Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

Name: __________________________________________ Score: ___________________

Grade and Section: _________________________________ Teacher: _________________________________

Module in Practical Research 2

Grade 12
First Quarter
Week 1
MOST ESSENTIAL LEARNING COMPETENCIES
• Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1)

WHAT’S IN
In your Practical Research 1, you have learned that Qualitative research is one that provides insights and understanding of
the problem set. It is an unstructured, exploratory research method that studies highly complex phenomena that are
impossible to elucidate with quantitative research. Although, it generates ideas or hypotheses for later quantitative research.
Qualitative research is employed to realize an in-depth understanding of human behavior, experience, attitudes, intentions,
and motivations, on the idea of observation and interpretation, to seek out the way people think and feel. It is a sort of
research during which the researcher gives more weight to the views of the participants. Case study, grounded theory,
ethnography, historical and phenomenology are the kinds of qualitative research. Is your current research topic a qualitative
research? Try to evaluate!
More so, Quantitative research was also introduced as part of the discussions about research designs, hence, Quantitative
research is a form of research that relies on the methods of natural sciences, which produces numerical data and hard
facts. It aims at establishing cause and effect relationship between two variables by using mathematical, computational and
statistical methods. The research is additionally referred to as inquiry because it is often accurately and precisely measured.
The data collected by the researcher are often divided into categories or put into rank, or often measured in terms of units
of measurement. Graphs and tables of data are often constructed with the assistance of quantitative research, making it
easier for the researcher to research the results.

TERMINOLOGY: Quantitative

Quantitative research is an objective, systematic empirical investigation of observable phenomena through the utilization
of computational techniques. It highlights the numerical analysis of data hoping that the numbers yield unbiased results
which can be generalized to some larger population and explain a selected observation. Simply, quantitative research
cares with numbers and their relationship with events.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

[Link] info is typically gathered using structured research instruments.

[Link] results are supported by larger sample sizes that are representative of the population.
[Link] research study can usually be replicated or repeated, given its high reliability.
[Link] researcher features a clearly defined research question to which objective answers are sought.
[Link] aspects of the study are carefully designed before data is collected.
[Link] is within the type of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms.
[Link] hypothesis is often used to generalize concepts more widely, predict future results, or investigate causal
relationships.
[Link] use tools, like questionnaires or computer software, to collect numerical data.
STRENGTHS OF QUANTITATIVE RESEARCH

1. It's objective. the foremost reliable and valid way of concluding results, because of a replacement hypothesis or to
disproving it. Due to the bigger number of the sample of a population, the results or generalizations are more reliable and
valid. Since it provides numerical data, it can’t be easily misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses and allows you to understand a huge amount of
important characteristics of data.
3. It's real and unbiased. If the research is correctly designed it filters out external factors, they are often seen as real and
unbiased.
4. The numerical data are often analyzed in a quick and straightforward way. By employing statistically valid random models,
findings are often generalized to the population about which information is vital.
5. Quantitative studies are replicable. Standardized approaches allow the study to be replicated in several areas or over
time with the formulation of comparable findings.
6. Quantitative experiments are useful for testing the results gained by a series of qualitative experiments, leading to a final
answer, and narrowing down possible directions to follow.

WEAKNESSES OF QUANTITATIVE RESEARCH

1. Quantitative research requires an outsized number of respondents. it's assumed that the larger the sample is, the more
statistically accurate the findings are.
2. It's costly. Since there are more respondents compared to qualitative research, the expenses are getting to be greater
in reaching these people and in reproducing questionnaires.
3. The knowledge is contextual factors to help interpret the results or to elucidate variations that are usually ignored. It
doesn't consider the distinct capacity of the respondents to share and elaborate on further information, unlike qualitative
research.
4. Much information is difficult to gather using structured research instruments, specifically on sensitive issues like pre-
marital sex, violence, among others.
5. If not done seriously and properly, data from questionnaires could even be incomplete and inaccurate. Researchers must
get on the look-out on respondents who are just guessing in answering the instrument.

KINDS OF QUANTITATIVE RESEARCH

1. Descriptive research is designed to depict the participants in an accurate way. More simply put, descriptive research
is all about describing folks that participate in the study.
There are 3 ways a researcher can set about doing a descriptive research project,

a. Observational, defined as a way of viewing and recording the participants

b. Case study, defined as an in-depth study of a private or group of people

c. The survey, defined as a fast interview or discussion with an individual for a specific topic.

2. Correlational study is a method of research during which you've 2 or more quantitative variables from the same group
of subjects, and you're trying to figure out if there is a relationship (or covariation) between the 2 variables (a similarity
between them, not a difference between their means).

Theoretically, any 2 quantitative variables are often correlated (for example, midterm scores and number of body piercings!)
as long as you've scored on these variables from the same participants; however, it's probably a waste of some time to
collect and analyze data when there's little reason to think these two variables would be related to each other.

3. Quasi-experimental design involves selecting groups, upon which a variable is tested, with none random pre-selection
processes. for instance, to perform a tutorial experiment, a category might be arbitrarily divided by alphabetical selection
or by seating arrangement. The division is typically convenient and, especially in a tutorial situation, causes as little
disruption as possible. After this selection, the experiment proceeds during a really similar way to the other experiment,
with a variable being compared between different groups, or over a period of some time.

4. Experimental research is usually utilized in sciences like sociology and psychology, physics, chemistry, biology and
medicine etc. it's a group of research designs that use manipulation and controlled testing to understand causal processes.
Generally, one or more variables are manipulated to figure out their effect on a variable.

The methodology could even be a scientific and scientific approach to research during which the researcher manipulates
one or more variables, and controls and measures any change in other variables.
The word experimental research features a variety of definitions. Within the strict sense, experimental research is what we
call a true experiment.

This is an experiment where the researcher manipulates one variable, and controls/randomizes the remainder of the
variables. it's an impressive group, the themes are randomly assigned between the groups, and thus the researcher only
tests one effect at a time. it's also important to know what variable(s) you'd wish to check and measure.

PRACTICAL RESEARCH 2 Q1W1 Prepared by: Ontog, JV

 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las Piñas City

Name: __________________________________________ Score: ___________________

Grade and Section: _________________________________ Teacher: _________________________________

Module in Practical Research 2

Grade 12
First Quarter
Week 2
MOST ESSENTIAL LEARNING COMPETENCIES
 Illustrates the importance of quantitative research across fields (CS_RS12-Ia-c-2)

WHAT’S IN

In the previous Module, you've learned that Quantitative Research is more reliable and objective, can use statistics to
generalize a finding, Often reduces and restructures a posh problem to a limited number of variables, Looks at relationships
between variables and may establish cause and effect in highly controlled circumstances, Tests theories or hypotheses,
Assumes sample is representative of the population, Subjectivity of researcher in methodology is recognized less, and fewer
detailed than qualitative data and should miss a desired response from the participant
Furthermore, there are different sorts of Quantitative approaches so as to deal with the necessity to collect data and solve
problems statistically.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

People do research to hunt out solutions, even tentative ones, to problems to enhance ways of doing things, to disprove or
provide a replacement hypothesis, or simply to hunt out answers to questions or solutions to problems in lifestyle. Research
findings can affect people’s lives, ways of doing things, laws, rules and regulations, also as policies, among others. Widely,
quantitative research is typically used thanks to its emphasis on proof rather than discovery.

1. More reliable and objective

2. Can use statistics to generalize a finding
3. Often reduces and restructures a complicated problem to a limited number of variables
4. Looks at relationships between variables and should establish cause and effect in highly controlled circumstances
5. Tests theories or hypotheses
6. Assumes sample is representative of the population
7. The subjectivity of the researcher in methodology is recognized less
8. Less detailed than qualitative data and will miss a desired response from the participant.

QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT (ABM)

It can help design a replacement product or service, deciding what's needed and confirming the product is extremely
targeted towards demand. Businessmen can also utilize research results to make sure enough distribution of their products
and choose where they need to increase their product distribution. Conducting research can also help a business determine
whether now's the proper time to open another branch or whether it must apply for a replacement loan. It's getting to also
help little businesses decide if a procedure or strategy should be changed to satisfy the requirements of the customer.
Research is significant for any organization to remain within the market. The primary function of research in ABM is to
properly determine its customers and their preferences, establish the enterprise within the foremost feasible location, deliver
quality goods and services, analyze what the competitors do and find ways on the thanks to continuously satisfy the growing
and varied needs of the clients.

QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology could also be a search method of blending qualitative and quantitative research data. it's concerned with
exploring connections simultaneously, amidst cultural differences, alternatives and identity. within the contemporary
academic, socio-cultural and political climate these concepts have immense symbolic overtones.
Quantitative research is used in Anthropology in many aspects. Like, true experiments may be used in studying people as
long as you follow certain steps (Bernard, 2004). This is often to look into the results of an intervention in the ethnic
behavior of a gaggle.
In here, you'd sort of a minimum of two groups, called the treatment group and thus the control group. One group gets
the intervention and thus the opposite group doesn't. Next, individuals could even be randomly assigned, either to the
intervention group or to the control group to form sure that the groups are equivalent. Then, the groups are measured on
one or more dependent variables; this is often called the pre-test. After this, the intervention is introduced. Lastly, the
dependent variables are measured again. This is often the post-test.

QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested by how an understanding of a selected communication phenomenon might generalize to
a much bigger population. As an example, researchers can advance questions like “What Effect do punitive behavioral
control statements wear in a classroom? What communicative behaviors are associated with different stages in romantic
relationships? What communicative behaviors are used to answer co-workers displaying emotional stress? (Allen, Titsworth,
Hunt, 2009)

QUANTITATIVE RESEARCH and MEDICINE

Quantitative research is used to research how sports could even be used as an alternate way of medicating an illness. An
example is research done by the University of Eastern Finland which investigated the connection between mushrooming of
nutriment chains and obesity, also because the intervention needed to prevent children’s obesity from reaching serious
proportions. The research focused on the children’s physical activity and physical inactivity and thus the concomitant impact
on the children’s amount of fat (fat mass) and therefore the endurance fitness. The study is used to research certain effects
of physical activity in weight control.

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be predominantly observational research supported surveys or
correlational studies. The designs test interventions like curriculum, teaching-learning process, or assessment with an
experimental group. Either a comparison or controlled group learners may allow researchers to beat validity concerns and
infer potential cause-effect generalizations. Researchers are using it to affect the emerging trends in recent times.

QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

Relationship Questions in today’s quantitative trend tend to explore how one behavior exhibited by people is claimed to
other kinds of behavior. Examples are verbally aggressive behaviors related to physical aggression – that's , when a private
features A level of verbally aggressive behavior, does he or she tend to be physically aggressive? Are certain supervisor
communication skills associated with the emotional experiences of employees?
Questions of difference explore how patterns of behavior or perceptions might differ from one group or kind of a private to
another: Do people with disabilities experience emotional labor differently from those without disabilities? Do women
perceive talkativeness (or lack of it) differently from men? Do communication styles differ from one culture to the next?
(Alle, Titsworth, Hunt, 2009).

QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often utilized in evaluating social problems. Suppose a researcher has invented how for
improving reading comprehension among third graders. She/he selects two third grade classes during an administrative
division. one of them gets the intervention and thus the opposite doesn’t. Students are measured before and after the
intervention to determine whether their reading scores improve. This design contains many of the weather of true
experiments, but the participants aren't assigned randomly to the treatment and control groups.

QUANTITATIVE RESEARCH and PSYCHOLOGY

Mertens (2005) says that the dominant paradigms that guided early psychological research were positivism and its
successor, post-positivism. Positivism is based on rationalistic, empiricism that originated with Aristotle, Bacon , Locke ,
August Comte, and Kant . The underlying assumptions of positivism include the idea that the social world is often studied
within an equivalent way because of the wildlife, that there is how for studying the social world that's value-free, which
explanations of a causal nature are often provided.

QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING, and ARITHMETIC

Medical practitioners, as an example, conduct research to urge significant information about disease trends and risk factors,
results of various health interventions, patterns of care and health care cost and use. the varied approaches to research
provide complementary insights. Researchers help in determining the effectiveness and even side effects of drugs and
therapies in several populations and various institutions. It is also necessary in evaluating experiences in clinical practice so
as to develop mechanisms for best practices and to ensure high-quality patient care. Researchers in these fields ultimately
aim for man’s longevity.
As for engineers, architects, and other builders, research helps in providing designs that are creatively beautiful and at the
same time give more convenience and efficiency as they utilize modern technology to adapt to the ever-changing society.
New materials and procedures could even be developed so as to further strengthen the structural materials that can
withstand various calamities and disasters.

PRACTICAL RESEARCH 2 Q1W2 Prepared by: Ontog, JV

 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las Piñas City

Name: __________________________________________ Score: ___________________

Grade and Section: _________________________________ Teacher: _________________________________

Module in Practical Research 2

Grade 12
First Quarter
Week 3
MOST ESSENTIAL LEARNING COMPETENCIES
 Differentiates kinds of variables and their uses (CS_RS12-Ia-c-3)

WHAT’S IN
In the inquiry process, variables are important. It is the central idea in research. A variable is a property or
characteristic of some event, object or a person that can be assigned with different values (qualitative or quantitative)
or amounts. In conducting a quantitative research, especially experiments, these variables are often manipulated.
Independent vs Dependent Variable
In experimental investigations, there are two types of variables, known as the independent and dependent variable.
The independent variable is the variable that the researcher changes or manipulates to see its effect to the other variable,
the dependent variable respectively. Independent variable is often confused with predictor variable. Though these terms
are often used interchangeably, they actually refer to two different concepts. Although they are both used to observe how
they affect some other variable or outcome, the main difference is that independent variables can be used to determine if
one variable is the cause of changes in another, whereas predictor variables cannot.
In addition, according to Williams (2015), independent variables are manipulated by the researcher to see if this
variable will cause changes or not to the other variable or outcome. Predictor variables are generally not manipulated by
the researcher. The differences and the changes in the predictor variable across subjects are usually naturally occurring.
Independent variables are used in true experimental designs; predictor variables are used in non-experimental research.
On the other hand, a dependent variable is the variable that the researcher wanted to measure. It is sometimes
called criterion variable. The changes in this variable is the main focus of the researcher in the study.
To reiterate, an independent variable influences the dependent variable.

Independent Variable Influences Dependent Variable

For example:
EFFECTIVENESS OF GENERAL COMMUNITY QUARANTINE TOWARDS CONTAINING COVID-19 AS
PERCEIVED BY THELOCAL GOVERNMENT UNIT OF LAS PIÑAS CITY
INDEPENDENT VARIABLES DEPENDENT VARIABLES
General Community Quarantine
Effectiveness towards containing
COVID-19
Local Government Unit

THE RECOVERY AND FATALITY RATE OF COVID-19 PATIENTS

IN NATIONAL CAPITAL REGION
INDEPENDENT VARIABLES DEPENDENT VARIABLES

Recovery rate
COVID-19 patients
Fatality rate

THE EFFECT OF SELF-QUARANTINE TO THE BODY MASS INDEX, BLOOD PRESSURE, AND LUNG STABILITY
AMONGPERSONS UNDER MONITORING (PUM)
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Effect
Self-quarantine Body Mass Index
Persons Under Monitoring Blood pressure
Lung stability
 Independent variables influence or affects other variable. Always take note that when an independent variable is
present, the dependent variable is also present, and with each unit of increase in the independent variable, there is an
increase or decrease in the dependent variable also.
Types of Data: Quantitative vs Categorical Variables
Data is a specific measurement of a variable. It is the value you record in your data sheet. Data is generally divided
into two categories: quantitative data (represents amounts) and categorical data (represents groupings). This is also
known as qualitative variables.
Quantitative Variables
When you collect quantitative data, the numbers you record represent real amounts that can be added, subtracted,
divided, etc. Under this type of variable, there is the discrete variable and the continuous variable.
A discrete variable assumes a distinct point on scale. It is the counts of individual items or values. These data
are always presented as whole number. Examples are the number of boys and girls inside the class, number of COVID-
19 patients, and the number of typhoons visited the country.
On contrary, continuous variable is a variable that can assume a continuous scale. It represents measurements
that are continuous or non-finite values. Examples are distance, volume, and age.
Categorical Variables
Categorical variables represent groupings of some kind. They are sometimes recorded as numbers, but the
numbers represent categories rather than actual amounts of things.
There are three types of categorical variables: nominal, ordinal, interval variables.
Nominal variable denotes a qualitative attribute of the variable such as gender, religion, movie genre. There is
no number associated with these variables because they are categories or classifications. This can be groups with no rank
or order between them such as species names, colors, and brands.
Ordinal variable refers to the order or rank of a measurement. Examples are survey on the satisfaction of food,
and finishing place in a race.
Interval variable are used to account for differences between each value. These variables are numerical scales
in which the exact difference between two values is known. For example, the temperature difference between 26 ℃ and
25 ℃ is the same the difference between 28℃ and 27 ℃.
Other Types of Variables: Control Variables, Intervening or Moderating Variables and Extraneous Variables
Control Variables (aka Constant or Controllable Variable)
sometimes, certain characteristics of the objects under scrutiny are deliberately left unchanged. These are known as
constant or controlled variables. In the vaccine experiment for the Covid-19, one control variable could be the amount of
different types of vaccine. By keeping the amount of vaccine the same, it’s easier to determine the differences of its
effectiveness in killing the virus.
Intervening or Mediating Variables
An intervening variable is a variable that helps explain the relationship between two variables (Williams, 2015) .
But what does that really mean?
For example, the level of educational attainment and income. The level of educational attainment is the independent
variable because it is the variable that the researcher can manipulate while the income is the dependent variable because
it is what the researcher wanted to measure. Usually, the higher the educational attainment, the higher the income.
However, that is not true in all cases. So you will think about another variable that can help you explain the relationship of
these two variables. That’s when an intervening variable will come in. Remember that not all with higher educational
attainment get higher income. There are people like Bill Gates (the co-founder of Microsoft Corporation, considered the
world’s richest man in the world in his time) and Mark Elliot Zuckerberg (the chairman of Facebook Inc.) who were both
college dropped out but well known with their unimaginable high income. So in this example, we found that job opportunities
can explain the relationship between educational attainment and income. This means that when a person has a higher
educational attainment, most likely will have more job opportunities and therefore, will have more income. Job opportunities
is the intervening variable because it explains how and why the independent variable (educational attainment) affects the
dependent variable (income).

Moderating Variables
A moderating variable, also called a moderator variable or simply M, changes the strength or direction of an effect
between two variables, the independent and dependent variables respectively. In other words, it affects the relationship
between the independent variable and a dependent variable. Moderating variables can be qualitative or non-numerical
values such as like race, socioeconomic class or sex and quantitative or numerical values like weight, reward level or age).
For example: In terms of stress, usually men suffer stress more than women. The qualitative variable here is sex
which moderates the strength of the effect between stress and health status.
Extraneous Variables
These variables are external factors that may affect the result of the study therefore, needs to be controlled. These
variables include the situational variables such as the environment, participant variables such as mood and intelligence,
experimenter effects such as giving unintentional clues during experiment and demand characteristics which are clues in
an experiment that gives hint to the participants of the purpose of the study
For example, say the effectiveness of webinars (seminars done online) for the teachers, but the speakers/hosts of the
webinars did not realize the possibility that there could be online traffic because of the number of attendees accessing the
site they’ve provided. Because the number of attendees accessing the site provided by the speakers, affected the
functionality of the site, and also the session, it’s both a lurking variable and a confounding variable.
Practical Research 2 Q1W3 Prepared by: Cabarles, John Carl P.
 Name: __________________________________________ Score: ___________________

Grade and Section: _________________________________ Teacher: _________________________________

Module in Practical Research 2
Grade 12
First Quarter
Week 4
MOST ESSENTIAL LEARNING COMPETENCIES
● Designs a research used in daily life (CS_RS12-Id-e-1)
● Writes a research title (CS_RS12-Id-e-2)
● Describes background of research (CS_RS12-Id-e-3)
WHAT’S IN
A research problem is a specific issue, difficulty, contradiction, or gap in knowledge that you will
aim to address in your research. You might look for practical problems aimed at contributing to change or
theoretical problems aimed at expanding knowledge. - McCombes
Researchable research problems are problems that can be answered through the scientific process.
For qualitative research, problems require instruments or survey questionnaires in order to answer the
problem. In terms of experimental research, it could be a hypothesis that needed to be tested. Non-
researchable research problems on the other hand, are questions that are metaphysical, impossible and
can never be accomplished. Furthermore, according to Matthews (2010) and Schreiber (2012) as cited by
Baraceros (2016) non- researchable research problems are quantitative research problems that are “more
inclined to explaining or describing the people’s views, values, attitudes, opinions, and other subjective
traits”.

Guidelines in choosing a research problem

1. Select a research problem.

2. Research problems must reflect the “importance of carrying out the research for finding
answers or solutions to a problem” (Baraceros, 2016).
3. Check your ideas, variables or research problems on the internet.
4. Avoid research problems that are answerable only by yes or no. (Baraceros, 2016).
5. Research problems can be expressed into interrogative or declarative form. (Babbie 2013;
Punch 2014; Walliman 2014 as cited in Baraceros, 2016)

Research Title

One of the parts, perhaps the most single important unit of your research paper is the title. The
title is the first thing that the readers or your critiques will see when they look at your paper. It is also a
piece of important information that your fellow researchers will see in a database or search engine query.
Therefore, making sure that the title will capture the interest of your audience and making sure it will grasp
all the relevant aspects of your study is one of the challenges that you will encounter.
Elements of a Research Title
The title summarizes the main focus of your study. A good research title doesn’t need to be long
just to describe the purpose or give the problem of your research. Below are the elements/characteristics
of a good research title.
● Realistic - as a researcher, you need to view your work from a practical point of view.
● Measurability – your title is achievable in context. I
● Current – A good research title should be acceptable in the present time.
● Relevance- a good topic shows the expertise of the researcher. It also presents the significance of
the overall ideas of the study undertaken.
● Repetitiveness- It’s important to consider having a topic that has not been done and published
previously, not unless you’re doing a review and even with that you need to tweak it a little.
● Causality and destination- it’s very important to show the cause and effect relationship in your
study as well as the destination focus or rather unit of study straight from the topic.
 ● Usual jargon- Avoid common words in your title such as “influence of,” “factors affecting,” and
etcetera. Be unique with your title.
● Number of words- t Try to limit it from 10 to 15 substantive words only.
● Avoid using abbreviations.
● Use current nomenclature from the field of study.
● Make titles in a form of a phrase, but you can also create one in the form of a question.
● Use correct grammar and right [Link] such as nouns, pronouns, verbs, adjectives
and adverbs should be capitalized.
Guidelines in Writing a Research Title
In the previous lesson, you already learned about the guidelines on how to choose a good research
problem. You can use those guidelines in writing your research title. Below are the guidelines in writing a
research title:
1. First, ask yourself some questions about what your paper seeks to answer and what
it accomplishes. Examples are: What is my paper all about?; What methods did I use to
perform my study?; What or who was the subject of my study?; and What I want to see in the
results?
2. Identify and list keywords and phrases.
From your answers in step 1, you have to identify the keywords and phrases that are essential
to your study.
These keywords will form the foundation of your title.
3. Once you have identified and listed keywords, you may now begin constructing a
long sentence.
From the identified keywords, make a long sentence. This sentence will serve as your research
problem.
4. Next, create a working title and remove the elements that make it a complete
sentence. But, keep everything that is most important to what the study is about.
Delete all unnecessary or redundant words. Make sure that your title will follow the
minimum 10 words to a maximum of 15 words only.
5. Delete all extra words, phrases; put keywords at the beginning and end of your
title. It means that you have to arrange the keywords (variables) in order. Independent
variable should be mentioned first followed by the dependent variable. All nouns and pronouns
should be capitalized properly.

Describing Research Background

What does the Research Introduction mean?

Research Introduction is composed of the first paragraphs of a investigatory project paper on which the
proponent provides a brief or concise discussion on the nature, related works, and rationale of the study.
It tackles the social significance of addressing the observed social problems or concerns. Further, the
introductory paragraph needs to be reader-friendly and catches the attention of its audience.

What are the Key Indicators in Writing an Introduction of a Research Project?

Listed below are the key indicators in writing an introduction of a research project:
1. Research introduction is reader-friendly and catches the attention of its audience
2. It discusses recent and related works on the nature of the study.
3. It states the particular issue and problem statement to be answered in the study.
4. It tackles clearly the social significance of addressing the observed social problems or concerns and
the rationale of study.
5. It mentions the coverage of the sections in the research chapter.

The information which Can be Tackled in the Background

Readers should have a complete understanding of the topic and the purpose of the study. The
length and depth of the discussion of the background should be sufficient to be able to establish complete
understanding and be able to communicate how the study is different and beneficial to the target population
and industry.
Below are possible information which can help establish the background of the study.
1. Theories, concepts, terms, and ideas that may be unfamiliar to the target audience which requires
additional explanation.
2. Historical data that needs to be shared in order to provide context on why the current issue emerged.
3. Concepts that may have been borrowed from other disciplines that may be unfamiliar to the reader and
need an explanation.

Practical Research 2 Q1W4 Prepared by: Cabarles, JC, JAP, Pantolla, JMG, Bumanglag, RF, & Kusain MJT.