Subject: RDL 202 Quantitative Research

Department: ABM
Duration: 10 weeks
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 RESEARCH IN DAILY LIFE 2: QUANTITATIVE RESEARCH
Course Outline
2nd Quarter, First Semester, SY 2021-2022

Textbook: Learning Packet

Practical Research 2
Barrot, Jessie S. (2017)
C&E Publishing, Inc. : Philippines

Grading System:
Semestral Grade = Midterm Grade (50%) + Final Grade (50%)
Written works 35% Written works 35%
Performance tasks 40% Performance tasks 40%
Quarterly assessments 25% Quarterly assessments 25%

Instructors:
Bett, Lourdes L. lbett@[Link]
Homeres, Ray Michael S. rhomeres@[Link]
Obsioma, Maricar C. mcobsioma@[Link]

XUSHS Faculty, MS Teams

Xavier University – Ateneo de Cagayan Senior High School
Masterson Ave., Pueblo, Cagayan de Oro City 9000
Webpage: [Link]

Written Works:
Written Works (WW) constitute prelim exam, quizzes, seatworks, assignments, or any written activity. These will be
given depending on the need and will be usually announced. Questions for quizzes are usually exercise questions or
applications to practice the concepts learned but will sometimes be “objective” type. They may be held before or after the
lecture or activity, so students are held responsible to study and be prepared. Assignments or homework or problem sets
are given with the intention of encouraging self-study among students, not just to review their lecture notes but also to
pursue some skills development, not readily acquired during class hours, e.g., performing calculations or balancing
mathematical equations. Assignments are usually taken from the textbook, so students are obliged to have their own copy
by purchase or they can borrow.

Performance Tasks:
Performance Tasks (PTS) are given or announced to students in the first month of the quarter. Ample time is given so
that students can prepare well.

Quarterly Assessments:
There are two (2) major exams for quarterly assessment: Midterm and Final. Delayed exam will be given within one (1)
week after the scheduled examination. There will be no removal examinations.

Non-Regular Activity:
Due to the current pandemic situation brought by COVID-19, all schools have been mandated to have home learning
with instructions coming from either synchronous class sessions or other options depending on the learner’s capacity.
XUSHS prioritizes students’ learning, as well as their health and safety, amidst limitations brought by COVID-19 pandemic.

Study / Activity Group and Activity Partners:

During the first day class orientation, a study/activity group and activity partners are created. This is created to allow
students’ interaction through group activities.

Class Decorum:
For virtual classes, students are expected to observe netiquette. Taking down notes is an integrated function of every
student as well as studying and participating in class. For students who can’t join the virtual classes, they still have to do
the tasks on their own, following the prescribed Learning Time.

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SUBJECT DESCRIPTION
Course Description: This course develops critical thinking and problem-solving skills through Quantitative Research.
Duration: 10 weeks (2nd Quarter)

WEEK DATE ESSENTIAL TOPICS ASSESSMENT

1 October 11 – 15 GTKY / Subject Orientation Grouping Activity
Short quiz

Lesson 1: Nature of Inquiry and Activity 1: Choosing the Topic

Research Activity 2: Narrowing Down the
Topic

2 October 18 – 22 Lesson 1: Nature of Inquiry and Activity 3: Identifying the Problem

Research Activity 4: Formulating the
Research Hypothesis

3 October 25 – 29 Lesson 2: Identifying the Inquiry and Mini-Task 1: Chapter 1

Stating the Problem

4 November 1 – 5 Lesson 2: Identifying the Inquiry and Activity 5: Literature Matrix

Stating the Problem Activity 6: Conceptual Framework

5 November 8 – 12 MIDTERM EXAM

6 November 15 – 19 Lesson 3: Learning from Others and Mini-Task 2: Chapter 2

Reviewing the Literature

7 November 22 – 26 Lesson 3: Learning from Others and Activity 7: Sampling Design

Reviewing the Literature

8 November 29 – Lesson 4: Understanding and Mini-Task 3: Chapter 3

December 3 Systematically Collecting Data

9 December 6 – 10 PT WEEK Submission of PT

(Chapters 1 to 3)

10 December 13 – 17 FINAL EXAM

* Changes in the schedule to be announced by the Class Instructor.

Reminder: Please pay attention to our deadlines. This course only has a 10-week class duration.

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 RESEARCH IN DAILY LIFE 2: QUANTITATIVE RESEARCH
Grade 12 ABM

COURSE OUTLINE

LESSONS OVERVIEW

AD MAJOREM DEI GLORIAM!

Welcome to our first module! In this module, we gathered as much information as possible to give essential
knowledge and skills to the young researchers like you! Unlock your imaginations and creativity, spread your
eyes around you, and make research as your baseline in making decisions. You can change the world by your
own simple discovery.
You will find here our general instructional guidelines and the components of our module. You will be guided
one step at a time through the specific instructions of the learning tasks given below, May the spirit of growth
mindset, guide you as we undertake this online learning process. If you have concerns, questions, or
clarifications you may contact us through these details:

Ms. Lourdes L. Bett Mr. Ray Michael S. Homeres Ms. Maricar C. Obsioma
lbett@[Link] rhomeres@[Link] mcobsioma@[Link]

In this module, you will take the following topics and you are expected to demonstrate the following as
evidence of learning:
Content Standards:
Lesson 1: The learner understands (1) the characteristics, strengths, weaknesses, and kinds of quantitative
research; (2) the importance of quantitative research across fields; and (3) the nature of variables;
Lesson 2: The learner understands (1) the range of research topics in the area of inquiry; (2) the value of
research in the area of interest; and (3.\) the specificity and feasibility of the problem posed.
Lesson 3: The learner understands (1) the formulation of conceptual framework; (2) the research hypotheses
(if appropriate); and (3) the definition of terms as used in the study.
Lesson 4: The learner understands (1) quantitative research design; (2) description of sample; (3) instrument
development; (4) description of intervention (if applicable); (5) data collection and analysis
procedure such as survey, interview, and observation; (6) guidelines in writing research
methodology;

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Performance Standards:
Lesson 1: The learner shall be able to decide on suitable quantitative research in different areas of interest.
Lesson 2: The learner shall be able to formulate clearly the statement of the research problem.
Lesson 3: The learner shall be able to formulate clearly conceptual framework, research hypothesis (if
appropriate), and define terms used in the study. Also, the learner shall be able to present
objectively written review of related literature and conceptual framework.
Lesson 4: The learner shall be able to describe adequately quantitative research design, sample, instrument
used, intervention (if applicable), and data collection and analysis procedures
Formation Standards:
The learner develops moral competence in addressing social, economic, and scientific inquiries with the
commitment to preserve and uplift the status of everyday life.

MOST ESSENTIAL LEARNING COMPETENCIES

ESSENTIAL Lesson 1: Quantitative Research; kinds, variables and its importance in different fields.
TOPIC Lesson 2: Contents of Chapter 1; topic, background of the study, research problem, research
questions, research hypothesis, significance of the study, scope and delimitation,
and research title
Lesson 3: Review of Related Literature: Literature review, skills in drafting literature review,
theoretical and conceptual framework, citing sources, ethical standards
Lesson 4: Methodology: Research designs, sample and sampling methods, validity and
reliability, Contents of Chapter 3; topic, background of the study, research
problem, research questions, research hypothesis, significance of the study, scope
and delimitation, and research title

TITLE Lesson 1: Nature of Inquiry and Research

Lesson 2: Identifying the Inquiry and Stating the Problem
Lesson 3: Learning from Others and Reviewing the Literature

Lesson 4: Understanding and Systematically Collecting Data

LEARNING Cognitive
OBJECTIVES At the end of the unit, learners should be able to:
Lesson 1:
* Describe the characteristics, strengths, and weaknesses of quantitative research.
* Identify and discuss the kinds of quantitative research.
* Illustrate the importance of quantitative research in different fields.
* Differentiate the kinds of variables and their uses.
Lesson 2:
*Design research that is useful for daily life.
* Describe the background of research.
* State the research questions.
* Indicate the scope and delimitation of research.
* Cite the beneficiaries of research.
* Present a written statement of the problem

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 Lesson 3:
* Illustrate and explain conceptual framework
* Define terms used in study
* List research hypotheses (if appropriate)
* Present written review of related literature and conceptual framework
Lesson 4:
* Choose appropriate quantitative research design
* Describe sampling procedure and the sample
* Construct an instrument and establishes its validity and reliability
* Describe intervention (if applicable)
* Plan data collection procedure
* Plan data analysis using statistics and hypothesis testing (if appropriate)
* Present written research methodology

LEARNING Affective
OBJECTIVES * Appreciate careful planning in crafting and executing Chapters 1, 2, and 3
Psychomotor
* Write a research title.
* Demonstrate the skills needed in developing Chapters 1, 2, and 3

EVIDENCE OF The learners will demonstrate their critical thinking and problem-solving skills in developing
LEARNING Chapter 1, 2, and 3 of their research papers.

SELF- 1. Organizing and transforming information

REGULATED 2. Outlining and summarizing
STRATEGIES 3. Goal setting and planning
4. Time management and pacing

TEXTBOOK Barrot, Jessie S., (2017). Practical Research for Senior High School. C&E Publishing, Inc.
REFERENCE
OTHER Abadiano, Mark N. (2016). Research in Daily Life 1: Qualitative Research Method. Cronica
REFERENCES BookHaus.

Boholano, Helen B., Bombita, Medardo B., Faltado, Ruben III E. , Pogoy, and Angeline M.
(2016). Practical Research 2: Quantitative Research for Senior High School (Applied Subject).
Lorimar Publishing, Inc.

Calderon, Jose F. (2018)and Methods of Research and Thesis Writing. National Book Store.
Mandaluyong City, Philippines. 2018 (reprint).

Cristobal, Amadeo Jr. P., and Cristobal, Maura Consolacion D. (2017). Practical Research 1 for
Senior High School. C & E Publishing, Inc.

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 By the end of the quarter, you are expected to show the following as Performance Task: RESEARCH
PROPOSAL.

With the prevailing issues and concerns in the field of social science, humanities, and
education, the University Vice President for Research and Extension is commissioning your
Research Center to conduct research. As a Research Center Head, your aim is to investigate
and critically explore issues, cause and effect, and relationships between variables that affect
behaviors and decision patterns of people in the aforementioned fields and put it into writing
through a Research Proposal. This research proposal will be presented to the Vice President’s
Council in the upcoming meeting. Your work will be evaluated by (1) Content – The
information contained in and communicated by the research; (2) Organization – The way in
which the information is put together; (3) Style – Sentence structure; (4) Grammar and
Mechanics – The ability to express oneself so as to be understood by others; and (5)
Documentation and Sources – Appropriate citation and references.

To manage your time well, observe the Learning Time below:

TARGET DATE OF
LESSON ACTIVITY/TASK NO.
COMPLETION
Activity 1: Choosing the Top October 14, 2021
Activity 2: Narrowing Down the Topic October 15, 2021
Lesson 2 - Identifying the Activity 3: Identifying the Problem October 21, 2021
Inquiry and Stating the Activity 4: Formulating the Research October 22, 2021
Problem Hypothesis
Mini-Task 1: Chapter 1 October 29, 2021

Lesson 3 - Learning from Activity 5: Literature Matrix November 4, 2021

Others and Reviewing the Activity 6: Conceptual Framework November 5, 2021
Literature Mini-Task 2: Chapter 2 November 19, 2021

Lesson 4 - Understanding Activity 7: Sampling Design November 26, 2021

and Systematically
Collecting Data Mini-Task 3: Chapter 3 December 3, 2021

Submission of PT December 10, 2021

(Chapters 1 to 3)

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 PRE-TEST:
Let’s find out how much you already know about this module. Choose the best answer for all questions. After
taking this short test, you will see the answer key with a brief explanation for you to study.
1. Which of the following types of research is known as the systematic investigation of observable
phenomena where the researcher gathers quantitative or numerical data and subjects them to
statistical methods?
A. Action C. Qualitative
B. Artistic D. Quantitative
2. Which term refers to the extent to which the findings not only represent the samples but also the
population at large?
A. Assumption C. Probability
B. Generalizability D. Representation
3. Which type of Quantitative Research aims to infer the cause of a phenomenon which has already
occurred?
A. Correlational C. Ex Post Facto
B. Descriptive D. Quasi-experimental
4. Which is used to refer to a statement or prediction that is tested by collecting and analyzing objective
evidence?
A. Guess C. Phenomena
B. Hypothesis D. Premonition
5. Which type of variable is considered undesirable but can have an effect on the overall outcome of the
experiment?
A. Dichotomous C. Ordinal
B. Extraneous D. Ratio
6. Which factor needs to be considered in choosing a topic that relates to the needs of the study’s target
audience?
A. Available Resources C. Manageability
B. Interest D. Relevance
7. Which part of the research study states what is to be investigated, identifies the variables, and
discusses their relationships?
A. Research Gap C. Research Title
B. Research Problem D. Research Topic
8. Which of the following should researchers avoid in choosing a research topic?
A. Controversial Topics C. Personal Experience
B. Interesting Topics D. Specific Area of Interest
9. Which type of information comes straight from the original source?
A. Innate Information C. Secondary Information
B. Primary Information D. Tertiary Information
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 10. Which part of the research study sets the boundaries of the particular research in terms of certain
aspects?
A. Background of the Study C. Research Topic
B. Research Problem D. Scope and Delimitation

ANSWER KEY:
1.) D. Quantitative – This is the definition and concept of a quantitative research.
2.) B. Generalizability – In quantitative research, you test sample in order to make generalizations on the whole
population on which the sample belongs to.
3.) C. Ex-post facto – Key phrase is already occurred. The aim is to study an event after it has happened.
4.) B. Hypothesis – Your hypothesis will be tested in order to prove whether your study is given to chance.
5.) B. Extraneous – This is the very concept of an extraneous variable.
6.) D. Relevance – Choices A, B, and C relate directly to the researcher only, except for answer D.
7.) B. Research problem – The factors mentioned here interplay in the formulation of the Research problem.
8.) A. Controversial topics – Choices B, C, and D are some of the sources of a topic, except answer A.
9.) B. Primary information – This is the basic definition of a primary information.
10.) D. Scope and limitation – This is the concept regarding the coverage or scope of your study and the
particular limitations that could possibly be encountered in the conduct of the
study.

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 I. CONTEXT

You have already undergone Qualitative Research in the second semester of Grade
11, during which, you were able to develop critical thinking and problem-solving skills.
With these previous learnings and knowledge, it is expected that you will have a smooth transition from
Qualitative Research to Quantitative Research. Let’s see what you’ve learned in your Grade 11 RDL
201: Qualitative Research subject. Fill out the first column of the KWL Chart.

KWL
What I Know What I Want to Know What I Learned

You have given your initial idea on what Quantitative Research is. Now, in this lesson, you will
deepen further your understanding of Quantitative Research and you will learn more about the topic
through varied activities. You are then expected to demonstrate your critical thinking and problem-
solving skills in developing Chapter 1 of your research.

By the end of the lesson, you are expected to show the following scaffold to the Performance Task:

PERFORMANCE TASK: Research Proposal

You will be part of a group and your goal now is to develop and finalize the
key components of Chapters 1 to 3 of your research.

Instructions: You are tasked to demonstrate the skills needed in completing this
task.

1. All groups will discuss and brainstorm their chosen topic

2. All groups will then finalize Chapters 1 to 3

In your previous Grade 11 Qualitative Research, you were acquainted with the concepts, principles,
themes, methods, and rudiments of research. You were guided through a step-by-step process in
writing the research proposal and conducting qualitative research. Since Research is a natural day-to-
day activity of gathering information, you will be introduced to another form - Quantitative Research.
And as the name suggests, the data concerned can be analyzed in terms of numbers. In this unit, you
will be encountering the characteristics of quantitative research, its strength and weaknesses, and its

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kinds and importance across disciplines. In here also, you will tackle the kinds of variables and its uses.
Furthermore, you will be encountering also the components of Chapter 1 of the Research Proposal.

II. EXPERIENCE

Human history abounds with problems. Problems are everywhere in different variety in
different perspectives which affect mankind. Problems are observed along political, social,
environmental and many aspects of life. This may be between individuals, groups or in an organization.
Since you are an ABM student, what is the one thing that you have observed in the business world
today and what is one question that is running through your head? With that, mankind wants answers
and solutions to these problems or issues. These solutions should not be only effective but also be
acquired and used for improvement. To be able to achieve that, solutions must be based in knowledge,
not on mere beliefs, guesses, or theories. To acquire this knowledge, it requires a well- planned and
systematic procedure and should be continuously evaluated on its accuracy and usefulness.

Before we proceed, let’s find out what you want to learn from this lesson. Fill out the second column
of the KWL Chart.

KWL
What I Know What I Want to Know What I Learned

In seeking for answers and in the quest for truth, information and knowledge, we need to ask;
we need to inquire. So, what's this all got to do with our subject? Well, we need to first differentiate
Inquiry vs. Research first.

Inquiry is a term that is synonymous with the word “Investigation”. When you inquire or
investigate, you tend to ask questions to probe or examine something using Higher-Order Thinking
Skills’ (HOTS) questions.

Research, on the other hand, is systematic and objective creation of knowledge: systematic
(with a system or method – the scientific method), objective (no bias, all angles presented), and
knowledge creation (a creative process).

You have given your initial ideas about inquiry and research and now we will properly define it.

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 Lesson 1
NATURE OF INQUIRY AND RESEARCH

Research is a key to progress. There can be no progress without research in almost if not all human
endeabors. In the government, in education, in trade and commerce, and in all types and kinds of
industriies, research is vital and essential. Therefore, the methods and techniques must be taught and
learned even while in the senior high school.
Due to the reasons above, it is the purpose of course to make the study of research methods and
techniques as well as research writing easier, more practical and understandable but comprehensive
enough.

1.1 QUANTITATIVE RESEARCH

Research is as important as any field of study. Its significance cuts across all disciplines – engineering,
architecture, medicine, arts and sciences, education, management, tourism, among others. It also
benefits all strata of society – people with diverse jobs, different income rates, varying financial status, or
distinct social and political capabilities.

As such, following are the importance of research:

• To provide a scientific basis for any practice or methodology in any field or discipline
such as development of new drugs in medicine
• To provide continuous development and further productivity in any field
• To help develop tools for assessing effectiveness of any practice and operation such as
psychological tests, intelligence quotient tests, psychological assessments
• To provide solutions to problems concerning almost all issues encountered in the
different areas of work such as employee tardiness, staff incentives, sportsmanship in
school athletes, implementation of a “Clean and Green” program in schools
• To impact decision-making requiring solid information for sound decisions
• To develop and evaluate alternative approaches to the educational aspects of any
discipline
• To advance the personal and professional qualifications of a practitioner
The purpose of research varies across different scientific fields and disciplines.
• To solve problems
• To make a sound decision; is very vital to our everyday decision-making
• To obtain academic degrees
• To unveil the truth
• To acquaint with the facts / happening
• To find out causal / underlying relationships

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 1.2 CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. Empirical – Research is based on direct experience or observation by the researcher.

2. Logical – Research is based on valid procedures and principles.
3. Cyclical – Research is a cyclical process because it starts with a problem and ends with
problem.
4. Analytical – Research utilizes proven analytical procedures in gathering the data, whether
historical, descriptive, experimental, and case study.
5. Critical – Research exhibits careful and precise judgment.
6. Methodical – Research is conducted in a methodical manner without bias using systematic
methods and procedures.
7. Replicability – The research design and procedures are replicated or repeated to enable
the researcher to arrive at valid and conclusive results.

1.3 STRENGTHS AND WEAKNESSES OF QUANTITATIVE RESEARCH

The strengths include the following:

• It is objectives and can’t easily be misinterpreted.

• The use of statistical techniques facilitates sophisticated analyses and allows you to
comprehend a huge number of vital characteristics of data.
• The numerical data can be analyzed in a quick and easy way by employing statistically valid
random models.
• Quantitative studies are replicable due to the application of standardized approaches.

The weaknesses include the following:

• It requires a large number of respondents in order for the findings to be more statistically
accurate.
• It is costly due to the expenses in reaching out to the larger number of respondents.
• The information contextual factors to help interpret the results or to explain variations are
usually ignored. It does not consider the distinct capacity of the respondents to share and
elaborate further information, unlike the qualitative research.
• Many information is difficult to gather using structured research instruments, specifically on
sensitive issues like pre-marital sex, domestic violence, among other.
• If not done seriously and correctly, data from questionnaires may be incomplete and
inaccurate due to some respondents who are just guessing in answering the instrument.

1.4 KINDS OF QUANTITATIVE RESEARCH

The kind of research is dependent on the researcher’s aim in conducting the study and the extent to
which the findings will be used. The following are the various kinds of quantitative research that can be
used:

13 | QUANTITATIVE RESEARCH
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 Descriptive research – This design is concerned with describing the nature, characteristics, and
components of the population or a phenomenon. There is no manipulation of variables or
search for cause and effect related to the phenomenon. This design attempts to find general
attributes of the presently existing situation and determine the frequency with which it occurs.

Correlational research – It is the systematic investigation of the nature of relationships, or

associations between and among variables without necessarily investigating into causal reasons
underlying them, such as sex and mathematical ability, marriage and cancer recovery,
occupation and life span, etc. It is also concerned with the extent of relationships that exists
between or among the variables.

Evaluation research – This kind of research aims to assess the effects, impacts or outcomes of
practices, policies or programs.

Survey research – This research is used to gather information from groups of people by
selecting and studying samples chosen from a population, done in various ways such as face-to-
face, phone, mail, and online. It may be cross-sectional if the information is collected from a
sample in just a single point in time, and it is longitudinal if the researcher collects information
on the same subjects over a period of time, sometimes lasting many years in order to study the
changes through the years.

Causal-comparative research – It is also known as ex post facto (after the fact) research. This
kind of research derives conclusion from observations and manifestations that already occurred
in the past and now compared to some dependent variables. It discusses why and how a
phenomenon occurs.

Experimental research – This research utilizes scientific method to test cause-and-effect

relationships under conditions controlled by the researcher. An independent variable is
manipulated to determine the effects on the dependent variables.

1.5 IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS DISCIPLINES

As a whole, research help us understand and assess the things and occurrences around us. It provides
us with rationale and justifications for our decisions and actions. It gives us the opportunity to discover
various means of identifying problems, to find new ways of dealing with life’s challenges, and to come
up with innovative materials and mechanisms that can improve the quality of our lives.

In the area of Accountancy, Business, and Management (ABM) researches can help design a new
product or service, figuring out what is needed and ensure that the development of a product is highly
targeted towards demand. Businesses can also utilize research results to guarantee sufficient distribution
of their products and decide where they need to increase their product distribution. Conducting
researches can also help a business determine whether now is the proper time to open another branch
or whether it needs to apply for a new loan. It may also help a small business decide if a procedure or
strategy should be changed to meet the requirements of the customer base. Research is important for
any organization to remain competitive in the market. . The primary function of research in ABM is to
correctly determine its customers and their preferences, establish the enterprise in the most feasibly
location, delivery quality goods and services, analyze what the competitors are doing and find ways on
how to continuously satisfy the growing and varied needs of the clients.

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 In the field of Science, Technology, Engineering, and Mathematics (STEM), medical practitioners, for
example, conduct researches to obtain significant information about disease trends and risk factors,
results of various health interventions, patterns of care, and health care costs and use. The different
approaches to research provide complementary insights. Researches help in determining the
effectiveness and even side effect of drugs and therapies in different populations. It is also necessary in
evaluating experiences in clinical practice in order to develop mechanisms for best practices and to
ensure high-quality patient care. As for engineers, architects, and other builders, research helps in
providing designs which 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 may be developed so as to further strengthen the structural materials that can withstand
various calamities and disasters.

In the discipline of Humanities and Social Sciences (HumSS), research aims to provide solutions to the
social problems directly felt by people. Researches in this field deal more on societal behaviors and social
issues such as stress, worker ethics, organizational commitment, leadership style, child labor, teenage
pregnancy, human trafficking, to drug addiction and other forms of criminality. Social science researches
lead to the understanding of social interactions that may lead to the formulation of new theories and
practices that contribute to societal development and welfare.

1.6 VARIABLES

One of the aspects of research is to describe and explain variables. A variable is a measurable
characteristic that changes in value, varying from one group to another group, one person to another
even with the same person over time. It is anything that may assume varied numerical or categorical
values such as sex, socio-economic status, and educational attainment.

Types of variables:

1. Continuous and Discrete variables - A variable that can take infinite number on the value
that can occur within a population is known as continuous variable. Its values can be
divided into fractions such as age, height, and temperature. Discrete variable, also known
as categorical or classificatory variable, on the other hand, is any variable that has a limited
number of distinct values and which cannot be divided into fractions such as sex, blood
group, and number of children in the family.

Continuous variables can be further categorized as interval or ratio variables: Interval

variable is a measurement where the difference between two values does have meaning.
The interval between values makes sense and can be interpreted such temperature. Ratio
variable possesses the properties of interval variable and has a clear definition of zero,
indication that there is none of that variable, such as height, weight, and distance; except for
temperature since 0 degrees still is a temperature reading.

Discrete variables can be further categorized as nominal and ordinal variables: Nominal
variable is a variable with no quantitative value. It has two or more categories but does not
imply ordering of cases such as eye color, business type, and religion. Ordinal variable is a
variable that has two or more categories which can be ranked, but we cannot place a value
to them, such as preference of listening to music and educational attainment.

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 2. Dependent and independent variables – In a typical study, the researcher starts with an
effect and investigates on its possible causes. The cause variable or the one responsible for
the conditions that act on something else to bring about changes in the independent
variable. The dependent variable also called outcome variable is the result or effect of the
changes brought about by another variable (usually independent variable).
3. Extraneous variables are those that affect the dependent variable but are not controlled
adequately by the researcher. Confounding variables are those that vary systematically with
the independent variable and exert influence of the dependent variable.

Let’s find out!

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◆ ASSESSMENT TASK
IDENTIFY THE INDEPENDENT AND DEPENDENT VARIABLES IN EACH STUDY
BELOW:
1.) Organizational Commitment and Teaching Performance of Elementary School
Teachers in the District of Pililla, Rizal
2.) Conceptual, Interpersonal, and Technical Skills of Bank Managers
3.) Increasing Mathematics Achievement Through Contextualized and Localized
Materials
4.) Impact of Blended Learning on Student Achievement in Social Studies
5.) Effectiveness of Exposing Students in Classical Music on Reading Comprehension

USING VENN DIAGRAMS below, show the similarities and differences between
independent and dependent variables.

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 Lesson 2
IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

Research is composed of two words, “re” and “search”, which means to examine closely and carefully, to
test and try, or to probe or study thoroughly again or over again. Together, they form a noun describing
the field of knowledge undertaken to establish facts or principles whose aim is to develop new
knowledge and apply principles to connect the knowledge in one field to that in others. It is essential to
human existence to keep abreast with the continuous technological advancement, fast changing
environment, ever-evolving competition, and even to some extent, a means for survival.

In our day-to-day existence, there is a need to do research and to validate the set of beliefs, we consider
to be already true, in order to prove them true. There are many instances that those widely-held beliefs
and even prejudices have been shown to be invalid after subjected to various scholarly inquiries and
tests. It is recommended that it is sound to know not only what is generally supposed to be true about
several phenomena and theories but also the level to which properly conducted research support such
beliefs.

2.1 RESEARCH TOPIC

The first challenge of any researcher is the identification of a research topic. A research topic or problem
is an intellectual stimulus calling for an answer in the form of scientific inquiry.

Sources of research topics or problems:

1. Prevailing theories or philosophy

2. Observations, intuitions or a combination of both
3. Different subjects taken and from them identify a problem that interests a student-
researcher the most
4. Fields of interest or specialization or event from related fields
5. Existing problems in the classroom / school / campus / university which you may want to
solve
6. Existing needs of the community or society
7. Repetition or extension of investigations already conducted or may be an offshoot of
studies underway
8. Related studies and literatures
9. Advice on authorities or experts from funding agencies
10. Offshoots of friendly conversations
11. Incidental from interesting topics of teachers during the course meeting / sessions

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 Criteria in choosing the research topic or problem:

1. Something new or different from what has already been written about
2. Must be original and coming from the researcher’s interest
3. Significant to the field of study or discipline
4. Arouse intellectual curiosity
5. A modest one for a beginner to be carried on within a limited period of time
6. Clear, not ambiguous
7. Specific, not general
8. Training and personal qualifications of the researcher
9. Availability of data involved in the study and the methods and techniques to be
employed in gathering them
10. Availability of effective instruments for gathering the data and their treatment
11. Financial capacity of the researcher to support the project
12. Time factor involved in the undertaking

======================================================================

CHOOSING THE TOPIC

Instruction: Identify your group’s chosen topic and justify it according to the 4 elements in
Selecting the Research Topic. Use the format provided.

CHOOSING THE TOPIC

RESEARCHERS:

Chosen topic

Relevance:

Interest:

Manageability:

Available resources:
======================================================================

Research topics to be avoided:

1. Controversial topics - These are topics that depend greatly on the writer‘s opinion, which
tend to be biased or prejudicial. Facts cannot support topics like these.
2. Highly technical subjects - For a beginner, researching on topics that require an
advance study, technical knowledge, and vast experience is very difficult.
3. Hard-to-investigate subjects - A topic or a subject is hard to investigate if there is no
available data or reading materials about it and if such materials are not- up-to-date or
obsolete.

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 4. Too-broad subjects - A subject or a topic that are too broad will prevent the researcher
from giving a concentrated or in – depth analysis of the subject matter of the research
paper.
5. Too-narrow subjects - The subjects are so limited or specific that an extensive or
thorough searching or reading for information about the subject is necessary.
6. Vague subjects - Choosing topics like these will prevent you from having clear insights
or focus on your study.

===================================================================

NARROWING DOWN THE TOPIC

Instruction: Write the broad topic and then ‘narrowing’ it in the process. Ask questions related to
the topic which directly relates to it. Use the format provided.

NARROWING DOWN THE TOPIC

BROAD TOPIC:
• Narrower:
• Narrower:
• Narrower:
• Narrower:
• Narrower:

ASKING QUESTIONS
• Question:
• Question:
• Question:
• Question:
• Question:

======================================================================

After you have identified the chosen research topic, you can now state the research problem. You have
to settle first the problem of selecting the research problem to study.

2.2 RESEARCH PROBLEM

The research problem states the concern of the research paper whether it is a circumstance needing
development, a difficulty requiring attention, or an inquiry necessitating an answer. This section sets the
direction of the research study as it provides the foundation for the research hypothesis and defines what
kind of research study is suitable to address the problem.

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 External Criteria
1. Novelty – This refers to the practical value of the problem due to its “newness” in the
field of inquiry.
2. Availability of subjects – This refers to the people with the desired capability and
willingness to participate in the study. The sample of the study participants must be
representative enough to ensure reliability and validity of the results.
3. Support of the academic community – This refers to the assistance given by the
members of the institution, like the principal, teachers, staff, students, and the parents, in
the gathering of data and defraying the cost of the study.
4. Availability and adequacy of facilities and equipment – Devices such as computers
and telephones used in undertaking must be considered.
5. Ethical considerations – These include the avoidance of research problems that pose
unethical demands on the part of the research participants.
Internal Criteria
1. Experience, training, and qualifications of the researcher – These constitute the
researcher’s knowledge and expertise as a result of experience and study.
2. Motivation, interest, intellectual curiosity, and perceptiveness of the researcher –
These are essential attitudes that bring anticipated satisfaction or enjoyment in the
completion of research tasks.
3. Time factor – This considers the fact that studies must be pursued within a given time
frame.
4. Costs and returns – These factors matter in choosing a research problem. The amount of
funding needed depends on the size of the sample, the place where the research is to be
conducted, the treatment of data, and the kind of research design.
5. Hazards, penalties, and handicaps – These depend upon the researcher’s physical and
intellectual capacity and moral judgment.

2.3 RESEARCH HYPOTHESIS

A hypothesis is a specific statement of prediction. It describes in concrete (rather than
theoretical) terms what you expect will happen in your study. Not all studies have hypotheses. A
single study may have one or many hypotheses. There are two types of hypotheses:
1. Null Hypothesis - States that there is no relationship between variables.
2. Alternative Hypothesis - States that there is a relationship between variables.
Hypothesis can also state a direction:

1. Directional Hypothesis - must explicitly suggest either a positive or negative

relationship between the variables. If the hypothesis is according to one specific
direction, it is examined through a one-tailed test.
2. Non-directional Hypothesis - does not specify a particular direction. If the
relationship is not specified as negative or positive, it is examined through a two-
tailed test.

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 ======================================================================

IDENTIFYING THE PROBLEM

Instruction: Answer the following items using the format provided.

RESEARCHERS:

Concern / Issue: Write here a concern or issue or challenge you wanted to investigate in your
study.

Objectives / Goal / What is the purpose of investigating the said concern/issue/challenge?

Purpose: What is the intent of doing it?
Explain here why there is a need to investigate this.
Justify why research is necessary for the concern you presented.

Looking Ahead: Will the findings/results of your investigation help your organization? In what
way? Will it not just be something that we already know? Justify here that your
possible investigation will not just be something that is “nice to know” stuff.
======================================================================

Actually, whenever the researcher talks about a hypothesis, the researcher is really thinking
simultaneously about two hypotheses. Let's say that you predict that there will be a relationship between
two variables in your study. The way we would formally set up the hypothesis test is to formulate two
hypothesis statements, one that describes your prediction and one that describes all the other possible
outcomes with respect to the hypothesized relationship. Your prediction is that variable A and variable B
will be related (you don't care whether it's a positive or negative relationship). Then the only other
possible outcome would be that variable A and variable B are not related. Usually, we call the hypothesis
that you support (your prediction) the alternative hypothesis, and we call the hypothesis that describes
the remaining possible outcomes the null hypothesis. Sometimes we use a notation like HA or H1 to
represent the alternative hypothesis or your prediction, and HO or H0 to represent the null case. You
have to be careful here, though. In some studies, your prediction might very well be that there will be no
difference or change. In this case, you are essentially trying to find support for the null hypothesis and
you are opposed to the alternative. If your prediction specifies a direction, and the null therefore is the
no difference prediction and the prediction of the opposite direction, we call this a one-tailed hypothesis.

Guidelines when formulating the hypothesis:

1. Identify the independent and dependent variables in your study, as they need to be
stated in your hypothesis.
2. Identify the independent and dependent variables in your study, as they need to be
stated in your hypothesis.

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 3. Your hypothesis must be falsifiable. This means that your hypothesis can be proven
wrong through experiments or empirical data.
4. Your hypothesis must show the relationship between your variables. Will your
independent variables increase, improve, or decrease with the dependent variable?
The important thing to remember about stating hypotheses is that you formulate your prediction
(directional or not), and then you formulate a second hypothesis that is mutually exclusive of the first and
incorporates all possible alternative outcomes for that case. When your study analysis is completed, the
idea is that you will have to choose between the two hypotheses. If your prediction was correct, then you
would (usually) reject the null hypothesis and accept the alternative. If your original prediction was not
supported in the data, then you will accept the null hypothesis and reject the alternative.
======================================================================

FORMULATING THE RESEARCH HYPOTHESIS

Instruction: Formulate and state the Null and Alternative Hypotheses of your study using the
format provided.

RESEARCHERS:

Null Hypothesis:

Alternative Hypothesis
======================================================================

2.4 RESEARCH TITLE

A research title prefaces the study by providing a summary of the main idea and is usually short and
concise. A research title should have the following characteristics:
• Summarize the main idea of the paper
• Be a concise statement of the main topics
• Include the major variables of the research study
• Self-explanatory
• Describe or imply the participants of the study

2.5 BACKGROUND OF THE STUDY

This part of research includes information which could focus attention on the importance and validity of
the problem. It is the general orientation to the problem are. A brief rationale to justify the problem must
be provided. This is the present state of knowledge regarding the problem. For a good background, the
researcher can state the antecedents of the study, the reason why this topic is proposed relative to
previous studies.

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 The background includes:

• Discussion of the problem in general the specific situations as observed and experienced
by the researcher (macro to micro approach)
• Concepts and ideas related to the problem including clarification of important
terminologies
• Discussion of the existing or present conditions and what is aimed to be in the future or
the gap to be filled in by the research

2.6 STATEMENT OF THE PROBLEM

This is the heart of the study which includes the statement of the general and specific problems.
Guide in formulating the Statement of the Problem:
• Must be in question form
• Must define the population and the samples of the study (respondents)
• Must identify the variables being studied

2.7 SCOPE AND DELIMITATION OF THE STUDY

This is determined primarily by the selection of variables that the research will focus on. Defining the
scope of the research requires the careful selection of variables that will be investigated, as well as the
attributes that will define and measure these variables.
Possible limitations that may arise from the research design and methodology:
• Sample size – Research design and methodology will determine sample size and
ultimately, the quality of data and relationships identified among the variables
• Lack of available and/or reliable data – Missing and unreliable data affects researcher’s
ability to determine meaningful trends and relationship among data
• Lack of prior studies – Limits effectiveness of the literature review and may limit initial
understanding of the research problem
• Chosen data collection method – Unclear or vague questions in a questionnaire will
result to unclear or erroneous answers from the respondents
• Nature of the information collected – Relying on preexisting data may impose limits on
the researcher as he/she can no longer clarify certain data
• Actual conduct of the research – Limitation may also stem from lack of access on best
available data; length of time devoted to the study; researcher’s personal bias; and
difference in languages

2.8 SIGNIFICANCE OF THE STUDY

This section clearly discusses the purpose that the research will serve to society, the country, the
government, the institution or agency concerned, the curriculum planners and developers, and the
research community. Should also include specific beneficiaries, with the most important listed on top,
and the specific benefits to be enumerated and explained, as needed.

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 **************************************************************************

◆ ASSESSMENT TASK

GROUP ACTIVITY (Small Group Discussion)

1. Choose a leader and a secretary.
2. Research one study related to your research title. Read the introduction /
background of the study thoroughly. Identify the parts of the background of the
study and write specific statements below:

a. Title of Related Research:

_______________________________________________________________________
b. Discussion of the perceived problem :
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
c. Basic literature foundation:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
d. Classification of Important Terminologies:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
e. Aim of the Research:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 By the end of Lesson 2, you are expected to complete your Mini-Task 1: CHAPTER 1.

MINI-TASK 1: Writing Chapter 1

You will be part of a group and your goal now is to develop the
key components of Chapter 1 of your research.

Instructions: You are tasked to demonstrate the skills needed in

completing this task:
1.) All groups will discuss their chosen topic for Quantitative
Research.
2.) All groups will then develop and write Chapter 1.

Your group work will be evaluated based on the attached rubric below. Complete also the Peer
Evaluation for each of your groupmates.
RUBRICS FOR MINI-TASK 1: CHAPTER 1
VGE GE DE LE N
(4) (3) (2) (1) (0)
CONTENT (35%)
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.
The title is concise and informative.
The current state of the field of study is explained.
Current and conventional practices are objectively and accurately presented.
The research gap is established.
The proposed study fills in the research
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the paper’s organization.
The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
The work showcases the researchers’ voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses language appropriate to the context and the academic genre.
The work eliminates wordiness.

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 VGE GE DE LE N
(4) (3) (2) (1) (0)
CONTENT (35%)
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.
The title is concise and informative.
The current state of the field of study is explained.
Current and conventional practices are objectively and accurately presented.
The research gap is established.
The proposed study fills in the research
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the paper’s organization.
The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
The work showcases the researchers’ voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses language appropriate to the context and the academic genre.
The work eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
The grammar conventions in standard English are observed.
Correct spelling and proper capitalization and punctuations are observed.
Word choice is appropriate.
Sentences are well structured.
DOCUMENTATION AND SOURCES (10%)
The work uses an appropriate citation and reference format.
The sources used are reliable.
The sources used are relevant to the topic.
TOTAL

LEGEND:
VGE - To a very great extent
GE - To a great extent
SE - To some extent
LE - To a little extent
N - Not at all
======================================================================

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 PEER EVALUATION FORM
Your name:
______________________________________________________________________________
Write the name of each of your group members in the column headings. For each member,
indicate the extent which you agree with the statements on the first column.

EVALUATION GROUP GROUP GROUP GROUP GROUP

CRITERIA MEMBER: MEMBER: MEMBER: MEMBER: MEMBER:
_______ _______ _______ _______ _______
Attends group
meetings
regularly and
arrives on time
Contributes
meaningfully to
group
discussions
Completes
group
assignments on
time
Prepares work in
a quality manner
Demonstrates a
cooperative and
supportive
attitude
TOTAL

================================================================

Congratulations! You can now proceed to Lesson 3.

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 Lesson 3
REVIEW OF THE RELATED LITERATURE

A literature review is a way for you to learn what others think and have researched related to your topic.
The steps will involve finding research articles, reading and taking notes, citing of sources, and writing
the literature review. The aim of a literature review is to demonstrate to the reader that you have read
and understood what has already been published on a topic or a subject area and identify the research
gaps. In illustrating your familiarity with the literature, you are able to relate to your own research to it,
and place it in a broader context.

3.1 WHAT IS A LITERATURE REVIEW

A literature review is an examination of what has already been written about your topic. It is a collection
of published researches by recognized scholars and other researchers. This is the way to examine what
has already been done in regard to your research question or problem. It is a summary and synthesis of
research driven by a guiding concept, not just a list of research sources. This provides a background for
your problem and a rationale for your research.

Your literature review should:

• Establish and explain the theories and concepts that you are working with, via an
examination of selected pieces of literature
• Examine the links between the pieces reviewed, and how they build on or contradict
each other
• Indicate variation, complexity, and multiplicity in the literature dealing with your topic
• Lead the reader to see research gaps and to agree with you on the need for your
particular study
• Develop your identity as a researcher and critic

Functions of the Literature Review

• Ensures that you are not “reinventing the wheel”

• Gives credits to those who have laid the groundwork for your research
• Demonstrates your knowledge of the research problem
• Demonstrates your understanding of the theoretical and research issues related to your
research question
• Shows your ability to critically evaluate relevant literature information
• Indicates your ability to integrate and synthesize the existing literature
• Provides new theoretical insights or develops a new model as the conceptual framework
for your research

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 • Convinces your reader that your proposed research will make a significant and
substantial contribution to the literature (i.e., resolving an important theoretical issue or
filling a major gap in the literature)

A ‘good’ literature review:

• Is a synthesis of available research
• Is a critical evaluation
• Has appropriate breadth and depth
• Has clarity and conciseness
• Uses rigorous and consistent methods
A ‘poor’ literature review:

• An annotated bibliography
• Confined to description
• Narrow and shallow
• Confusing and long-winded
• Constructed in an arbitrary way
======================================================================

LITERATURE MATRIX
Instruction: Outline the Related Literature section of your research paper by providing the
required information below, using the format provided.
Proposed Study: _________________________
REFERENCE DATE MAJOR SUB-VARIABLE INDICATORS COMMENTS /
VARIABLE OUTCOMES /
IMPLICATIONS
1.
2.
3.
4.
======================================================================

3.2 RESEARCH FRAMEWORK

A framework is defined as “a set of ideas that provide support to something” (Merriam-Webster, n.d.).
Essentially, any concept or theory requires a strong framework to establish its general feasibility. In the
case of research, it serves as the building blocks for the foundation of the study. There are two types of
research framework: theoretical framework and conceptual framework.

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 The theoretical framework is formulated from existing theories and serves as the foundation of
the study. The present study can adopt the original model used by the cited theorist. However,
the researcher can modify the variables of the original framework to better suit the study,
provided that the whole theory is utilized.
Strategies in formulating the theoretical framework:
• Examine your thesis title and research problem
• Brainstorm about what is considered as the key variables in the research
• Review related literature and studies
• List the constructs and variables
• Review key theories
• Discuss the assumptions or propositions
In contrast, the conceptual framework is derived from a combination of theories or parts of
theories. This framework guides the researcher in synthesizing the different theories used in
formulating a new one.
Strategies in developing the conceptual framework:
• Identify the key concepts in your study by referring to your research
• Search for existing theories that incorporate the same concepts and look into their
relationships with one another.
• Using the existing theories as a guide, plot your conceptual framework using a
concept map.
• In case that there are concepts not covered by the selected theories, incorporate
them into your framework.
• After completing the initial draft of your conceptual framework, write a narrative
explanation of each concept and how each of them relates with one another.
• Refer once again to your research questions.
• Note that the process of creating a conceptual framework is developmental.
• In some cases, the research hypotheses are presented at the end of the conceptual
framework.
Paradigm of the study – Diagrammatic presentation of the study used to visually summarize the
whole study. It is the result of a clearer understanding of the theoretical or conceptual
framework, usually comprised of symbols and figures such as lines, shapes, and arrows.

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 THEORETICAL FRAMEWORK CONCEPTUAL FRAMEWORK
Scope Broader in scope as it can be More focused in scope as it directly
used in different studies relates to a specific study

Focus of content A particular theory A set of related concepts that will

be specifically used in the study

Number of Contains only one theory in one May combine different theories
theories framework into one cohesive framework

Time of Already existing prior to the Developed while planning and

development conduct of the study writing specific research

======================================================================

THEORETICAL FRAMEWORK
Instruction: Formulate your Theoretical Framework using the format below.

INPUT PROCESS OUTPUT

(Variables that cause the (Method by which the (Problem, phenomenon
problem, phenomenon, or variables are collected or transformation;
transformation) and synthesized) Outcome of the variables)

======================================================================

3.3 CITATION OF SOURCES

Referencing is a method used t demonstrate to the readers that you have conducted a thorough and
appropriate literature search and reading. There are predefine styles stating how to set them out,
called citation styles, as follows:

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 1. APA (American Psychological Association) – Emphasis is placed on the author and the
date of a piece of work to uniquely identify it.
2. MLA (Modern Language Association) – Most often applied by the arts and humanities,
particularly in the USA
3. Harvard – Similar to APA (primarily used in the USA), this style is mostly used in the UK and
Australia, and is encouraged for use with the humanities
4. Vancouver – Mainly used in medical and scientific papers
Throughout the body of your paper, whenever you refer to outside sources of information, you must
cite the sources from which you drew information, following the APA Style (American Psychological
Association).
The APA Style gives prominence to the date of a publication. In-text citations use the author’s last
name and the date, separated by a comma, as a brief reference in the text of the article to refer the
reader to complete information in the reference list.
(Austin, 1998)

If the author’s name is mentioned in the narrative:

Austin (1998) compared institutional support …

Two authors. Always use both names every time they are referred to in the text. Use the
ampersand (&) to connect the names in the parentheses, but spell out “and” in the running text.
(Parker & Mokhesi-Parker, 1998)

Parker and Mokhesi-Parker (1998) in examining institutional design and function …

Three to five authors. Cite all the authors in-text the first time a reference occurs. In subsequent
citations, include only the surname of the first author, followed by et al.
First reference: (Parker, Mokhesi-Parker, AuthorC, AuthorD & AuthorE, 1998)

Subsequent references: (Parker et al.)

Six or more authors. Cite in text only the surname of the first author followed by et al. and the
year for the first and subsequent citations.
(Parker et al., 1998)

Group or corporate authors. Use the name of the body in the citation.
(World Bank, 1998)

Unknown author. Use the first few words of the title as the reference in the text (capitalize all
words in the title).
(“Structuring Lawmaking”, 2002)

Anonymous Author. Use it as if it were the author’s name.

(Anonymous, 2003)

When paraphrasing, APA style does not require page numbers in the in-text citation, except if it will
help readers locate the relevant information in longer texts.

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 If the reference is to an exact quotation, the author, year, and page number must be included. The
page number can be given in parentheses at the end of the exact quotation or incorporated into the in-
text citation.
Newman (1994) concluded “sibling conflict is so common that its occurrence is taken for granted” (p.123).

3.4 ETHICS IN RESEARCH

Resnik (2007), in his article “What is Ethics in Research & Why is it Important?”, explains the importance
of ethics in research. Ethics promotes the pursuit of knowledge, truth and credibility. It also fosters
values that are essential to collaborative work such as trust, accountability, mutual respect, and fairness.
Research often involves a great deal of cooperation and coordination among people in different fields
or disciplines. Many of the ethical norms ensure that researchers are held accountable to the public.
Adherence to ethical principles helps build public support for researches that promote a variety of
important moral and social values sch as social responsibility, human rights, animal welfare, and health
and safety.
Given the importance of ethics in the conduct of research, many professional associations, government
agencies, and universities have come up with the following codes and policies for research: Honesty,
Objectivity, Integrity, Care, Openness, Respect for intellectual property, Confidentiality, Responsible
publication, Responsible mentoring, Respect for colleagues, Social responsibility, Non-discrimination,
Competence, Legality, and Human subject protection. The following reminders must be taken into
consideration for ethical research writing (Logan University, 2016):
• Findings should be reported with complete honesty.
• Intentional misinterpretation, misinformation, and misleading claims must be avoided.
• Appropriate credit should be given when using other people’s work.
• Plagiarism should be avoided by fully acknowledging all content belonging to others.

3.5 PLAGIARISM AND INTELLECTUAL PROPERTY

Plagiarism refers to the act of using another person’s ideas, words, processes, and results without
giving due credit. This includes the following:
1. Claiming authorship of a work or creation done by another person
2. Copying an entire written work or a portion of it, including words, sentences, and ideas,
without acknowledging the author
3. Failing to put quotation marks to distinguish a quotation taken directly from a source
4. Giving incorrect information about the source of a quotation
5. Merely changing the words but retaining the sentence structure so that the selection or
quotes still bears a resemblance to the original source
6. Using so many words and ideas from the original source that it makes up a large portion of
your work, even if you acknowledge the original author
Plagiarism should not be tolerated as the unauthorized use of original ideas and works constitutes a
violation of intellectual property rights, as defined by the World Intellectual Property Organization
(WIPO) as, “Intellectual property refers to creations of the mind: inventions; literary and artistic works;
and symbols, names, and images used in commerce.” (WIPO, 2004)

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 **************************************************************************

◆ ASSESSMENT TASK
INSTRUCTION: Write your concise learning about the following:
1.) Theoretical framework
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2.) Functions of the Review of Related Literature and Studies
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3.) Types of Literature Reviews
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________
4.) Characteristics of Literature Review
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5.) Research Ethics
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6.) Different referencing format
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
7.) Intellectual Property Right
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

34 | QUANTITATIVE RESEARCH
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 By the end of Lesson 3, you are expected to complete your Mini-Task 2: CHAPTER 2.

MINI-TASK 2: Writing Chapter 2

After crafting your Chapter 1, you goal now is to develop the
key components of Chapter 2 of your research.
Instructions: You are tasked to demonstrate the skills needed
in completing this task:
1. All groups will discuss and brainstorm their chosen topic
for Quantitative Research.
2. All groups will then develop and write Chapter 2.

Your group work will be evaluated based on the attached rubric below. Complete also the Peer
Evaluation for each of your groupmates.

RUBRICS FOR MINI-TASK 2: CHAPTER 2

VGE GE DE LE N
(4) (3) (2) (1) (0)
CONTENT (35%)
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.
The title is concise and informative.
The current state of the field of study is explained.
Current and conventional practices are objectively and accurately presented.
The research gap is established.
The proposed study fills in the research
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the paper’s organization.
The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
The work showcases the researchers’ voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses language appropriate to the context and the academic genre.
The work eliminates wordiness.
CONTENT (35%)
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.
The title is concise and informative.

35 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 VGE GE DE LE N
(4) (3) (2) (1) (0)
CONTENT (35%)
The current state of the field of study is explained.
Current and conventional practices are objectively and accurately presented.
The research gap is established.
The proposed study fills in the research
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the paper’s organization.
The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
The work showcases the researchers’ voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses language appropriate to the context and the academic genre.
The work eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
The grammar conventions in standard English are observed.
Correct spelling and proper capitalization and punctuations are observed.
Word choice is appropriate.
Sentences are well structured.
DOCUMENTATION AND SOURCES (10%)
The work uses an appropriate citation and reference format.
The sources used are reliable.
The sources used are relevant to the topic.
TOTAL

LEGEND:
VGE - To a very great extent
GE - To a great extent
SE - To some extent
LE - To a little extent
N - Not at all
======================================================================

36 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 PEER EVALUATION FORM
Your name:
______________________________________________________________________________
Write the name of each of your group members in the column headings. For each member,
indicate the extent which you agree with the statements on the first column.

EVALUATION GROUP GROUP GROUP GROUP GROUP

CRITERIA MEMBER: MEMBER: MEMBER: MEMBER: MEMBER:
_______ _______ _______ _______ _______
Attends group
meetings
regularly and
arrives on time
Contributes
meaningfully to
group
discussions
Completes
group
assignments on
time
Prepares work in
a quality manner
Demonstrates a
cooperative and
supportive
attitude
TOTAL

================================================================

Congratulations! You can now proceed to Lesson 4.

37 | QUANTITATIVE RESEARCH
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 Lesson 4
UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA

Before this lesson, you must already have formulated your problems or objectives and hypotheses,
described your conceptual framework, and defined terms that will be used in your study. Likewise, you
must have already read quite a number of research articles and books about your topic and synthesized
them in your related literature with sources in accordance with ethical standards.

The purpose of this lesson is to discuss the different quantitative research designs that are often used in
practice. This lesson outlines the research design, sampling plan, the instruments to be used, data
collection, and the quantitative analysis to be performed. Guidelines in writing will also be presented in
this lesson. But, before you proceed to the discussion, the following terms should be designed for easy
understanding.

Research design refers to the overall plan and scheme for conducting the study. Thus, the researcher
may utilize a historical design, descriptive design or an experimental design.

Sampling is the process of selecting and getting the respondents of the study with the minimum cost
such that resulting observation will be representative of the entire population. The ultimate purpose of
all the sampling designs is to imitate the behavior of the entire population based on a few observations
only. By studying the sample, you may fairly generalize your results back to the population from which
they were chosen. There are established results in Statistics known as the family of the laws of large
numbers that will ensure the validity of the various sampling plans.

Instruments are the data-gathering devises that will be used in the study. It is a testing device for
measuring a given phenomenon, such as a paper and pencil test, questionnaires, interviews, research
tools, or set of guidelines for observation. There are three characteristics of an instrument that we need
to consider: usability, validity, and reliability.

Quantitative analysis is the technique utilized for analyzing the data gathered. Analysis of data may be
statistical in nature or it may be deterministic.

We will now discuss the research designs that are commonly used and are also used on the nature of the
research problem or topic being addressed.

4.1 RESEARCH DESIGN

The research design enables the researcher to organize the components of his/her research in an
orderly and coherent manner. This will ensure that the research or study will effectively address the
research topic or problem. The research design is also a template for the collection, measurement, and
analysis of data. The research problem determines the research design that will be used in the study.

38 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 The following are the different research designs:
1. Action Research – Pragmatic and solution-driven, any information gathered is used to
identify and implement a solution to the problem; appropriate for community-based
solutions
2. Causal Design – Seeks to establish a cause-and-effect relationship between variables;
determine whether “variable X caused Y”
3. Descriptive Design – Used to obtain information about the present situation to gain
understanding of a certain phenomenon; answers who, what, when, where, and how
questions
4. Experimental Design – The researcher controls the factors and variables related to a certain
phenomenon and tries to change or manipulate them to determine possible effects
5. Exploratory Design – To gain information and insight on topics or problems which have had
little or no studies done about them, to be used for later researches
6. Cohort Design – Seeks to identify how groups of people sharing common characteristics
and then studied for a period of time are affected by certain factor or changes and related
the information gathered to the research topic or problem
7. Cross-sectional Design – Seeks to determine how large groups of people, composed of
individuals with varied characteristics, are affected by a certain variable or change and
gathers data at a specific period of time
8. Longitudinal Design – Follows a group of people over a long period of time with
observations made to track changes over time and identify factors that may have caused
them; explores causal relationship over time and how long these relationships last and
extent of effects on the subjects
9. Sequential Design – Carried out in stages to gather sufficient data to test the hypothesis,
often combined with a cohort or cross-sectional study as it identifies specific groups for each
stage
10. Mixed-method Design – Primarily combines qualitative and quantitative research methods
to gain a complete picture of the research problem and gather data that will fully determine
the validity of the hypotheses

4.2 SAMPLING
Sampling is the process of getting information from a proper subset of population. The fundamental
purpose of all sampling plans is to describe the population characteristics through the values obtained
from a sample are accurately as possible. It is therefore evident that if one were to draw conclusions
based on a small sample then the sample must imitate the behavior or characteristics of the original
population as closely as possible.
A sampling plan is a detailed outline of which measurements will be taken at what times, on which
material, in what manner, and by whom that support the purpose of an analysis. Sampling plans should
be designed in such a way that the resulting data will contain a representative sample of the parameters
of interest and allow for all questions, as stated in the research questions to be answered.
The following are the steps involved in developing a sample plan:
1. Identify the parameters to be measured, the range of possible values, and the required
resolution
2. Design a sampling scheme that details how and when samples will be taken

39 | QUANTITATIVE RESEARCH
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 3. Select sample sizes
4. Design data storage formats
5. Assign roles and responsibilities
Once the sampling plan has been developed, it can be verified and then passed on to the responsible
parties for implementation.
For a quantitative analysis, the sample’s composition must accurately represent the target
population, a requirement that necessitates a careful sampling plan. Among the issues to
consider are these five questions:
1. From where within the target population should we collect samples?
2. What type of samples should we collect?
3. What is the minimum amount of sample for each analysis?
4. How many samples should we analyze?
5. How can we minimize the overall variance for the analysis?
In the event of lack of knowledge about the behavior of the population, the Slovin’s formula may be
applied:
n= N
(1+Ne) 2 where, N = population size and e = margin of error.

The extent to which generalizations can be made from the results of a research depends on much on the
sampling technique used and how appropriate it is. Sampling should be carefully designed for
satisfactory generalizations.
The basic distinction in modern sampling theory is between probability and non-probability sampling.
Probability Sampling – This refers to a sampling technique in which samples are obtained
using some objective chance mechanism, thus involving randomization. The use of probably
sampling enables the investigator to specify the size of the sample that they will need if they
want to have the given degree of certainty that their sample finding do not differ by more than a
specified amount from those that a study of a whole population would yield. There are
commonly used probability sampling techniques which are the 1) simple random sampling, 2)
systematic random sampling, 3) stratified random sampling, 4) cluster sampling, and 5) multi-
stage sampling.
Non-probability Sampling – This is a technique when there is no way of estimating the
probability that each element has of being included in the sample and no assurance that every
element has a chance of being included. The major forms of non-probability sampling are 1)
accidental sample, 2) purposive sampling or judgment sampling, 3) quota sampling.

4.3 INSTRUMENTATION
An important and critical part of the research study is the instrument ingathering the data because the
quality of research output depends to a large extent on the quality of research instruments used.
Instrument is the generic term that researches use for a measurement device like survey, test,
questionnaire, and many others. The validity of the findings and conclusions resulting from the statistical
instruments will depend greatly on the characteristics of your instruments.

40 | QUANTITATIVE RESEARCH
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 We will discuss the general criteria of good research instruments which are validity and reliability.
Validity refers to the extent to which the instrument measures what it intends to measure and performs
as it is designed to perform. As a process, validation involves collecting and analyzing data to assess the
accuracy of an instrument, using statistical tests and other measures that generally involves pilot testing.
The three types of validity are outlined below:
TYPES OF DESCRIPTION
VALIDITY
Content validity The extent to which a research instrument accurately measures all
aspects of a construct

Construct validity The extent to which a research instrument (or tool) measures the
intended construct

Criterion validity The extent to which a research instrument is related to other

instruments that measure the same variables

Reliability relates to the extent to which the instrument is consistent. The instrument should be able to
obtain approximately the same response when applied to respondents who are similarly situated.
Likewise, when the instrument is applied at two different points in time, the responses must highly
correlate with one another. The three attributes of reliability are outlined in the table below:
ATTRIBUTES DESCRIPTION
Internal consistency or The extent to which all the items on a scale measures
Homogeneity one construct

Stability or Test-retest The consistency of results using an instrument with

correlation repeated testing

Equivalence Consistency among responses of multiple users of an

instrument, or among alternate forms of an instrument

Quantitative data collection methods rely on random sampling and structured data collection
instruments that fit various experiences into predetermined response categories that produce results
that are easy to summarize, compare, and generalize. Since quantitative research is concerned with the
testing of hypotheses derived from theory and or being able to estimate the size of a phenomenon or
interest, participants may be randomly assigned to different treatments depending on the research
questions or objectives. If this is not feasible, the researcher may collect data on participant and
situational characteristics in order to statistically control for their influence on the dependent variable. If
the intent is to generalize from the research participants to a larger population, the researcher will employ
probability sampling to select participants.
Sources of data
1. Primary data – raw data from the original source in a controlled (i.e., experimental
research) or uncontrolled environment (i.e., observation, questionnaire survey in an
uncontrolled environment)
2. Secondary data – collected through secondary sources such as reports, books, journals,
documents, magazines, the web, etc.

41 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 Data collection methods
1. Interview – includes structured interview, face-to-face interview, telephone interview and
Computer-Assisted Personal Interviewing (CAPI)
2. Questionnaire – includes paper-pencil questionnaire, web-based questionnaire, and
self-administered questionnaire
3. Observation – can be either overt or covert and direct or indirect; using methods such as
recording sheet, checklist, observation guide, and field note
4. Test – includes norm-referenced test, criterion-referenced assessment, and proficiency
test

4.4 QUANTITATIVE ANALYSIS

This part of your research paper discusses the various quantitative tools that may be needed to answer
your research problems or objectives of the study. Quantitative data analysis is a systematic approach
to investigations during which numerical data are collected and the researcher transforms what are
collected or observed into numerical data. It is often concerned with finding evidence to either support
or contradict an idea or hypothesis you might have. The researcher should clearly identify what statistical
tests were undertaken, why these tests were used and what were the results.

To enhance readability, findings and data analysis section are presented under the headings of the
research questions. Tables, charts, and graphs may be used to summarize the results and should be
accurate, clearly identified, and enhance the presentation of results.

Tips:
✓ Explain the data you have collected, the statistical treatment and all relevant results in
relation to the research problem that you are investigating.
✓ Described unexpected events that occurred during your data collection. Explain how the
actual analysis differs from the planned analysis. Explain how you handled the missing
data and why any missing data did not undermine the validity of your analysis.
✓ Explain the techniques you used to “clean” your data set.
✓ Choose a statistical tool and discuss its use and a reference for it. Specify any computer
programs or software used in the study such as SPSS, MINITAB PHStat, and so on.
✓ Describe well the assumptions for each procedure and the steps you took to ensure they
were not violated.
✓ Use tables to provide exact values and use figures to convey effects.
✓ Inform the reader what to look for in the tables and figures

4.5 THE WRITING OF METHODOLOGY

This section provides the methods and procedures used in your research study. You should provide
detailed information on the research design, participants, equipment, materials, variables, and actions
taken by the participants. The method section should provide enough information to allow other
researchers to replicate your study.

42 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 Participants – Describe the participants in your research study, including who they are, how
many there are, and how they are selected. Explain how the samples were gathered, inclusion of
any randomization techniques, and how the samples were prepared.

Design – Describe the research design used in your research study. Specify the variables as well
as the levels and measurement of these variables. Explain whether your research study uses a
within-groups or between-groups design. Discuss how the measurements were made and what
calculations were performed upon the raw data. Describe the statistical techniques used upon
the data.

Procedure – The detail of the research procedures used in your research study should be
properly explained. Explain what your participants/respondents do, how you collected the data,
and the order in which steps occurred. Observe ethical standards in gathering your data.

Tips:
✓ Always write the method section in the past tense. Use the future tense if it is a research
design.
✓ Provide enough details that another researcher could replicate your experiment but
focus on brevity. Avoid unnecessary detail that is not relevant to the outcome of your
study.
✓ Remember to use proper APA format.
✓ Take a rough draft of your method section with your teacher or research adviser for
additional assistance.
✓ Proofread your paper for typos, grammar problems, and spelling errors. Do not just rely
on computer spell checkers. Always read through each section of your paper for
agreement with other sections. If you mention steps and procedures in the method
section, these elements should also be present in the results and discussion sections.

======================================================================

SAMPLING DESIGN
Instruction: Download five (5) research articles about the topic you have chosen for your
research output, read its sampling design and technique. Describe and compare the sampling
designs of each article, using the table below.

TITLE OF THE SAMPLING DESIGN SAMPLING SAMPLE COMMENTS

RESEARCH ARTICLE USED IN THE STUDY TECHNIQUES SIZE

======================================================================

43 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 ************************************************************************

◆ ASSESSMENT TASK
DO THE FOLLOWING:
1.) Read and download at least five (5) research articles about the topic you have
chosen for your research output.

2.) Identify and describe the research designs used in the chosen research articles.

3.) Decide what research design you are going to use in conducting your research
topic.

4.) Write the research design of your topic.

44 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 By the end of Lesson 3, you are expected to complete your Mini-Task 3: CHAPTER 3.

MINI-TASK 3: WRITING CHAPTER 3

After crafting your Chapter 2, your goal now is to develop the key
components of Chapter 3 of your research.
Instructions: You are tasked to demonstrate the skills needed in
this task.
1. All groups will discuss and brainstorm on their chosen
methodology for their research.
2. All groups will then develop and write Chapter 3.

Your group work will be evaluated based on the attached rubric below. Complete also the Peer
Evaluation for each of your groupmates.

RUBRICS FOR MINI-TASK 3: CHAPTER 3

VGE GE DE LE N
(4) (3) (2) (1) (0)
CONTENT (35%)
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.
The title is concise and informative.
The current state of the field of study is explained.
Current and conventional practices are objectively and accurately presented.
The research gap is established.
The proposed study fills in the research
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the paper’s organization.
The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
The work showcases the researchers’ voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses language appropriate to the context and the academic genre.
The work eliminates wordiness.
CONTENT (35%)
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.

45 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 VGE GE DE LE N
(4) (3) (2) (1) (0)
CONTENT (35%)
The title is concise and informative.
The current state of the field of study is explained.
Current and conventional practices are objectively and accurately presented.
The research gap is established.
The proposed study fills in the research
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the paper’s organization.
The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
The work showcases the researchers’ voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses language appropriate to the context and the academic genre.
The work eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
The grammar conventions in standard English are observed.
Correct spelling and proper capitalization and punctuations are observed.
Word choice is appropriate.
Sentences are well structured.
DOCUMENTATION AND SOURCES (10%)
The work uses an appropriate citation and reference format.
The sources used are reliable.
The sources used are relevant to the topic.
TOTAL

LEGEND:
VGE - To a very great extent
GE - To a great extent
SE - To some extent
LE - To a little extent
N - Not at all
======================================================================

46 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 PEER EVALUATION FORM
Your name:
______________________________________________________________________________
Write the name of each of your group members in the column headings. For each member,
indicate the extent which you agree with the statements on the first column.

EVALUATION GROUP GROUP GROUP GROUP GROUP

CRITERIA MEMBER: MEMBER: MEMBER: MEMBER: MEMBER:
_______ _______ _______ _______ _______
Attends group
meetings
regularly and
arrives on time
Contributes
meaningfully to
group
discussions
Completes
group
assignments on
time
Prepares work in
a quality manner
Demonstrates a
cooperative and
supportive
attitude
TOTAL

================================================================

Congratulations! You can now proceed to finalize your Chapters 1 to 3 for your Performance
Task.
47 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
Congratulations! You have completed your Lessons. Now, what have you learned? Fill out the last column
of the KWL Chart.

KWL
What I Know What I Want to Know What I Learned

III. REFLECTION

Reflective Writing: How can I use research in my daily activities? How has my
thought process, with regards to decision making or seeking for knowledge, has
been changed or influenced after studying the systematic process of doing
research?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

IV. ACTION
PERFORMANCE TASK : RESEARCH PROPOSAL

Your group is expected to choose a topic based on a business phenomenon. Then your group will have to
finalize Chapters 1 to 3.
GENERAL GUIDELINES
Drafting, Consultation and Submission:
1. Mini-Task 3 and Performance Task may be drafted through Google Docs
2. Teachers and advisers may provide insights, edits, comments, and suggestions through Google
Docs.
3. Group consultations may be done through face to face or online methods and platforms

48 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 4. The groups are advised to set a schedule for consultation.
5. The Final Research Proposal shall be submitted in a PDF file.
6. Submission of the Performance Task may be done through e-mail.
7. Late submissions carry subsequent deductions.
Criteria for Grading:
1. There will be two components on how the students will be graded:
a. 70% from the Research Proposal
b. 30% from the Peer Evaluation
2. The group members must participate in performing the task.
3. The groups will submit a printed copy of the final Research Proposal.
4. Rubric for the Research Proposal and Peer evaluation will also be attached. Peer Evaluation
should also include the average scores
Standard Academic Format for Research Proposal:
1. Short size bond paper
2. Font: should be in a standard academic font: either Times New Roman or Cambria
3. Font size: 12 pt. size
4. 1” margin all around
5. Alignment: The text of your paper should be left aligned, NOT justified.
6. Document Spacing: The entire paper should be double-spaced, including the heading and
bibliography.
7. Paragraph Spacing: your research proposal should have no extra spacing after paragraphs.
8. Use 10 pt. spacing after paragraphs.
9. BLOCKED QUOTATIONS: If a quotation will exceed four lines within a paragraph, you should
separate it out by blocking and indenting it. As with any quotation, a blocked quotation should
be clearly introduced by the sentence that leads up to it and it should also be properly cited, but
the rules for blocked quotations are somewhat different. The blocking takes the place of
quotation marks, and unlike in a regular in-paragraph quotation, the parenthetical citation goes
outside of the final period instead of inside of it (given that the blocked quote might contain
several sentences.)
10. Research paper should be in a clear folder.
11. The final Research paper will be graded based on the given criteria. (see attached Rubric)
For the Research Proposal:
Content (35%) - the information contained in and communicated by the research.
Organization (25%) - the way in which the information is put together.
Style (20%) – sentence structure.
Grammar and Mechanics (10%) - the ability to express oneself so as to be understood by others
Documentation and Sources (10%) - appropriate citation and reference.

For the individual effort, each member of the group will rate their co-members based on the following
criteria below, using the Peer Evaluation Form (next page):
Exceeds expectations - equivalent to A or 20 points
Meets expectations - equivalent to B or 15 points
Below expectations - equivalent to C or 10 points
Well below expectations - equivalent to D or 5 points

=================================================================================
49 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 PEER EVALUATION FORM
Your name: ______________________________________________________________________________
Write the name of each of your group members in the column headings. For each member, indicate
the extent which you agree with the statements on the first column.

EVALUATION GROUP GROUP GROUP GROUP GROUP

CRITERIA MEMBER: MEMBER: MEMBER: MEMBER: MEMBER:
_______ _______ _______ _______ _______
Attends group
meetings
regularly and
arrives on time
Contributes
meaningfully to
group
discussions
Completes
group
assignments on
time
Prepares work in
a quality manner
Demonstrates a
cooperative and
supportive
attitude
TOTAL

Your group work will be evaluated based on the attached rubric below:

RUBRICS FOR THE PERFORMANCE TASK

VGE GE DE LE N
(4) (3) (2) (1) (0)
CONTENT (35%)
The topic is relevant, manageable, and interesting.
The topic is appropriate for the target readers.
The title is concise and informative.
The current state of the field of study is explained.
Current and conventional practices are objectively and accurately presented.
The research gap is established.
The proposed study fills in the research
The scope and delimitation are clearly explained and justified.
The significance of the study is explained.
The overall content is comprehensive.
ORGANIZATION (25%)
The work uses an organizational pattern and structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly outlined, thus improving the paper’s organization.

50 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.
 The flow of ideas is smooth and the work is easy to read.
STYLE (20%)
The work showcases the researchers’ voice.
The work uses a variety of sentence structures.
The work eliminates negative bias in language usage.
The work uses language appropriate to the context and the academic genre.
The work eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
The grammar conventions in standard English are observed.
Correct spelling and proper capitalization and punctuations are observed.
Word choice is appropriate.
Sentences are well structured.
DOCUMENTATION AND SOURCES (10%)
The work uses an appropriate citation and reference format.
The sources used are reliable.
The sources used are relevant to the topic.
TOTAL

LEGEND:
VGE - To a very great extent
GE - To a great extent
SE - To some extent
LE - To a little extent
N - Not at all

Now, answer the Post-Test to check how well you have learned.

POST-TEST:
It’s now time to evaluate your learning. Choose the letter of the answer that you think best answers the question.
Your score will be disclosed by your teacher during Consultation Periods.

1. Which is known as a paper-based or electronic tool with a list of questions or indicators with the
aim of collecting information about a particular research interest?
A. Interviews C. Questionnaires
B. Observation D. Test
2. Which effect is referred to when the responses of the participants may be affected by the
behavior displayed by the researcher?
A. Hawthorne effect C. Interviewer effect
B. Interviewee effect D. John Henry effect
3. Which is the most widely used approach of scaling responses in survey research wherein it is
used to gauge attitudes, values, and opinions?
A. Dichotomous scale C. Semantic differential scale
B. Likert scale D. Weighing scale
4. Which is known as a document that provides the participants with the information they need in
deciding whether they will participate or not in your study?
A. Agreement form C. Informed consent form
B. Contract D. Waiver form
5. What type of non-prose material uses columns and rows to help condense and classify
information?
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 A. Diagrams C. Maps
B. Graphs D. Tables
For item nos. 6-8, refer to the following choices:
A. ANOVA C. Pearson’s r
B. Multiple regression D. T-test
6. What type of statistical tool is used to measure the strength of the association between the two
variables?
7. What type of statistical tool is used for testing the relationship between one dependent variable
and at least two independent variables?
8. What is known as the process of determining whether there is sufficient statistical evidence to
support a hypothesis?
For item nos. 9-10, refer to the following choices:
A. Hypothesis analogy C. Hypothesis processing
B. Hypothesis formulation D. Hypothesis testing
9. What type of non-prose material shows the relationship of parts to a whole?
10. What type of non-prose material shows trends and changes in the data?

Kindly complete the Self-Assessment below:

Self-Assessment

LESSON ACTIVITY DATE OF WERE YOU ABLE TO COMMENTS

COMPLETION COMPLETE TASKS ON
TIME?
Activity 1: Choosing
the Topic

Activity 2: Narrowing
Down the Topic

Activity 3: Identifying
the Problem
Lesson 2: Identifying
the Inquiry and
Activity 4:
Stating the Problem
Formulating the
Research Hypothesis

Mini-Task 1:
Chapter 1

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 Activity 5: Literature
Matrix

Lesson 3: Learning Activity 6:

from Others and Conceptual
Reviewing the Framework
Literature
Mini-Task 2:
Chapter 2

Lesson 4: Activity 7: Sampling

Understanding and Design
Systematically
Collecting Data

Mini-Task 3:
Chapter 3

Submission of PT

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AD MAJOREM DEI GLORIAM!

53 | QUANTITATIVE RESEARCH
This learning packet or any part thereof is solely for the exclusive use of Xavier University.