV) VARIABLE (DV) VARIABLE (EV) 1. You water three sunflower plants with salt water. Each plant receives a different concentration of salt solutions. A fourth plant receives pure water. After a two-week period, the height is measured. 2. Josh has set up his experiment. Each subject is brought into a little room and is shown two of six different videos. Josh measures their reaction to each video and then their reaction overall. Josh expects that he will see the women react more positively to the videos they believe are most romantic. Not only that, but he believes that if he shows a woman two proposals that most women believe are really romantic, then she’ll have a higher reaction level overall than someone who is shown only one really romantic video and one that’s, well, sort of romantic. But what happens if the women who are shown two really romantic proposal videos are put in a room that’s much warmer than the other women? Or what if they are given a red rose before going into the room but the other women aren’t? 10  Assessment Directions: Identify the type of variable described/defined in the given statements. Write your answers on the space provided before each number. ______________1. It is a variable that is considered as a cause in a causal relationship. ______________2. It is a variable that is influenced by the independent variables. ______________3. A variable that can be age, gender, or personality traits may suddenly surface to create effects on the relationship of the two basic variables (IV & DV). ______________4. A variable can affect how IV acts on DV, which can lead to a false result or effect on DV. ______________5. A variable that refers to the moods, or intelligence of the subject. ______________6. A variable that pertains to nature of the place: smelly, chilly, cold, hot, spacious, and the like. ______________7. These are interventions or conditions that are being applied to the participants. ______________8. are intrinsic characteristics of the participants that are suspected of causing a result. ______________9. It refers to the “changing qualities or characteristics” of person or things like age, gender, intelligence, ideas, achievements, confidence, etc. ______________10. It is a kind of extraneous variable that directly establishes the link between IV and DV. It is the primary cause of the change in DV. 11  Additional Activities Directions: Write a short reflection regarding the topic discussed. Write it on the space provided. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ source: https://www.thoughtco.com/essay-rubric-208136 12 References Suter R. (2013). Practical research 2 (Quantitative research for SHS). Lorimar Publishing House. Quezon City, Metro Manila. Groves, R. (1987). Research on survey data quality: Public opinion quarterly. Retrieved from www.researchedu.ph Hairston, M. & Michael K. (2003). Successful writing. 5th ed. New York: Norton 13 For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected] 12 Practical Research 2 Quarter 1 – Module 4: RESEARCH TITLE AND ITS BACKGROUND Subject Area – Grade Level Self-Learning Module (SLM) Quarter 1 – Module 4: Research Title and Its Background First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writers: ADONIS C. BAYRON, MAT Editors: KATHY LYN G. DAGA-AS and CHARMAINE ROSE T. ESTANDARTE Reviewers: Name Illustrator: Name Layout Artist: Name Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Name of Schools Division Superintendent Name of Assistant Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Name of REPS – Subject Area Supervisor Name of CID Chief Name of Division EPS In Charge of LRMS Name of Division ADM Coordinator Name of EPS – Subject Area Supervisor Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] Introductory Message This Self-Learning Module (SLM) in Practical Research 1 is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-test is provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module, or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teachers are also provided to the facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use separate sheet of paper in answering the exercises and tests. Read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.  What I Need to Know This module was designed and written with you in mind. It is here to help you master the! The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of one lesson only: Lesson 1 – Research Title and Its Background After going through this module, you are expected to: 1. discuss ways in writing a research title; 2. determine ways in crafting research background; and 3. craft a research title according to the field taken. 2  What I Know Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. For number 1 to 3, analyze the research title below. TARDINESS MITIGATION SCHEME AMONG SENIOR HIGH SCHOOL STUDENTS OF KNCHS FOR SCHOOL YEAR 2017-2018 1. What problem/issue does the study wish to solve? A. Behavior of senior high school students B. Tardiness of all senior high school students C. Tardiness of some senior high school students D. Time management of senior high school students 2. The best research question will be_______. A. Why students are always late? B. Who among those students are always late? C. What are the effects of student’s mitigation? D. What intervention program can be implemented to mitigate students’ tardiness?” 3. Which statement is NOT true about research title? A. A. It must be time bounded. B. It must be brief and concise. C. It can’t be revised once it’s approved by the adviser/panel. D. The title should not include the terms “study of”, “investigation of” or “an analysis”. 4. In the title: EFFECT OF PARTICIPATION IN INTERSCHOOL CONTEST ON SHS STUDENTS’ ACADEMIC PERFORMANCE, the population involved in the study is_____. A. STEM students of SHS B. All participating schools C. TVL class D. SHS participating students 5. In the title: KNCHS SCHOOL-WIDE LANDSCAPING PROJECT: ITS EFFECT ON ATTITUDES AND PERCEPTION OF PARENTS, the scope of the study is ______. A. KNCHS B. Koronadal Division C. SHS-KNCHS D. JHS-KNCH 3  Lesson RESEARCH TITLE AND ITS 4 BACKGROUND What’s In Directions: In your own words, describe/define the terms: variable, independent variable, and dependent variable. Write your answers on the given graphic organizer. INDEPENDENT VARIABLE DEPENDENT VARIABLE VARIABLE 4  What’s New Directions: Compose a free verse poem about covid-19 pandemic crisis. Think a catchy title of the poem. Write your composition on the blanks provided ______________________________________________________________ Title __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Criteria: Content -10 points Writing ability -5 points Title -5 points TOTAL -20 POINTS 5  What is It How to craft a good research title? A good title is usually a compromise between being curt/concise and explicit or categorical. Drafting a perfect research paper title requires some serious thought. Researchers tend to be focused on their research versus the title because that is per se the general nature of people inclined towards discovery. According to Maxine Hairston and Michael Keene, a good title does several things: 1. It predicts content. 2. It catches the reader's interest. 3. It reflects the tone or slant of the piece of writing. 4. It contains keywords that will make it easy to access by a computer search. 5. It should be SMART (Specific, Measurable, Attainable, Reliable/Relevance, and Time bounded) Like any piece of writing, an effective title does not appear in one magic moment; it takes brainstorming and revising. Richard Leahy's “Twenty Titles for the Writer” exercise helps writers slow down and engage in the process of title-writing (Leahy, 2007). 6 SELECTED GUIDELINES IN THE CHARACTERISITCS OF A GOOD FORMULATION OF A RESEARCH TITLE TITLE 1. A title should give readers information about the contents 1. The title must contain of the of the research and is preferable following elements: to one that is vague or general. a. The subject matter or 2. Titles do not need to be stuffy or research problems dull but generally it should give b. The setting or locale of the the readers some idea at the study outset of what the research c. The respondents or paper will contain. participants involved in the 3. Choose a title that is a phrase study rather than a complete d. The time or period when the sentence. 4. Select a straightforward title study to be conducted (if over the kinds. the title becomes too long 5. Use no punctuation at the end because of these elements, of the title. the timeframe or period 6. Do not underline the title of may be omitted except in research or enclose in quotation evaluation studies marks, instead, use a word 2. The title must not be broad processing program or printer enough and it should be that permits italics. Use them in concise and brief as possible. place of underlining (Fatatado, 3. The terms a “Analysis of”, “A 2016). Study of”, An Investigation of” HERE ARE SOME TITLES OF and the like should be avoided RESEARCHES APPROVED IN of. All of these are understood VARIOUS to have been done in research. DISCIPLINES/PROGRAMS: 4. If the title contains more than 1. HIGHER ORDER THINKING SKILLS one line, it should be written in IN READING OF FRESHMEN IN inverted pyramid. UNIVERSITY OF EAST, ACADEMIC 5. When typed or encoded in the YEAR 2016-2017 title page, all words in the title should be in capital letters 2. TAX REMITTANCE AND JOB 6. If possible, the title should not VACANCY OF REGION 12, FISCAL be longer 15 substantive words YEAR 208-2019 7. Avoid a long, detailed title that 3. LEVEL OF ACCEPTABILITY OF THE gives too much information. TRACING GUIDE FOR CHILDREN 8. To shorten the title, delete the WITH CELEBRAL PALSY BY THE terms “assessment” or SPED TEACHERS, SY 2012-2013 “evaluation” if these are 4. ORGANIC FARMING AND emphasized in the text ECONOMIC INCOME OF SOUTH (Fatatado, 2016). COTABATO PROVINCE 7 What is background of research? So you have carefully written your article and probably ran it through your colleagues ten to fifteen times. While there are many elements to a good research article, one of the most important elements for your readers is the background of your study. The background of your study will provide context to the information discussed throughout the research paper. Background information may include both important and relevant studies. This is particularly important if a study either supports or refutes your thesis. In addition, the background of the study will discuss your problem statement, rationale, and research questions. It links introduction to your research topic and ensures a logical flow of ideas. Thus, it helps readers understand your reasons for conducting the study. The reader should be able to understand your topic and its importance. The length and detail of your background also depend on the degree to which you need to demonstrate your understanding of the topic. Paying close attention to the following questions will help you in writing background information: Are there any theories, concepts, terms, and ideas that may be unfamiliar to the target audience and will require you to provide any additional explanation? Any historical data that need to be shared in order to provide context on why the current issue emerged? Are there any concepts that may have been borrowed from other disciplines that may be unfamiliar to the reader and need an explanation? Is the research study unique for which additional explanation is needed? For instance, you may have used a completely new