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PRACTICAL

RESEARCH 2

Quarter 4 - Module 4

Understanding Data and Ways to

Systematically Collect Data

Senior High School

Practical Research 2- Grade 12

Alternative Delivery Mode

Quarter 4 – Module 4

Understanding Data and Ways to Systematically Collect Data

First Edition, 2020

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Table of Contents What This Module is About ................................................................................................................... i What I Need to Know .............................................................................................................................. i How to Learn from this Module ...........................................................................................................ii Icons of this Module ............................................................................................................................... ii What I Know ........................................................................................................................................... iii Lesson 1: Quantitative Research Design ................................................................................... 1 What’ In ......................................................................................................................... 1 What I Need to Know – Meaning of Quantitative Research Designs ............ 1 What’s New – Plan Your Work… ............................................................................ 2 What Is It – Types of Quantitative Research Design ......................................... 3 What’s More – Quantitative Research Designs Summary ............................... 4 What’s More – Choose Appropriate Research Design ...................................... 4 What’s More – Let’s Go Online ................................................................................ 6 What I Have Learned.................................................................................................. 6 What I Can Do .............................................................................................................. 7 Additional Activity ........................................................................................................ 7 Lesson 2: Sampling Procedure and Sample .......................................................................... 8 What’s In ........................................................................................................................ 8 What I Need to Know – Population and Sample ................................................. 8 What’s New ................................................................................................................ .. 9 What Is It – Approaches in Identifying Sample Size........................................ .. 9 What Is It – Probability Sampling in Quantitative Research .......................... .. 10 What’s More – Determine the Sampling Procedure ......................................... ..1 2 What’s More – Search the Design and Sampling Procedure......................... ..1 2 What’s More – Let’s Go Online .............................................................................. ..1 3 What I Have Learned............................................................................................... .. 13 What I Can Do ........................................................................................................... .. 14 Additional Activity ........................................................................................................ 14

Lesson 3:

What This Module is About When you aim to arrive to a certain solution of a problem, the journey is definitely smooth and focused when the direction is clear. The research methodology of your study is very important since it gives direction to systematically arrive to answers or solution to your chosen research problem. It contains rules and procedures that you as a researcher will have to follow. This module focuses on the discussion of your research design and plan, population to consider, sampling technique, research instruments, and appropriate statistical treatments to be employed. At end of this learning module learners are expected to understand the concept of research data and know the ways to systematically collect data. The following are the lessons contained in this module:

Lesson 1 – Quantitative Research Design

Lesson 2 – Sampling Procedure and Sample

Lesson 3 – Research Instruments, Validity, Reliability

Lesson 4 – Research Intervention

Lesson 5 – Data Collection Procedure

Lesson 6 – Data Analysis

Lesson 7 – Presenting Research Methodology

What I Need to Know At the end of this module, you should be able to:

1. choose appropriate quantitative research design (CS_RS12-IIa-c-1);
2. describe sampling procedure and the sample (CS_RS12-IIa-c-1) ;
3. construct an instrument and establishes its validity and reliability (CS_RS12-IIa-c- 3 ) ;
4. describe intervention (if applicable) (CS_RS12-IIa-c- 4 ) ;
5. plan data collection procedure (CS_RS12-IIa-c- 5 )
6. plan data analysis using statistics and hypothesis testing (if appropriate) (CS_RS12-IIa-c- 6 ) ; and
7. present written research methodology (CS_RS12-IIa-c- 7 ) ; i

How to Learn from this Module To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises. Icons of this Module What I Need to This part contains learning objectives that Know are set for you to learn as you go along the module. What I know This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related Knowledge What’s In This part connects previous lesson with that of the current one. What’s New An introduction of the new lesson through various activities, before it will be presented to you What is It These are discussions of the activities as a way to deepen your discovery and under- standing of the concept. What’s More These are follow-up activities that are in- tended for you to practice further in order to master the competencies. What I Have Activities designed to process what you Learned have learned from the lesson What I can do These are tasks that are designed to show- case your skills and knowledge gained, and applied into real-life concerns and situations. ii

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9. What is the sampling method used in the given situation? Teacher Joan wants to know if the new learning modalities of the school effects on the academic performance of students in the science curriculum. He took the list of students and selected every 8th^ name in each class list as participant. A. Stratified Random Sampling C. Systematic Random Sampling B. Simple Random Sampling D. Cluster Sampling
10. What is the type of validity when an instrument produces results similar to those of another instrument that will be employed in the future? A. Predictive Validity C. Content Validity B. Criterion Validity D. Face Validity
11. What is the type of reliability when measured by administering two tests identical in all aspects except the actual wording of items? A. Internal Consistency Reliability C. Equivalent Forms Reliability B. Test-retest reliability D. Inter-rater Reliability
12. The Ability Test has been proven to predict the writing skills of Senior High School students. What type of test validity is shown in the example? A. Construct Validity C. Content Validity B. Criterion Validity D. Face Validity
13. What common scaling technique consists of several declarative statements that express viewpoint on a topic? A. Semantic Differential Scale C. Observation Checklist B. Completion Type D. Likert Scale
14. What statistical technique purposes to test the relationship between two continuous variables? A. T-Test for two dependent samples C. Chi Square Test B. T-Test for independent samples D. Pearson’s r
15. What statistical technique should be used for this research question, “Is there a significant difference between the pretest and posttest scores of learners in reading comprehension test?” A. T-Test for two dependent samples C. Chi Square Test B. T-Test for independent samples D. Pearson’s r

v Lesson Quantitative Research 1 Designs What’s In Quantitative research is more systematic and controlled than qualitative. However, both research methods have a statement of the problem to investigate. At this point, it is assumed that you are already done stating your research problem, the background of the study, scope and delimitation, hypothesis, conceptual framework, and review of related literature and studies. Each type of research has a unique design to follow that will also lead the direction of sampling procedure, data gathering, and data analysis. Each research type also aims to answer specific research questions; how it will be answered is determined by its design. Important considerations also are the variables of the study. The type of variables provides paradigm (your conceptual framework), which helps the researcher decide on what will be the design of the study. So, it is very important that you have completed the previous tasks diligently to maximize your learning in this Module. In this lesson, you will be taught how to select an appropriate quantitative research design.

What I Need to Know – Quantitative Research Instrument

Meaning of Quantitative Research Designs When a man decides to build a house, does not he draw first the blueprint before he will start to do the work? Same with the conduct of research, the blueprint for the collection, measurement, and data analysis is drawn as a pattern to follow. Furthermore, research designs enable the researcher to obtain a more valid, objective, reliable, and accurate answers to the research questions. Research design is defined as the logical and coherent overall strategy that the researcher uses to integrate all the components of the research study (Barrot, 2017, p 102). In order to find meaning in the overall process of doing your research study, a step-by-step process will be helpful to you. In quantitative research, you are going to have a great deal of abstraction and numerical analysis. According to Fraenkel and Wallen (2007, p 15), the research designs in quantitative research are mostly pre-established. Hence having an appropriate research design in quantitative research, the researcher will have a clearer comprehension of what he is trying to analyze and interpret.

2 What Is It Types of Quantitative Research Design Quantitative Research Designs have five general classifications: descriptive, correlational, ex post facto, quasi-experimental, and experimental. Descriptive Research. When little is known about the research problem, then it is appropriate to use descriptive research design. It is a design that is exploratory in nature. The purpose of descriptive research is basically to answer questions such as who, what, where, when, and how much. So this design is best used when the main objective of the study is just to observe and report a certain phenomenon as it is happening. Correlational Research. The main goal of this design is to determine if variable increases or decreases as another variable increases or decreases. This design seeks to establish an association between variables. It does not seek cause and effect relationship like descriptive research; it measures variables as it occurs. It has two major purposes: (a) to clarify the relationship between variables and (b) predict the magnitude of the association. However, the extent of the purpose of correlational research depends on the scope and delimitation of the study. Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing effects, then Ex Post Facto research design is more appropriate to use. In this design, the researcher has no control over the variables in the research study. Thus, one cannot conclude that the changes measured happen during the actual conduct of the study. The last two types of quantitative research designs are identifiable for the existence of treatment or intervention applied to the current research study. Intervention or treatment pertains to controlling or manipulating the independent variable in an experiment. It is assumed that the changes in dependent variables were caused by the independent variable. There are also two groups of subjects, participants, or respondents in quasi- experimental and experimental research. The treatment group refers to the group subjected to treatment or intervention. The group not subject to treatment or intervention is called the control group. Quasi-Experimental. The term means partly, partially, or almost – pronounced as kwahz-eye. This research design aims to measure the causal relationship between variables. The effect measured is considered to have occurred during the conduct of the current study. The partiality of quasi-experimental design comes from assigning subjects, participants, or respondents into their groups. The groups are known to be already established before the study, such as age educational background and nationality. Since the assignment of subjects, participants, or respondents are not randomly assigned into an experimental or control groups, the conclusion of results is limited. Experimental Research. This research design is based on the scientific method called experiment with a procedure of gathering data under a controlled or manipulated environment. It is also known as true experimental design since it applies treatment and manipulation more extensively compared to quasi-experimental design. Random assignment of subjects or participants into treatment and control group is done increasing the validity of the study. Experimental research, therefore, attempts to affect a certain variable by directly manipulating the independent variable.

3 What’s More Activity 2. Quantitative Research Designs Summary Directions: Using the template below, summarize the five quantitative research designs according to its goal, and its corresponding variable manipulation. Research Design Goal How variable is handled or manipulated

1. Descriptive
2. Correlational
3. Ex post facto
4. Quasi- experimental
5. Experimental Activity 3. Choose the Appropriate Research Design Directions: Determine the quantitative research design appropriate for the sample research titles. Make sure to explain your choice into two to three sentences.
6. Relationship between Academic Stressors and Learning Preferences of Senior High School Students Quantitative Research Design: __________________________________________ Explanation:

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2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils Quantitative Research Design: __________________________________________ Explanation:

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7. Effects of Story Telling on Quality of Sleep of Children Quantitative Research Design: __________________________________________ Explanation:

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Activity 4 : Let’s go Online Go to the link below and practice what you’ve learned from this lesson: https://bit.ly/36A5idj https://bit.ly/2LZVLCS https://bit.ly/3eojlWk https://bit.ly/2X2kxbX What I Have Learned

Directions: As you have learned from this lesson, answer each question comprehensively.

1. This time, I have learned that quantitative research design….

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2. How do you know the specific quantitative research design applied in a research study?

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What I Can Do

Choose your Appropriate Research Design Directions: Perform the following task. From what you have learned in this lesson, what is the appropriate research design for your current research problem? Justify your choice. Research Design:

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Justification:

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Additional Activity: Direction: After you submit your research design, once it is corrected in accordance with the guidelines given, you may start incorporating it into your research manuscript. 7

What’s New You are almost finished cooking the favorite meal of the family. In order to check if it tastes good and ready for serving, what will you do? Answer: What Is It Approaches in Identifying the Sample Size Heuristics. This approach refers to the rule of the thumb for sample size. The early established approach by Gay (1976) stated by Cristobal and Dela Cruz-Cristobal (2017, p 172), sample sizes for different research designs are the following: Research Design Number of Subjects/Participants Descriptive Research 10% to 20% maybe required Comparative Research 15 subjects or groups Lunenberg and Irby (2008), as cited by Barrot (2017, p 107), also suggested different sample sizes for each quantitative research design. Research Design Number of Subjects/Participants Survey 800 Correlational 100 to 200 Ex post facto 30+ Experimental 30 or more Literature Review. Another approach is by reading similar or related literature and studies to your current research study. Since you are done writing your review of related literature and studies, you might want to recall how these studies determine sample size. Using this approach increases the validity of your sampling procedure. Formulas. Formulas are also being established for the computation of an acceptable sample size. The common formula is Slovin’s Formula. 9 I will…..

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https://bit.ly/2BfQXHJ

Slovin’s Formula: n = N 1 + Ne^2 where: n is the sample size N is the population size E is the desired margin of error n = 600 1 + 600 ( 0. 05 )^2 = 600 1 + 600 ( 0. 0025 ) = 600 1 + 1. 5 = 240 Power Analysis. This approach is founded on the principle of power analysis. There are two principles you need to consider if you are going to use this approach: these are statistical power and effect size. Probability Sampling in Quantitative Research Simple Random Sampling. It is a way of choosing individuals in which all members of the accessible population are given an equal chance to be selected. There are various ways of obtaining samples through simple random sampling. These are fish bowl technique, roulette wheel, or use of the table of random numbers. This technique is also readily available online. Visit this link https://www.randomizer.org/ to practice. 10 The probability of rejecting the null hypothesis is called statistical power. It suggests that indeed there is a relationship between the independent and dependent variables of the research study. The ideal statistical power of a research study is 80%. With the statistical power, it will be used to identify the sufficient sample size for measuring the effect size of a certain treatment. The level of difference between the experimental group and the control group refers to effect size. If the statistical power tells that relationship between independent and dependent variables, the effect size suggests the extent of the relationship between these two variables. Henceforth, the higher the effect size, means the greater the level difference between the experimental and control groups. For example, your research study reveals that there is a difference in the pretest and posttest scores of the students in the given anxiety test after implementing a psychosocial intervention. With the effect size, you will have an idea of how small or large the difference is. Visit the following links to practice the power analysis approach. https://bit.ly/37Ia3lC https://bit.ly/2AQpDQn Useful online tools: