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Practical research Especially in high school and universities
Typology: Essays (university)
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First Quarter – Module 1: Week 1 Nature of Quantitative Research
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PRACTICAL RESEARCH 2 - Grade 12 Alternative Delivery Mode Quarter 1 – Module 1: Nature of Quantitative Research First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – Region IX Office Address: ____________________________________________
Telefax: ____________________________________________ E-mail Address: __________________________________________ Development Team of the Module Writers: Jeovanny A. Marticion Editors: Reviewers: Zhyrine P. Mayormita Illustrator: Layout Artist: Management Team: Virgilio P. Batan - Schools Division Superintendent Jay S. Montealto - Asst. Schools Division Superintendent Amelinda D. Montero - Chief Education Supervisor, CID Nur N. Hussien - Chief Education Supervisor, SGOD Ronillo S. Yarag - Education Program Supervisor, LRMS Leo Martinno O. Alejo - Project Development Officer II, LRMS
What I Know Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
Lesson 1 Nature of Quantitative Research What’s In The use of quantitative research has greatly influenced the society in various fields. It has brought the humanity into greater heights of relevant discoveries of explaining natural phenomena, describing population and innovating products. It helped scientists, field experts and organizations in providing solutions to certain problems in our community. Throughout time, it has become the backbone of the world’s activities in business, industry, health, human affairs, infrastructure, space exploration etc. Previously, you have acquired basic concepts of qualitative research and, probably, engaged in understanding social issues through qualitative methods. This time, you will be introduced to quantitative research. What’s New At the beginning of COVID- 19 pandemic in the Philippines, the scientists from University of the Philippines became an active partner in providing recommendations to the Inter- Agency Task Force, the core agency assigned in managing the health emergency crisis in the Philippines, based on their predictions and research. The quarantine measures implemented by the LGUs were always based from the policy reports of the research team. Last June 11, 2020, they have predicted the cases in the Philippines to reach 40, 000. Surprisingly, the cases tallied by the Department of Health as of June 30, 2020 was estimated at 37, 000. This was very close to the predictions they have made. For the next months, how will reliance to research community help national and local government units in responding to emergency issues? Source: https://newsinfo.inquirer.net/1289772/covid- 19 - cases-in-ph- could-reach- 40000 - by-june- 30 - up-research-team
What’s More Quantitative vs. Qualitative Research Based on your experience in Practical Research 1 and from the previous reading, compare and contrast the following abstracts. Write your answers on the provide activity sheet. Qualitative Research Tolentino, K. (2019). ‘Look What You Made Me Do’: A Study on the Individualized Fan Culture of Filipino Taylor Swift Fans , Unpublished Undergraduate Thesis, University of the Philippines Diliman The investigation recognizes the intensity of media and its commitment to the advancement of a person. This incorporates how fans don't rehearse fan culture just as a type of diversion, but instead permitting an outside power to make an effect in their lives. Specifically, this examination shows how a universal craftsman, Taylor Swift, had the option to connect with our nation, adding to the unmistakable fan culture in the Philippines. In a few top to bottom meetings with Filipino Taylor Swift fans, the examination uncovers how the hole between unfamiliar media and fans are crossed over through the association shaped through media utilization. Considering this, the exploration saw the individual existences of individual Filipino Taylor Swift fans as they had the option to create confidence, character, and strengthening, through the ceaseless utilization of Taylor Swift's substance. Keywords: fan culture, identity, music, self-esteem and Taylor Swift
Quantitative Research Lim, J. S., Alonso, D. E., Dingal, M. J. L., and Sandueta, R. (2019). Anger, Impulsivity and Anxiety from Academic Stress as Suicidal Risk Predictors , Unpublished Research Journal. Science, Technology, Engineering and Mathematics. Zamboanga del Norte National High School The study aims to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors in Senior High School students. Researchers employed correlational (prediction studies) design with a sample size of 274 respondents. The 4 - point Likert scale questionnaires adapted were State-Trait Anger Expression Inventory- 2 (STAXI-2), Barratt Impulsiveness Scale (BIS-11) and Beck Anxiety Inventory (BAI) in measuring the level of anger, impulsivity and anxiety from academic stress. Using 7-point Likertscale, Suicidal Ideation Questionnaire (SIQ) was also used to measure the level of suicidal risk. Higher level of anxiety (x ̅=2.64) and anger (x ̅=2.54) was found among the respondents. Impulsivity was found to be low (x ̅=2.25). Results revealed that both anger (r=0.297) and anxiety (r=0.296) has weak correlation to suicidal while impulsivity shows a very weak correlation (r=0.196). Although significant relationship was found between anger, impulsivity and anxiety from academic stress and suicidal risk, respondents are unlikely to commit suicide as shown by its mean (x ̅=2.46). Ultimately, it can be concluded that both anger and anxiety can be predictors of suicidal risk. The researchers recommend that people playing vital roles in the lives of students be active in implementing ways to help them control their emotions. Keywords: anger, impulsivity, anxiety, academic stress, suicidal risk predictors
What I Have Learned Fill in the blanks. Write your answers on the provide activity sheet. Quantitative research deals with (1)______________ data. The respondents are (2)_________________ selected. The approach could either be (3)__________________ or (4)_____________________. The findings can be (5) __________________ into certain population due to its nature. Data is collected through (6) _______________________. The analysis of data is conducted through the use of (7)______________________. What I Can Do Create a concept map on quantitative research. Write your answers on the provide activity sheet. Assessment Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
ANGER, IMPULSIVITY AND ANXIETY FROM ACADEMIC STRESS AS SUICIDAL RISK PREDICTORS Doris Easter V. Alonso, Mark Jay Louise I. Dingal, Jelena Shelby A. Lim, Richardson Y. Sandueta Science, Technology, Engineering and Mathematics, Senior High School, Zamboanga del Norte National High School Abstract The study aims to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors in Senior High School students and employed correlational (prediction studies) design. A sample size of 274 respondents were utilized and the data gathered was analyzed using mean, standard deviation, Pearson product- moment correlation and multiple linear regression analysis. The researchers adapted the State- Trait Anger Expression Inventory- 2 (STAXI-2), Barratt Impulsiveness Scale (BIS-11) and Beck Anxiety Inventory (BAI) to measure the level of anger, impulsivity and anxiety from academic stress in a 4- point Likert Scale. Furthermore, Suicidal Ideation Questionnaire (SIQ) was also used to measure the level of suicidal risk in a 7- point Likert scale. Results revealed that both anger and anxiety has weak correlation to suicidal risk (r=0.297, 0.296), while impulsivity shows a very weak correlation (r=0.196) Furthermore, significant relationship was found between anger, impulsivity and anxiety from academic stress and suicidal risk (p= 0.000, 0.001, 0.000). Based on computed means, it can be concluded that SHS students high levels of anxiety and anger ( 𝑥̅ = 2. 64 , ̅𝑥 = 2. 54 ) but low level of impulsivity ( 𝑥̅ = 2. 25 ). However, despite having generally high levels of negative emotion/ behavior, SHS students are unlikely to commit suicide ( 𝑥̅ = 2. 46 ). Ultimately, it can be concluded that both anger and anxiety can be predictors of suicidal risk while impulsivity cannot. The researchers recommend that people playing vital roles in the lives of students be active in implementing ways to help them control their emotions and prevent them from resorting to impulsive decisions. Introduction Students experience different kinds of emotion in their everyday academic endeavor which lead to expression of various behaviors. An individual’s reaction to a certain event in his/ her life gives rise for emotions. Dr. Martin Seligman says that people have the ability to control their own emotions based on how they perceive or interpret their experiences however, there are instances where some children and adults fail to manage negative emotions and they express these out through anger, impulsivity and anxiety leading to depression (Lawson, 2002). Alarmingly, in worst cases, depression can lead to suicide (World Health Organization, 2009). Every year, 800,000 people die due to suicide and for every suicide, there are even more people who attempt to do it. Suicide is the second leading cause to the death of 15-29 year old individuals and 79% of suicide occurs in low to mid income countries. This is an alarming rate and if not prevented, it might increase from 1 person dying for every 40 seconds to 1 dying every 20 seconds by 2020. (World Health Organization, 2009). According to the data from 2015 from the Global Burden of Disease Study, suicide rates in the Philippines are up to 3.8 for both sexes for every 100,000 of the general population (Coronel, 2019). By any measure, there must be a way of understanding and assessing suicide. Studies that were recently conducted showed that adults who have suicidal thoughts show higher means of anger, impulsivity and academic stress than those without suicidal thoughts (Masoo & Kamran, 2018) and Nepon et al. (2010) stated that there were 5 causes of suicide namely: loneliness, depression, hopelessness, anger and conflict, however some studies state that anxiety is independently associated with suicide attempts(18) and that academically achieving students have higher suicidal ideas than those of academically failing students (Arun, Garg & Chavan, 2017). Mostly, studies about suicide ideation that were conducted focused only on university students. Also, most, if not all were conducted on international countries. With this, the researchers came up with a study that is focusing on the assessment of the level of anger, impulsivity, and anxiety from academic stress and its use as suicidal predictors on senior high school students, whether academic achievers or not, that will be conducted in the locality. The findings of this study is most beneficial to students since they are able to monitor their own behavior and emotions and determine if they are prone to suicide so they can seek for professional help before it turns severe. Also, other beneficiaries include the parents and teachers since they are knowledgeable about their son’s, daughter’s/ student’s emotional conflicts and they will be able to find ways to cater their needs. The school administration is
more mindful of their students’ mental and emotional health as these are matters that should pose serious concern to the society and the batches to come. This study is anchored to the Stress- Diathesis Model which focuses on behavior categories, risk factors and their interactions (Heeringen, 2012). This model intends to emphasize that there is a vulnerability called diathesis among individuals which predisposes them to develop suicide ideation when encountered with stress. Conceptually, diathesis is the vulnerability which makes a disordered state to occur. Also, it is the factor that increases the tendency of an individual to succumb into a particular attitude or act in a different way. The model asserts that if the interaction between predisposition and stressor go beyond the individual’s ability to control and maintain it, he/ she will develop a disorder (Lazarus, 1993). The schematic diagram of the present study is shown below. Schematic Diagram of the Study The general objective of this study is to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors of senior high school (SHS) students. Specifically, it seeks to answer the following research questions: 1. What is the demographic profile of SHS students in terms of: a. gender; b. age; c. grade level; d. program/ strand and monthly family income?; 2. What is the level of negative emotion/behavior of SHS students in terms of: a. anger; b. impulsivity; c. anxiety and; d. suicidal risk?; 3. Is there a significant relationship between: a. anger and suicidal risk; b. impulsivity and suicidal risk and; c. anxiety and suicidal risk? 4. Which among the dependent variables can be predictors of suicidal risk? Methods The study employed descriptive- correlational (prediction studies) research design since the study was set to assess if anger, impulsivity and anxiety could be predictors for suicidal risk. The students in senior high school level of Zamboanga del Norte National High School, Turno Campus (ZNNHS- TC) enrolled for the school year 2019- 2020 were the target population of the study. The sample size was 274, 156 students for grade 1 1 (STEM: 47; ABM: 28; HUMSS: 53; GAS: 17 and A&D: 11) and 118 for grade 12 (STEM: 32; ABM: 41; HUMSS: 22; GAS: 14 and A&D: 9). No specific criteria was followed within the process of utilizing the participants, as long as they were able enroll themselves to senior high school of S.Y 2019- 2020 of ZNNHS- TC, they were qualified to take part in the study. The researchers prepared a questionnaire which consists of questions from previously validated data collection tools which was revised to concern with evaluating the levels of anger, impulsivity, anxiety and suicidal risk from academic stress. These were the State- Trait Anger Expression Inventory- 2 (STAXI-2),a 57-item inventory which was developed to evaluate state anger, trait anger and anger expression (Spielberger, 1999) the Barratt Impulsiveness Scale (BIS-11), a 30- item questionnaire formulated to measure personality/behavioral construct of impulsiveness (Stanford et al., 2009), the Beck Anxiety Inventory (BAI), a 21 - item questionnaire meant to determine the presence of anxiety or depression (Lawson, 2002) and the Suicidal Ideation Questionnaire (SIQ), a 15- item questionnaire that assesses the frequency of suicidal ideation to provide initial information on an adolescent’s thoughts about suicide. The researchers modified the questionnaires and only selected certain items from the actual and original tools. Those which did not seem significant to the population and hard to understand (Ibrahim et al., 2017) not included to ensure that the respondents were able to decode the meaning of each statement in the questionnaire. For each variable, anger, impulsivity and anxiety, 10 questions were compiled. All were in a 4 - point Likert scale. A score of 1 corresponds to Never, 2 for Occasionally, 3 for Often, and 4 for Always. On the other hand, the original SIQ consisting of 15 questions was employed in a 7 - point Likert Scale where 1 corresponds to Never (NR), 2 I had this thought before but not in the past month (NPM), 3 for once a month (OM), 4 for couple of times a month (CM) 5 for once a week (OW), 6 for couple of time a week (CW) and 7 for almost everyday (AE). STRESSOR Academic Stress Anger Impulsivity Anxiety DIATHESIS Suicidal Risk
As seen on the graph, females tend to have higher levels of anger, anxiety and suicidal ideation. This is in consonance with the study on Agression in Women which states that women have higher anger levels than men (Denson, 2018). However, male displayed higher levels of impulsivity. The result is consistent with the findings of Weafer (2014) where men are more impulsive than women. The results are comparable with the study of Ibrahim et.,al which states that women have higher suicidal risk than men. Grade 12 showed higher levels across four areas. The subjects for Grade 12 semesters are now focused on specializations, community immersion and research. The results confirmed the findings of Suoza et al. (2009), wherein higher level of suicidal ideation was seen among students who have spent more than 8 years of studying at 16.7%. Younger students showed higher levels of impulsivity and suicidal risks. In a sample of Finnish students aged 13 – 17, self-reported depression severity was associated with concentration difficulties, and poorer social relationships, self-learning, poorer academic performance, and worse reading and writing outcomes (Fröjd et al., 2008). Across various strands, they share the same levels of negative feelings from academic stress except for Arts and Design which has shown significantly lowest when compared to others. This could be attributed to the nature of their specialization. Most of the subjects covered are inclined with expression and creativity. The findings is consistent with the study of Hallaert (2018), where majors were not at a greater risk for suicide than their general peers. Correlation and Significance of Relationship between Anger, Impulsivity, Anxiety to Suicidal Risk Variable r-value Verbal Description p-value Decision on Ho Anger vs. Suicidal Risk 0.297 Weak 0.000 Reject H 0 Impulsivity vs. Suicidal Risk 0.196 Very Weak 0.001 Reject H 0 Anxiety vs. Suicidal Risk 0.296 Weak 0.000 Reject H 0 Level of Significance: 0. The table above shows that both anger and anxiety exhibits a weak correlation to suicidal risk. Meanwhile, impulsivity has very weak correlation to suicidal risk. On the other hand, its corresponding p- values are 0.297, 0.196 and 0.296 which are all greater than the perceived level of significance, 0.05. Hence, there is enough evidence to reject null hypothesis. The findings above can be supported by previously conducted studies which state that anger, impulsivity and perceived academic stress has a positive significant relationship to suicidal risk (Hawkins et a., 2013; Masood & Kamran, 2018)
Multiple Linear Regression Analysis on Anger, Impulsivity and Anxiety to Suicidal Risk Model Adjusted R Square Coefficients (ẞ) Sig. USTD STD 1 (constant) Anger 0.085 0. 0.777 0.
2 (constant) Anger Anxiety 0.104 0.
3 (excluded variable) Impulsivity
a. b. Predictors: (Constant), AngerPredictors: (Constant), Anger, Anxiety c. d. Excluded Variable: ImpulsivityDependent Variable: Suicidal Risk The first model showed an adjusted R square value of 0.085. This implies that 8.5% of the independent variable is explained by the dependent variable. Anger exhibits a statistically significant relationship with suicidal risk with a p- value of 0.000. The unstandardized ẞ coefficient for model 1 of 0.777 means that, mean wise, for every one unit raise in anger, suicidal risk increases by 0.777 and its standardized ẞ coefficient of 0.297 means that for every one unit raise, standard deviation wise, suicidal risk increases by 0.297. Second model considered both anger and anxiety. With an adjusted R square value of 0.104, 10.4% of both these dependent variables explain suicidal risk with both of their p- values at 0.009. It showed a statistically significant relationship with suicidal risk. The unit raise in the mean of anger, suicidal risk increases by 0.490 while for anxiety it increases by 0.404 (ẞustd= 0.490, 0.404) and for every unit raise in the standard deviation of anger and anxiety, suicidal risk increases by 0.187 and 0.186 respectively (ẞstd= 0.187,0.186). Meanwhile, impulsivity was excluded in the analysis with a p- value of 0.197. This means that it exhibits no statistically significant relationship with suicidal risk. Ultimately, statistical analysis of the data shows that both anger and anxiety can be predictors of suicidal risk while impulsivity cannot. These findings are comparable with the study of Ibrahim et., al (2017) which stated that anger is associated with suicidal ideation and behavior through perceived burdensomeness and with greater acquired capability for suicide via experiences with painful and provocative events. The researchers also emphasized that treatment for problematic anger may be beneficial to decrease risk for suicide. American Association of Suicidology and American Foundation for Suicide also claims that anxious people are especially at risk for suicide (Bentley & Nock, 2017; Bentley, 2016). Meanwhile, other studies have also claimed that impulsivity is not a cause for suicidal behavior (Klonsky & May, 2015). Conclusions and Recommendations having generally high levels of negative emotion/behavior, SHS students are unlikely to be suicidal. Applying the statistical analysis, it is revealed that anger and anxiety exhibit weak correlation to suicidal risk and impulsivity has very weak correlation to suicidal risk. In addition, there is a significant relationship between anger, impulsivity and anxiety to suicidal risk. Lastly, both anger and anxiety can be predictors of suicidal risk while impulsivity cannot. Researchers recommend that students should learn and be urged to manage their emotions. Talking to someone and opening up to them about their problems will also help in applying preventive measures. By attending activities such as family day and parent-teacher meeting, parents can engage more to their children. Also, as the second parent, teachers must avoid scolding their students publicly. Teachers should also monitor them regularly and observe closely to track changes in their behavior in school. Besides, teachers can conduct face to face interview or home visitation to discuss important matters to parents. The school administration must also find ways to lessen the emotional problems of students relative to academic stress such as strengthening and requiring strict implementation of the Children Protection Policy. Finally, future researchers are also recommended to conduct further studies considering different predictor variables or they can enhance reconduct the present study to compare results.
Answer Key References Berg, B. L. and Howard, L. “Qualitative Research Methods for the Social Sciences.” (8th ed). USA: Pearson Educational Inc (2012).. Bryman, A. “Social Research Methods.” 4th edition. New York: Oxford University Press. (2012). Cohen, L., Manion, L. and Morrison, K. “Research Methods in Education.” (7th ed). London: Routledge. (2011). Daniel, E. “The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum.” Journal of Education and Practice. 7 (15). pp. 91- 100. (2016). Denscombe, M. “The Good Research for Small – Scale Social Research Project.” Philadelphia: Open University Press. (1998). Gonzales, C. “COVID-19 cases in PH could reach 40K by June 30 — UP Research Team”. July 29, 2020. Philippine Daily Inquirer. Gorard, S. “Quantitative Methods in Educational Research: The role of numbers made easy.” London: The Tower Building. (2001). Johnson, B. and Christensen, L. “Educational Research, Qualitative, Quantitative and Mixed Approach”. (4th ed). California: SAGE Publication. (2012). Lichtman, M. “Qualitative Research in Education: A User’s Guide.” (3rd ed). USA: SAGE Publication. (2013). Lim, J. S., Alonso, D. E., Dingal, M. J. L., and Sandueta, R. “Anger, Impulsivity and Anxiety from Academic Stress as Suicidal Risk Predictors, Unpublished Research Journal.” Science, Technology, Engineering and Mathematics. Zamboanga del Norte National High School. (2019). May, T. and Williams, M. “Knowing The Social World”. Buckingham: Open University Press (1998).. Shank, G. and Brown, L. “Exploring Educational Research Literacy.” New York: Routledge (2007).. Tolentino, K. “Look What You Made Me Do’: A Study on the Individualized Fan Culture of Filipino Taylor Swift Fans” University of the Philippines Diliman (2019).
