Practical Research 2 Q2 Module 1 PDF

PRACTICAL RESEARCH 2 Quarter 2 - Module 1 Understanding Data and Ways to Systematically Collect Data CO_Q2_SHS Practical Research 2_Module 1 SHS Practical Research 2 Alternative Delivery Mode Quarter 2 – Module 1: Understanding Data and Ways to Systematically Collect Data 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. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module: Authors: Rochelle A. Luzano, PhD Reviewers: Joel D. Potane, PhD Kareen J. Agcopra, PhD Warren I. Luzano, PhD Cristina D. Abao Shera May L. Gochuco Ryan Z. Roa Illustrator: Ley Krystal C. Jayoma Layout & Design Evaluator: Allan H. Guibone Management Team Chairperson: Dr. Arturo B. Bayocot, CESO III Regional Director Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMD Members: Dr. Bienvenido U. Tagolimot,Jr. Regional ADM Coordinator Dr. Marie Emerald A. Cabigas Regional EPS, LRMDS Printed in the Philippines by __________________ Department of Education – REGION 10 Office Address : Zone 1, Upper Balulang, Cagayan de Oro City 9000 Telephone : (088) 880-7071, (088) 880-7072 E-mail Address : [email protected] Senior High School Practical Research 2 Quarter 2 - Module 1 Understanding Data and Ways to Systematically Collect Data Introductory Message This Self-Learning Module (SLM) 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-tests are 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 Teacher are also provided to our 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 a separate sheet of paper in answering the exercises and tests. And 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 This Module is About When you aim to arrive to a certain solution of a problem, the journey is smooth and focused when the direction is clear. The research methodology of your study is very important since it gives direction to systematically arrive to answers or solution to your chosen research problem. It contains rules and procedures that you as a researcher will have to follow. This module focuses on the discussion of your research design and plan, population to consider, sampling technique, research instruments, and appropriate statistical treatments to be employed. At end of this learning module learners are expected to understand the concept of research data and know the ways to systematically collect data. The following are the lessons contained in this module: Lesson 1 – Quantitative Research Design Lesson 2 – Sampling Procedure and Sample Lesson 3 – Research Instruments, Validity, Reliability Lesson 4 – Research Intervention Lesson 5 – Data Collection Procedure Lesson 6 – Data Analysis Lesson 7 – Presenting Research Methodology What I Need to Know At the end of this module, you should be able to: 1. choose appropriate quantitative research design (CS_RS12-IIa-c-1); 2. describe sampling procedure and the sample (CS_RS12-IIa-c-1); 3. construct an instrument and establishes its validity and reliability (CS_RS12-IIa-c- 3); 4. describe intervention (if applicable) (CS_RS12-IIa-c-4); 5. plan data collection procedure (CS_RS12-IIa-c-5) 6. plan data analysis using statistics and hypothesis testing (if appropriate) (CS_RS12-IIa-c-6); and 7. present written research methodology (CS_RS12-IIa-c-7); 1 CO_Q2_SHS Practical Research 2_Module 1 What I Know Directions: Read and analyze the statements below. Encircle the letter of the correct answer. 1. What research design aims to determine a cause from already existing effects? A. Descriptive Research Design C. Quasi-Experimental Research B. Correlational Research Design D. Ex Post Facto 2. What research design is often conducted in a controlled setting with corresponding research treatment? A. Correlational C. Survey Research B. Ex post facto D. Experimental 3. What is the suited research design for this research title, “The Effects of Twitter on the Communication Etiquette of Students”? A. Correlational C. Experimental B. Ex post facto D. Descriptive 4. Mr. Canuc would like to know further the type of social media used between the male and female SHS students of East Pagat National High School. What is the appropriate research design to be used in his study? A. Quasi-Experimental C. Experimental B. Correlational D. Descriptive 5. What is the difference between quasi-experimental research and experimental research? A. Only one dependent variable is used in quasi-experimental research, while multiple dependent variables can be used in quasi-experimental research. B. Intact groups are used in experimental, while quasi-experimental randomly assigned individuals into groups. C. The researcher controls the intervention in the experimental group, but not quasi- experimental research. D. Participants for groups are randomly selected in experimental, but not quasi- experimental research. 6. What sampling technique is used when the researcher would like to consider giving an equal chance to the member of the accessible population being selected as part of the study? A. Simple Random Sampling C. Systematic Sampling B. Stratified Sampling D. Cluster Sampling 7. When can we consider a research sample as the “best”? A. representative of the population C. conveniently represented B. systematically chosen D. purposely selected 8. What is the main objective of using stratified random sampling? A. sample was chosen proportionately drawn from the different categories of the population B. sample is taken from an accessible population than the target population C. every individual will be given an equal chance to be selected D. those who will possibly respond to treatment are chosen 2 CO_Q2_SHS Practical Research 2_Module 1 9. What is the sampling method used in the given situation? Teacher Joan wants to know if the new learning modalities of the school effects on the academic performance of students in the science curriculum. He took the list of students and selected every 8th name in each class list as participant. A. Stratified Random Sampling C. Systematic Random Sampling B. Simple Random Sampling D. Cluster Sampling 10. What is the type of validity when an instrument produces results similar to those of another instrument that will be employed in the future? A. Predictive Validity C. Content Validity B. Criterion Validity D. Face Validity 11. What is the type of reliability when measured by administering two tests identical in all aspects except the actual wording of items? A. Internal Consistency Reliability C. Equivalent Forms Reliability B. Test-retest reliability D. Inter-rater Reliability 12. The Ability Test has been proven to predict the writing skills of Senior High School students. What type of test validity is shown in the example? A. Construct Validity C. Content Validity B. Criterion Validity D. Face Validity 13. What common scaling technique consists of several declarative statements that express viewpoint on a topic? A. Semantic Differential Scale C. Observation Checklist B. Completion Type D. Likert Scale 14. What statistical technique purposes to test the relationship between two continuous variables? A. T-Test for two dependent samples C. Chi Square Test B. T-Test for independent samples D. Pearson’s r 15. What statistical technique should be used for this research question, “Is there a significant difference between the pretest and posttest scores of learners in reading comprehension test?” A. T-Test for two dependent samples C. Chi Square Test B. T-Test for independent samples D. Pearson’s r 3 CO_Q2_SHS Practical Research 2_Module 1 Lesson Quantitative Research 1 Designs What’s In Quantitative research is more systematic and controlled than qualitative. However, both research methods have a statement of the problem to investigate. At this point, it is assumed that you are already done stating your research problem, the background of the study, scope and delimitation, hypothesis, conceptual framework, and review of related literature and studies. Each type of research has a unique design to follow that will also lead the direction of sampling procedure, data gathering, and data analysis. Each research type also aims to answer specific research questions; how it will be answered is determined by its design. Important considerations also are the variables of the study. The type of variables provides paradigm (your conceptual framework), which helps the researcher decide on what will be the design of the study. So, it is very important that you have completed the previous tasks diligently to maximize your learning in this Module. In this lesson, you will be taught how to select an appropriate quantitative research design. What I Need to Know Meaning of Quantitative Research Designs When a man decides to build a house, does not he draw first the blueprint before he will start to do the work? Same with the conduct of research, the blueprint for the collection, measurement, and data analysis is drawn as a pattern to follow. Furthermore, research designs enable the researcher to obtain a more valid, objective, reliable, and accurate answers to the research questions. Research design is defined as the rational and coherent overall strategy that the researcher uses to incorporate all the vital components of the research study. Hence, in order to find meaning in the overall process of doing your research study, a step-by-step process will be helpful to you. In quantitative research, you are going to have a great deal of abstraction and numerical analysis. According to Fraenkel and Wallen (2007, p 15), the research designs in quantitative research are mostly pre-established. Hence having an appropriate research design in quantitative research, the researcher will have a clearer comprehension of what he is trying to analyze and interpret. 4 CO_Q2_SHS Practical Research 2_Module 1 What’s New Activity 1: Plan Your Work Directions: Pretend that you are conducting a study on academic adjustments of teachers and students on the learning delivery modes during this time of COVID–19 pandemic. Come up with a plan on how you are going to obtain the necessary data for this study. Draw a procedural flowchart to illustrate your plan. Study on Academic Adjustments of Teachers and Students on the Learning Delivery Modes during COVID – 19 Pandemic “Plan of Work Flowchart” 5 CO_Q2_SHS Practical Research 2_Module 1 What Is It Types of Quantitative Research Design Quantitative Research Designs have five general classifications: descriptive, correlational, ex post facto, quasi-experimental, and experimental. Descriptive Research. When little is known about the research problem, then it is appropriate to use descriptive research design. It is a design that is exploratory in nature. The purpose of descriptive research is basically to answer questions such as who, what, where, when, and how much. So, this design is best used when the main objective of the study is just to observe and report a certain phenomenon as it is happening. Correlational Research. The main goal of this design is to determine if variable increases or decreases as another variable increases or decreases. This design seeks to establish an association between variables. It does not seek cause and effect relationship like descriptive research; it measures variables as it occurs. It has two major purposes: (a) to clarify the relationship between variables and (b) predict the magnitude of the association. However, the extent of the purpose of correlational research depends on the scope and delimitation of the study. Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing effect, then Ex Post Facto research design is more appropriate to use. In this design, the researcher has no control over the variables in the research study. Thus, one cannot conclude that the changes measured happen during the actual conduct of the study. The last two types of quantitative research designs are identifiable for the existence of treatment or intervention applied to the current research study. Intervention or treatment pertains to controlling or manipulating the independent variable in an experiment. It is assumed that the changes in dependent variables were caused by the independent variable. There are also two groups of subjects, participants, or respondents in quasi- experimental and experimental research. The treatment group refers to the group subjected to treatment or intervention. The group not subject to treatment or intervention is called the control group. Quasi-Experimental. The term means partly, partially, or almost – pronounced as kwahz-eye. This research design aims to measure the causal relationship between variables. The effect measured is considered to have occurred during the conduct of the current study. The partiality of quasi-experimental design comes from assigning subjects, participants, or respondents into their groups. The groups are known to be already established before the study, such as age educational background and nationality. Since the assignment of subjects, participants, or respondents are not randomly assigned into an experimental or control groups, the conclusion of results is limited. Experimental Research. This research design is based on the scientific method called experiment with a procedure of gathering data under a controlled or manipulated environment. It is also known as true experimental design since it applies treatment and manipulation more extensively compared to quasi-experimental design. Random assignment of subjects or participants into treatment and control group is done increasing the validity of the study. Experimental research, therefore, attempts to affect a certain variable by directly manipulating the independent variable. 6 CO_Q2_SHS Practical Research 2_Module 1 What’s More Activity 2. Quantitative Research Designs Summary Directions: Using the template below, summarize the five quantitative research designs according to its goal, and its corresponding variable manipulation. How variable is handled Research Design Goal or manipulated 1. Descriptive 2. Correlational 3. Ex post facto 4. Quasi- experimental 5. Experimental Activity 3. Choose the Appropriate Research Design Directions: Determine the quantitative research design appropriate for the sample research titles. Make sure to explain your choice into two to three sentences. 1. Relationship between Academic Stressors and Learning Preferences of Senior High School Students Quantitative Research Design: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils Quantitative Research Design: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 7 CO_Q2_SHS Practical Research 2_Module 1 3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on Consumer Behaviors Quantitative Research Design: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens Quantitative Research Design: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 5. Measuring the Gadgets Usage of Children at Home during COVID-19 Community Quarantine Quantitative Research Design: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 6. Level of Academic Achievement of Senior High Schools in Different Learning Modalities Quantitative Research Design: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 8 CO_Q2_SHS Practical Research 2_Module 1 7. Effects of Story Telling on Quality of Sleep of Children Quantitative Research Design: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Activity 4: Let’s go Online Go to the link below and practice what you’ve learned from this lesson: https://bit.ly/36A5idj https://bit.ly/2LZVLCS https://bit.ly/3eojlWk https://bit.ly/2X2kxbX What I Have Learned Directions: As you have learned from this lesson, answer each question comprehensively. 1. This time, I have learned that quantitative research design…. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. How do you know the specific quantitative research design applied in a research study? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 9 CO_Q2_SHS Practical Research 2_Module 1 What I Can Do Choose your Appropriate Research Design Directions: Perform the following task. From what you have learned in this lesson, what is the appropriate research design for your current research problem? Justify your choice. Research Design: ___________________________________________________________________ Justification: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Additional Activity Direction: After you submit your research design, once it is corrected in accordance with the guidelines given, you may start incorporating it into your research manuscript. 10 CO_Q2_SHS Practical Research 2_Module 1 Lesson Sampling Procedure 2 and the Sample What’s In Remember when you were taught how to write your scope and delimitation, you stated the subjects, participants, or respondents of your study. You also described their characteristics which qualify them to be the source of your research data. The next question you must answer is, how many of the subjects, participants, or respondents should be selected as a source of data? This lesson will teach you how to describe sampling procedures in quantitative research. Note that the sampling procedure should be aligned to your chosen research design. Since you have already decided the research design of your study, then you are ready for this lesson. What I Need to Know Population and Sample The first step in determining the sample size is identifying the population of the topic of interest. The population is the totality of all the objects, elements, persons, and characteristics under consideration. It is understood that this population possesses common characteristics about which the research aims to explore. There are two types of population: target population and accessible population. The actual population is the target population, for example, all Senior High School Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) in the Division of Cagayan de Oro City. While the accessible population is the portion of the population in which the researcher has reasonable access, for example all Senior High School enrolled, STEM strand at Marayon Science High School – X. When the whole population is too costly or time-consuming or impractical to consider, then, a sample representative is identified. Sampling pertains to the systematic process of selecting the group to be analyzed in the research study. The goal is to get information from a group that represents the target population. Once a good sample is obtained, the generalizability and applicability of findings increases. The representative subset of the population refers to the sample. All the 240 Senior High School Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) Strand in a school, for example, constitute the population; 60 of those students constitute the sample. A good sample should have characteristics of the represented population – characteristics that are within the scope of the study with fair accuracy. Generally, the larger the sample, the more reliable the sample be, but still, it will depend on the scope and delimitation and research design of the study. 11 CO_Q2_SHS Practical Research 2_Module 1 What’s New You are almost finished cooking the favorite meal of the family. In order to check if it tastes good and ready for serving, what will you do? Answer: I will….. ______________________________________________ ______________________________________________ ______________________________________________ https://bit.ly/2BfQXHJ What Is It Approaches in Identifying the Sample Size Heuristics. This approach refers to the general rule or rule of the thumb for sample size. This is the earliest established approach for sample sizes for different research designs. Suggested Number of Research Design Subjects/Participants Descriptive Research 10% to 20% maybe required Comparative Research 15 subjects or groups Survey 800 Correlational 100 to 200 Ex post facto 30+ Experimental 30 or more Literature Review. Another approach is by reading similar or related literature and studies to your current research study. Since you are done writing your review of related literature and studies, you might want to recall how these studies determine sample size. Using this approach increases the validity of your sampling procedure. Formulas. Formulas are also being established for the computation of an acceptable sample size. You can use different formulas depending on what you know and do not know about the population. These tools are also available online. One formula for determining sample size that you can follow is the Cochran especially if you have large sample size. 12 CO_Q2_SHS Practical Research 2_Module 1 Cochran’s Formula: Z 2 𝑝𝑞 𝑛𝑜 = 𝑒2 where: e is the desired level of precision (margin of error) p is the (estimated) proportion of the population which has the attribute in question q is 1 – p Z is the z-value found in the Z table For example, your study is for your city, and you want to determine how many households whose breadwinner work onsite during COVID pandemic. And you do not have enough information about the population. In that case, you are going to assume that a half of the breadwinners in the city are working onsite. So, this assumption will give you a maximum variability, so, p = 0.5. And you want 95% confidence, and at least 5 percent – plus or minus – precision; and that gives you Z values 1.96. As shown below, your sample size will be 384. (1.96)2 (0.5)(0.5) 𝑛𝑜 = (0.05)2 = 384.16 Power Analysis. This approach is founded on the principle of power analysis. There are two principles you need to consider if you are going to use this approach: these are statistical power and effect size. The probability of rejecting the null hypothesis is called statistical power. It suggests that indeed there is a relationship Useful online between the independent and dependent variables of the research tools: study. The ideal statistical power of a research study is 80%. With the statistical power, it will be used to identify the sufficient sample size for measuring the effect size of a certain treatment. The level Visit the of difference between the experimental group and the control group following links to refers to effect size. practice the power analysis approach. If the statistical power tells that relationship between independent and dependent variables, the effect size suggests the https://bit.ly/37Ia3lC extent of the relationship between these two variables. Henceforth, https://bit.ly/2AQpDQn the higher the effect size, means the greater the level difference between the experimental and control groups. For example, your research study reveals that there is a difference in the pretest and posttest scores of the students in the given anxiety test after implementing a psychosocial intervention. With the effect size, you will have an idea of how small or large the difference is. Probability Sampling in Quantitative Research Simple Random Sampling. It is a way of choosing individuals in which all members of the accessible population are given an equal chance to be selected. There are various ways of obtaining samples through simple random sampling. These are fishbowl technique, roulette wheel, or use of the table of random numbers. This technique is also readily available online. Visit this link https://www.randomizer.org/ to practice. 13 CO_Q2_SHS Practical Research 2_Module 1 Stratified Random Sampling. The same with simple random sampling, stratified random sampling also gives an equal chance to all members of the population to be chosen. However, the population is first divided into strata or groups before selecting the samples. The samples are chosen from these subgroups and not directly from the entire population. This procedure is best used when the variables of the study are also grouped into classes such as gender and grade level. You can simply follow the steps from this given example: A population of 600 Junior High School students includes 180 Grade 7, 160 Grade 8, 150 Grade 9, and 110 Grade 10. If the computed sample size is 240, the following proportionate sampling will be as follows. The number of members per subgroup is divided by the total accessible sample size. The percentage result of members per subgroup will be multiplied from the computed total sample size. After obtaining the sample size per strata, then simple random sampling will be done for the selection of samples from each group. Sample Size per Subgroups 180/600 =.30x 240 = 72 Grade 7 students 160/600 =.27x 240 = 65 Grade 8 students 150/600 =.25x 240 = 60 Grade 9 students 110/600 =.18x 240 = 43 Grade 10 students 100% 240 respondents Cluster Sampling. This procedure is usually applied in large-scale studies, geographical spread out of the population is a challenge, and gathering information will be very time-consuming. Similar to stratified random sampling, cluster sampling also involves grouping of the population according to subgroups or clusters. It is a method where multiple clusters of people from the chosen population will be created by the researcher in order to have homogenous characteristics. For example, a researcher would like to interview of all public senior high school students across Mindanao. As a researcher cluster will be selected to satisfy the plan size. In the given example, the first cluster can be by region, the second cluster can be by division, and the third cluster can be by district. Another way of doing cluster sampling is illustrated on the figure on the right side. https://bit.ly/2UTiZzp Systematic Sampling. This procedure is as simple as selecting samples every nth (example every 2nd, 5th) of the chosen population until arriving at a desired total number of sample size. Therefore, the selection is based on a predetermined interval. Dividing the population size by the sample size, the interval will be obtained. For example, from a total population of 75, you have 25 samples; using systematic sampling, you will decide to select every 3rd person on the list of individuals. 14 CO_Q2_SHS Practical Research 2_Module 1 What’s More Activity 1. Determine the Sampling Procedure Directions: Identify the sampling procedure used in each given situation. Write your answer on the space provided and then explain your choice. Sampling Sample Situation Justification Procedure 1. Alex’s target population for his study are the employees of hotels in Mindanao. Since there are too many employees in these establishments, he randomly selected ten hotels based on hotel size. And then he randomly selected employees as participants in his study. 2. Dianne wants to know if the new learning modalities in the first semester affects the academic performance of senior high students. He took all the lists of all students in her school and selected every 6th name to be part of her study. 3. Faye wants to survey all the parents in Cagayan de Oro who opt to enroll their elementary children to an online class. All in all, there 26,000 parents. Faye decided to have 380 from the target population. Activity 2. Search the design and sampling procedure. Directions: Search on the internet for a sample research study. Identify the research design used and its sampling procedure. Example 1 Example 2 Example 3 ▪ Title of the Research Study ▪ Research Design ▪ Characteristics of Population ▪ Sampling Procedure ▪ Sample Size ▪ Source 15 CO_Q2_SHS Practical Research 2_Module 1 Activity 3. Let’s go online. Practice what you have learned from this lesson. Visit the following links: https://bit.ly/3em5Rdv https://bit.ly/2TF09LO What I Have Learned Directions: As you have learned from this lesson, answer each question comprehensively. 1. What do I know about the population and sample of the study? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. I have learned that when determining the sample size of the study… ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Now I know that sampling procedures involve… ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 16 CO_Q2_SHS Practical Research 2_Module 1 What I Can Do Describes your Sampling Procedure and Sample Directions: Perform the following task. Identify the size of the population and sample for your study and explain the sampling method that you will use. 1. Size of Population 2. The method used to determine sample size (include computation if applicable) 3. Sample Size for the Study 4. Sampling Procedure to be employed (explain the steps) 5. Who will be your respondents? Additional Activity Direction: After you submit, you have described your sampling procedure and sample; once it is corrected in accordance with the guidelines given, you may start writing a paragraph format of this and incorporate it in your research manuscript. 17 CO_Q2_SHS Practical Research 2_Module 1 Lesson Research Instrument, 3 Validity and Reliability What I Need to Know Quantitative Research Instrument What do you think will happen if tools for building a house is not prepared meticulously? The same thing when getting information for answers to a research problem, tools, or instruments should be prepared carefully. In constructing a quantitative research instrument, it is very important to remember that the tools created should require responses or data that will be numerically analyzed. Research Instruments are basic tools researchers used to gather data for specific research problems. Common instruments are performance tests, questionnaires, interviews, and observation checklist. The first two instruments are usually used in quantitative research, while the last two instruments are often in qualitative research. However, interviews and observation checklists can still be used in quantitative research once the information gathered is translated into numerical data. What’s New Activity 1. Let’s talk Directions: Read the questions about tools. Then, write your answer on the corresponding space. Questions to analyze: Answers: 1. ____________________ 1. Why is it necessary to ____________________ use the right tools for a ____________________ particular task? ____________________ ____________________ 2. What will happen if _____ research instruments are not prepared 2. ____________________ carefully? ____________________ ____________________ ____________________ ____________________ ____________________ ______ 18 CO_Q2_SHS Practical Research 2_Module 1 Activity 2. Let’s read Directions: Read and analyze the given scenario. Answer the guide questions below. A culmination program was scheduled for Grade 12 students. The highlight of the program is the presentation of the festival of dances. The six sections prepared for the said dance contest during the culmination. A month before the activity, the students already started planning. Their parents were also very supportive in the preparation of their costumes and props. The class advisers also monitored the practices in their classrooms. During the contest, the PE teacher invited teachers from other schools to serve as a judge. The performances were exemplary, especially the section Rydberg. The section was also a crowd favorite. However, another group that performed poorly compared to Rydberg was pronounced as the winner. Due to the result of the contest, Rydberg and other sections wanted to know the bases for judging. After conducting an investigation, it turned out that no clear criteria were set, and no rating sheets were used. Guide Questions: 1. What do you think must have been done to avoid the said situation? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. What can you say about the result of investigation? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. How will you relate the scenario to the conduct of a quantitative research study? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 19 CO_Q2_SHS Practical Research 2_Module 1 What Is It In constructing the research instrument of the study, there are many factors to be considered. The type of instrument, reasons for choosing the type, and the description and conceptual definition of its parts are some of the factors that need to be decided before constructing a research instrument. Furthermore, it is also very important to understand the concepts of scales of research instruments and how to establish validity and reliability of instruments. Characteristics of a Good Research Instrument Concise. Have you tried answering a very long test, and because of its length, you just pick the answer without even reading it? A good research instrument is concise in length yet can elicit the needed data. Sequential. Questions or items must be arranged well. It is recommended to arrange it from simplest to the most complex. In this way, the instrument will be more favorable to the respondents to answer. Valid and reliable. The instrument should pass the tests of validity and reliability to get more appropriate and accurate information. Easily tabulated. Since you will be constructing an instrument for quantitative research, this factor should be considered. Hence, before crafting the instruments, the researcher makes sure that the variable and research questions are established. These will be an important basis for making items in the research instruments. Ways in Developing Research Instrument There are three ways you can consider in developing the research instrument for your study. First is adopting an instrument from the already utilized instruments from previous related studies. The second way is modifying an existing instrument when the available instruments do not yield the exact data that will answer the research problem. And the third way is when the researcher made his own instrument that corresponds to the variable and scope of his current study. Common Scales Used in Quantitative Research Likert Scale. This is the most common scale used in quantitative research. Respondents were asked to rate or rank statements according to the scale provided. Example: A Likert scale that measures the attitude of students towards distance learning. Strongly Strongly Items Agree Disagree Agree Disagree There would be difficulty in communicating our concerns to our teacher. There would be many distractions when learning at home than in school. 17 20 CO_Q2_SHS Practical Research 2_Module 1 Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the respondents. This scale seems to be more advantageous since it is more flexible and easier to construct. Example: On a description of an active student in school activities. Pleasant 5 4 3 2 1 Unpleasant Enthusiastic 5 4 3 2 1 Not Enthusiastic Competent 5 4 3 2 1 Incompetent Another important consideration in constructing a research instrument is how to establish its validity and reliability. Types of Validity of Instrument Face Validity. It is also known as “logical validity.” It calls for an initiative judgment of the Validity instruments as it “appear.” Just by looking at the instrument, the researcher decides if it is valid. A research instrument is considered valid if it Content Validity. An instrument that is judged measures what it with content validity meets the objectives of the study. It supposed to measure. is done by checking the statements or questions if this elicits the needed information. Experts in the field of When measuring oral interest can also provide specific elements that should communication be measured by the instrument. proficiency level of students, speech Construct Validity. It refers to the validity of performance using instruments as it corresponds to the theoretical construct rubric, or rating scale is of the study. It is concerning if a specific measure relates more valid than to other measures. students are given multiple choice tests. Concurrent Validity. When the instrument can predict results like those similar tests already validated, Validity also has it has concurrent validity. several types: face, content, construct, Predictive Validity. When the instrument can concurrent, and produce results similar to those similar tests that will be predictive validity. employed in the future, it has predictive validity. This is particularly useful for the aptitude test. Reliability of Instrument Test-retest Reliability. It is achieved by giving the Reliability refers to same test to the same group of respondents twice. The the consistency of consistency of the two scores will be checked. the measures or results of the Equivalent Forms Reliability. It is established by instrument. administering two identical tests except for wordings to the same group of respondents. Internal Consistency Reliability. It determines how well the items measure the same construct. It is reasonable that when a respondent gets a high score in one item, he will also get one in similar items. There are three ways to measure the internal consistency; through the split-half coefficient, Cronbach’s alpha, and Kuder-Richardson formula. 21 CO_Q2_SHS Practical Research 2_Module 1 What’s More Activity 3. Qualify and Rate the Instrument Directions: Look for sample research instruments from previously conducted research. Rate it on a scale of 1 to 5 (1 = lowest, 5 = highest) based on the criteria given. Then justify you’re rating. Sample Instrument (provide a title of the instrument if possible): Purpose of the Research Instrument: Number of Items: ______________ Scale Used: _______________ Criteria for Evaluation Rating Justification of Instrument Concise Sequential Valid and Reliable Easily Tabulated Activity 4. Search and evaluate the instrument. Directions: Search for a sample research study. Identify the ways of establishing the validity and reliability of the instrument. Example 1 Example 2 ▪ Title of the Research Study ▪ Type of Research Instrument ▪ Way of Developing the Instrument ▪ Scale Used ▪ How was the validity of the instrument established? ▪ How was the reliability of the instrument established? ▪ Source Activity 5. Let’s go online. Practice what you have learned from this lesson. Visit the following: https://bit.ly/2A7Q6Iz https://bit.ly/2ZD2Kda https://bit.ly/2B0cbcd 19 22 CO_Q2_SHS Practical Research 2_Module 1 What I Have Learned Directions: As you have learned from this lesson, answer each question comprehensively. 1. Why is it important to have a good research instrument? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Differentiate validity and reliability. Explain how they complement each other to make a good research instrument. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ What I Can Do Construct your research instruments and establish validity and reliability Directions: Fill out the guide table below to be able to create a good research instrument for your study. 1. The goal of your research instrument/s 2. Parts of your instrument/s 3. Number of items per sub-factor: total items 4. Scale to be used 5. How will it be validated? 6. How will the reliability be established? 23 CO_Q2_SHS Practical Research 2_Module 1 Additional Activity Direction: After you have filled out the guide table above, start constructing your research instrument for your current study. Title of your study: ________________________________________________________________ __________________________________________________ Research Questions: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _____________________________ Research Instrument: 24 CO_Q2_SHS Practical Research 2_Module 1 Lesson Research Intervention 4 What’s In In the previous discussion on quantitative research designs, you were taught about quasi-experimental and experimental designs. Its uniqueness from other research designs was also described. Remember that experimental research design controls or manipulates the independent variable. This is done by applying particular conditions or treatments or what is called research intervention. In this lesson, the focus is on how to describe your research intervention in your research paper. What’s New Group exposed in Group exposed in usual condition special condition Usual Tutorial Program Special Tutorial Program How is the research intervention conducted in this study? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ https://bit.ly/2YleQqq _____________________________________________ _________________________________________________ _____________________________________________ _____________________________________________ 25 CO_Q2_SHS Practical Research 2_Module 1 What Is It Nature of Research Intervention In experimental research, the researcher decides the nature of intervention or treatment. Intervention pertains to what is going to happen to the subjects of the study. This decision covers who will receive the intervention and to what extent it will be applied to them. For example, in a study of determining the effects of special tutorial program to learners at risk of failing (LARF), researcher decides the group of LARF who will receive intervention. In this example, a special tutorial program is the research intervention. Furthermore, the extent to which the program will be administered to the learners is determined. Steps in Describing the Research Intervention Process A section that explains the details of research intervention is added in the research paper if it is an experimental design. In this section, the procedure of research intervention is explained clearly. Write the Background Information. It is an introductory paragraph that explains the relevance of the intervention to the study conducted. It also includes the context and duration of the treatment. Describe the Differences and Similarities between the Experimental and Control Group. State what will happen and what will not both in the experimental and control groups. This will clearly illustrate the parameters of the research groups. Describe the Procedures of the Intervention. Describe how will the experimental group receive or experience the condition. It includes how will the intervention happens to achieve the desired result of the study. For example, how will the special tutorial program will take place? Explain the Basis of Procedures. The reason for choosing the intervention and process should clear and concrete reasons. The researcher explains why the procedures are necessary. In addition, the theoretical and conceptual basis for choosing the procedures is presented to establish the validity of the procedures. What’s More Activity 1. Determine the Research Intervention Procedure Directions: Search for a sample research study. Distinguished the procedure used in the experimental and control group. Use the table below for your answers. 26 CO_Q2_SHS Practical Research 2_Module 1 Example 1 ▪ Title of the Research Study ▪ Research Intervention Conducted ▪ Procedure Used in Control Group ▪ Procedure Used in Experimental Group Example 1 ▪ Title of the Research Study ▪ Research Intervention Conducted ▪ Procedure Used in Control Group ▪ Procedure Used in Experimental Group Activity 2. Let’s go online. Visit the following link and learn further about experimental research. https://bit.ly/2Xr5zes What I Have Learned Directions: As you have learned from this lesson, answer each question comprehensively. 1. What I know about research intervention ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. I have learned that when describing the research intervention…. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ What I Can Do Describes your Intervention (if applicable) Directions: If the design of your research is experimental. Describe your research intervention by following the steps given in this lesson. 27 CO_Q2_SHS Practical Research 2_Module 1 Lesson Planning Data Collection 5 Procedure What’s In You have learned the important factors in developing your research instruments in lesson 3 of this Module. You can now identify the steps you are going to undertake in your actual gathering of data. In this lesson, three phases in data collection will be presented so that you can clearly plan your data collection procedure in your current research. What I Need to Know Quantitative Data Generally, data are any pieces of information or facts that people have known. Once these data answer the research problem, it becomes helpful to research. When research data appears to be measurable in the numerical form, it is considered quantitative data. However, some qualitative data can also be useful to quantitative research once it is given a numerical value. For example, if you study about adjustment experiences of students to distant learning, if it is categorized and numbered accordingly, then it can be quantified during analysis. Techniques in Collecting Quantitative Data The following are the common quantitative data gathering technique. Each technique corresponds to specific instrument which will be further discussed in Module 5. Observation. It is gathering information about a certain condition by using senses. The researcher records the observation as seen and heard. This is done by direct observation or indirect observation using gadgets or apparatus. An observation checklist aids the researcher in recording the data gathered. Survey. Data gathering is done through interview or questionnaire. By means of questionnaire you use series of questions or statements that respondents will have to answer. Basically, respondents write or choose their answer from given choices. On the other hand, interview is when you ask respondents orally to tell you the responses. Since you are doing quantitative research, it is expected that responses have numerical value either it is nominal or ordinal in form. Experiment. When your study is an experimental design, it was already discussed in the previous lesson that it would use treatment or intervention. After the chosen subjects, participants, or respondents undergone the intervention, the effects of such treatment will be measured. 28 CO_Q2_SHS Practical Research 2_Module 1 What’s New Activity 1: What’s the Procedure Looking at the flowchart of the data gathering procedure, what do you think is the research design of the study? Before During After Seek permission from Provide intructions to Encode the data school principal of respondents gathered students Administer the Analyze the data Develop research questionnaire questionnaire Determine sample size through stratified random technique What Is It Three Phases in Data Collection In doing research, data collection is a major component of research. Neglecting to clarify the collection procedure would result in acquiring inaccurate data that will make you research study invalid. Hence, the data collection procedure is given meticulous attention to gather appropriate data. You are making sure that data you will gather answers to your research questions. The data gathering procedure is presented in a paragraph format in your research paper. Basically, the contents are the steps you are going to follow: (1) before you will gather the data, (2) what to do during the actual gathering of data, and (3) the things to consider after data has been gathered. The following are the suggested steps but not limited to it, are the procedures in gathering quantitative data. 29 CO_Q2_SHS Practical Research 2_Module 1 Before During After Prepare the research Clear the instructions Summarize the data instruments provided to the gathered, in a tabular Identify the authorities respondents. form that will be involved and Administer the research Analyze the summarize need to ask permission instrument or implement data corresponding to Determine the samples the research the research questions. size and corresponding intervention, if respondents; per group applicable. if applicable. Collect or gather or take Ask consent form (if note of the responses. respondents are 18 years old above) or parent's consent (if minor). Pilot test the research instrument if needed. What’s More Activity 2. Arrange your Steps Directions: Arrange the following steps in data gathering into their correct sequence, 1 as being the first step, and 10 as the last step. Order Steps _______ The respondents will have a chance to have a look at the performance tasks. Each of the participants will be interviewed for individual filling out of the personal _______ background of media literacy information. The researcher will meet the participants eight times in a four-month data _______ gathering period. The participants will answer the learning activity sheet (LAS) after practicing the _______ new approach. The data collection in each group will be supervised by two experienced _______ Information Technology teachers to ensure proper implementation of the intervention. The participants will read example situations about media literacy that are not _______ familiar to them. The new approach in assessing the performance tasks of learners will be _______ implemented. _______ The list of performance tasks and assessment tools will be prepared. The media literacy summative test will be administered after the implementation _______ of the new approach in assessing performance tasks. _______ The test results will be encoded for summary and will be analyzed. 30 CO_Q2_SHS Practical Research 2_Module 1 What I Have Learned Directions: As you have learned from this lesson, answer each question comprehensively. 1. This time, I have learned that quantitative data… ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Techniques in quantitative data gathering help to… ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. In planning my data gathering procedure, I need to consider… ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 31 CO_Q2_SHS Practical Research 2_Module 1 What I Can Do Plan your Data Gathering Procedures Directions: Perform the following task. From what you have learned in this lesson, list the steps that you are going to follow in gathering the data of your research. For this part, just enumerate it to clearly see the procedure before, during, and after your data gathering. Before: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ During: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ After: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Additional Activity Direction: After you submit your data gathering procedures, once it is corrected in accordance with the guidelines given, you may start incorporating it to your research manuscript in paragraph format and cite your sources. 32 CO_Q2_SHS Practical Research 2_Module 1 Lesson 6 Planning Data Analysis What’s In Prerequisite for taking Practical Research 2 is your Statistics and Probability subject. It is presumed that you already have a good practice of the learning competencies needed to conduct quantitative research. Your background statistics and probability background will help you plan and choose your data analysis. In planning your data analysis in quantitative research, you also need to consider your research problem, type of data, hypothesis, and scale used in your research instrument. This lesson focuses on designing your data analysis procedure. What I Need to Know Data Analysis Data analysis in research is a process in which gathered information are summarized in such a manner that it will yield answers to the research questions. During quantitative data analysis gathered information were break down and ordered into categories in order to draw trends or patterns in a certain condition. In quantitative research, the numerical data collected is not taken as a whole. In order to understand it better, it is analyzed into components based on the chosen research variables and research questions you are going to answer. These numerical data are usually subject to statistical treatment depending on the nature of data and the type of research problem presented. The statistical treatment makes explicit the different statistical methods and formulas needed to analyze the research data. What’s New Activity 1: Statistics Recall Directions: From your previous lessons, recall the following terms in Statistics. Write its definition or description and purpose or function in analyzing data. Fill in the boxes to provide the information about these statistical terms or you may use a separate sheet. Use the table for your answer. 33 CO_Q2_SHS Practical Research 2_Module 1 Terms Definition or Description Purpose or Function Data Frequency Percentage Mean Standard Deviation Table Figure Parametric Test Non-Parametric Test Correlation Regression What Is It Planning your Data Analysis Before choosing what statistical test is appropriate for your research study it is important to determine what statistical formation is applicable to your current study. In immersing yourself into planning your data analysis, you have to decide what basic descriptive statistical technique you are going to use. Although this technique does not give you the degree of association or effect between variables, this will help you to code and simply tabulate your data. Descriptive Statistical Technique provides a summary of the ordered or sequenced data from your research sample. Examples of these tools are frequency distribution, measure of central tendencies (mean, median, mode), and standard deviation. Inferential Statistics is used when the research study focuses on finding predictions; testing hypothesis; and finding interpretations, generalizations, and conclusions. Since this statistical method is more complex and has more advanced mathematical computations, you can use computer software to aid your analysis. You also must identify types of statistical analysis of variable in your quantitative research. A univariate analysis means analysis of one variable. Analysis of two variables such as independent and dependent variables refer to bivariate analysis while the multivariate analysis involves analysis of the multiple relations between multiple variables. Furthermore, selecting what test to use is basically done by identifying whether you will use parametric test or non-parametric test. As these were already discussed in your Statistics and Probability subject, a summary of what to consider is presented below: Points to Consider Type of Test Interval or Ratio Parametric Tests Scale Ordinal or Nominal Scale Non-parametric Tests 30 or more per group Parametric Tests Sample Size Fewer than 30 Non-parametric Tests Normal Distribution Parametric Tests Distribution of Data Data deviates from Normal Non-parametric Tests Distribution 34 CO_Q2_SHS Practical Research 2_Module 1 In addition, in choosing statistical techniques in quantitative research, the purpose or objective of the research study should be considered. Test of Relationship between Two Variables Pearson’s r (parametric) Phi coefficient (non-parametric for nominal and dichotomous variables) Spearman’s rho (non-parametric for ordinal variable) Test of Difference between Two Data Sets from One Group T-test for dependent samples (parametric) McNemar change test (non-parametric for nominal and dichotomous variables) Wilcoxon signed-rank test (non-parametric for ordinal variable) Test of Difference between Two Data Sets from Two Different Groups T-test for independent samples (parametric) Two-way chi-square (non-parametric for nominal variable) Mann-Whitney U test (non-parametric for ordinal variable) Test More than Two Population Means Analysis of Variance or ANOVA (parametric) Test the Strength of Relation or Effect or Impact Regression (parametric) What’s More Activity 2. Step by step analysis Directions: From the concept presented in this lesson, create five simple basic procedures in planning the data analysis. What to do beforehand (pre-process) is already given as your guide. Step To Do Pre- Identify the types of variables, research question, hypothesis, and scale of process measurement. 1. 2. 3. 4. 5. 35 CO_Q2_SHS Practical Research 2_Module 1 Activity 3. Choose the Appropriate Statistical Test Directions: Determine the statistical test/s appropriate for the sample research. Make sure to explain your decision in one to two sentences. 1. Relationship between Academic Stressors and Learning Preferences of Senior High School Students Statistical Test/s: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils Statistical Test/s: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on Consumer Behaviors Statistical Test/s: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens Statistical Test/s: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 36 CO_Q2_SHS Practical Research 2_Module 1 5. Measuring the Gadgets Usage of Children at Home during Quarantine Statistical Test/s: __________________________________________ Explanation: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Activity 4: Let’s go Online Go to the link below to learn more about statistical techniques for quantitative research. https://bit.ly/3c6evv2 https://bit.ly/36EfqBZ https://bit.ly/3gmMbYS https://bit.ly/2ZGYNEu https://bit.ly/2A7L6DE https://bit.ly/2TGK4Fr What I Have Learned Directions: As you have learned from this lesson, answer each question comprehensively. 1. This time, I have learned that quantitative research and statistics… ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. The factors to consider before planning the data analysis of the research study are… ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 37 CO_Q2_SHS Practical Research 2_Module 1 3. How do you know the specific statistical tests to be used in a research study? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ What I Can Do Plan Data Analysis Using Statistics and Hypothesis Testing Directions: Perform the following task. From what you have learned in this lesson, fill out the table considering your current research study. Research Questions Statistical Tests Purpose Additional Activity Direction: After you submit your data analysis plan, once it is corrected in accordance with the guidelines given, you may start incorporating it to your research manuscript in a paragraph format. 38 CO_Q2_SHS Practical Research 2_Module 1 Lesson Presenting Research 7 Methodology What Is It Indeed, designing the research methodology in quantitative research is quite challenging. At this point, it is assumed that you are now ready to present your written output. You need to consider the parts of your research methodology; these are: Research Design Research Population and Sample Sampling Procedure Research Instruments Validity and Reliability of Instruments Research Intervention (if applicable) Data Collection Procedure Data Analysis All of these are written in paragraph format as part of your research methodology. In this lesson, you will be given guidelines in presenting this research portion. After presentation, the most exciting part follows; and that is gathering your data. What’s More Activity 1. Personal Work Evaluation Direction: Rate your own paper using the rubric below. For the purpose of improvement, rate your output as honestly as you can. Use the following scale in evaluating your own paper. 5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs Improvement Indicator Self-Rating 1. Research Design Type and definition were presented, and rational is discussed. 2. Sampling Procedure and Sample Population and samples are described, and sampling procedure is clear and relevant. 3. Research Instrument, and its Validity and Reliability Basis of decision is explained, instrument is well described, and its validity and reliability were clearly presented. 39 CO_Q2_SHS Practical Research 2_Module 1 4. Data Gathering Procedure Protocols were clear, and steps in the gathering are well stated. 5. Data Analysis Basis and explanations are clearly discussed. Total Rating Activity 2. Reflection 1. What is your highest and lowest rating? What are your reasons for giving yourself such ratings? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Overall, do you think you are ready for presentation of your research paper? Explain your answer. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Activity 3. Let’s go online Visit the following links to further enhance your written problem and to improve you preparation for presentation. https://bit.ly/2TFhfcy What I Have Learned 1. What are the new learnings you have gained from this module in terms of skills, content, and attitude in identifying and stating the research problem? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 40 CO_Q2_SHS Practical Research 2_Module 1 2. How will you improve your research writing skills in quantitative research? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ What I Can Do Direction: Get ready for presentation of your written statement of the problem. The rubrics below will serve as a guide on how you will be rated by your teacher. The 4C (content, coherence, creativity, communication) technique will be used so that you can easily remember. Rubrics for Written Research Methodology 5 4 3 2 1 Content (35%) ▪ The parts of the paper are complete and appropriate. ▪ The parts of the research methodology are clearly described and justified. ▪ Overall content is comprehensive. Coherence (25%) ▪ Cohesive of devices are effectively used. ▪ Organization of ideas is smoothly presented. Creativity (25%) ▪ Writer’s voice is showcased. ▪ Paper uses variety of sentence structures. ▪ Uses appropriate language. Communication (15%) ▪ Sentences are well structured ▪ Grammatical conventions are observed. ▪ Correct spelling and proper research format is followed. Legend: 5 – to a very great extent, 4 – to a great extent, 3 – to some extent, 2 – to a little extent, 2 – not at all 41 CO_Q2_SHS Practical Research 2_Module 1 Summary In order to integrate all the components of the research study, the research design describes the overall strategy of the research. Types of quantitative research are descriptive, correlational, ex post facto, quasi-experimental, and experimental research. Population refers to all the members of a particular group relevant to the research. Sample is a part of the population that serves as a representative. Sample are chosen through sampling which is a process of selecting of who will participate. The usual sampling procedures in quantitative research are simple random sampling, stratified random sampling, cluster sampling, and systematic sampling. Research Instrument refers to the tools used in research for the purpose of gathering the data. Common scales used in quantitative research are Likert Scale and Semantic Differential. It is important in quantitative research to use valid instruments. Validity refers to the appropriateness of the research instrument. Types of validity are face, content, construct, concurrent, and predictive validity. The consistency in research findings provided by instruments refers to reliability. Types of reliability are test-retest, equivalent forms, and internal consistency. For quasi-experiment and experimental research designs, intervention is applied in order to know who will receive the intervention and to what extent. Data gathering in quantitative research usually observes survey, observation, and experiment. There are three phases in data gathering of research that need to be presented in the research paper: before, during, and after procedures. Data Analysis is a process in which gathered information are summarized in such a manner that it will yield answers to the research questions. There are two major statistical technique in data analysis, these are descriptive and inferential statistics. 42 CO_Q2_SHS Practical Research 2_Module 1 Assessment: (Post-Test) Directions: Read and analyze the statements below. Encircle the letter of the correct answer. 1. What is the aim Ex post facto research design? A. determine a cause from already existing effects. B. establish cause and effect relationship C. observe and describe a phenomenon D. identify association among variables 2. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, what is the appropriate research design for the given title? A. Correlational C. Survey Research B. Descriptive D. Experimental 3. Mr. Canuc would like to know further the type of social media used between the male and female SHS students of East Pagat National High School. What is the appropriate research design to be used in his study? A. Quasi-Experimental C. Correlational B. Experimental D. Descriptive 4. Based on item number 3, what appropriate statistical test should Mr. Canuc used to answer his research problem? A. T-test for two dependent samples C. Chi-square B. Spearman’s rho D. ANOVA 5. Which of the following statements is true about the conduct of experimental research? A. There is no random assignment of individuals. B. Individual subjects are randomly assigned. C. Groups are exposed to presumed cause. D. Intact groups are used. 6. What is the difference between quasi-experimental research and experimental research? A. Only one dependent variable is used in quasi-experimental research, while multiple dependent variables can be used in quasi-experimental research. B. Intact groups are used in experimental, while quasi-experimental randomly assigned individuals into groups. C. Participants for groups are randomly selected in experimental, but not quasi- experimental research. D. The researcher controls the intervention in the experimental group, but not quasi- experimental research. 7. Why would a researcher choose to use Simple Random Sampling as a sampling technique? A. To consider giving equal chance to the member of accessible population being selected as part of the study. B. To make sure that all subcategories of the population are represented in the selection of sample. C. To group the entire population into clusters since the location of the samples are widely spread. D. To systematically choose samples from a given list of individuals. 43 CO_Q2_SHS Practical Research 2_Module 1 8. When can we consider a research sample as "best?" A. representative of population C. conveniently represented B. systematically chosen D. purposely selected 9. Given that your study will use stratified random sampling, wherein population of your scope is 250 with a computed sample size of 152, how many samples for each stratum will you have if group 1 has 92, group 2 has 86, and group 3 has 72 population? A. Group 1 = 52, Group 2 = 54, Group 3 = 46 B. Group 1 = 56, Group 2 = 45, Group 3 = 51 C. Group 1 = 52, Group 2 = 52, Group 3 = 44 D. Group 1 = 54, Group 2 = 56, Group 3 = 41 10. What type of reliability is measured by administering two tests identical in all aspects except the actual wording of items? A. Internal Consistency Reliability C. Test-retest reliability B. Equivalent Forms Reliability D. Inter-rater Reliability 11. What type of validity is when an instrument produces results similar to those of another instrument that will be employed in the future? A. Predictive Validity C. Criterion Validity B. Face Validity D. Content Validity 12. The Ability Test has been proven to predict the mathematical skills of Senior High School students. What type of test validity is shown in the example? A. Construct Validity C. Content Validity B. Criterion Validity D. Face Validity 13.

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