Senior High School

Practical Research 2
Quarter 1 – Module 1:
Nature of Inquiry and Research

i
 Practical Research 2
Alternative Delivery Mode
Quarter 1- Module 1: Nature of Inquiry and Research
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

eisha Marie P. Roldan

aluator: Henry D. Espina, Jr. Moderator: Dr. Arlene Buot Illustrator: Rosemarie P. Sabio Layout Artist: Keisha Marie P. Roldan
S. AndalesSchools Division Superintendent
Division Superintendent Dr. Ester A. Futalan Assistant Schools Division Superintendent Dr. Cartesa M. Perico Assistant Schools Division Superinte
ogram Supervisor-LRMDS Dr. Clavel SalinasPSDS/SHS Division Coordinator

Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu

City Telefax: (032) 255-6405

E-mail Address: [email protected]

ii
 Senior High School

Practical Research 2
Quarter 1 – Module 1:
Nature of Inquiry and Research
 MESSAGE TO EDUCATORS/PARENTS

“Education is the most powerful weapon which you can use to change
the world.” Nelson Mandela

Education is an important aspect that plays a huge role in this modern,

industrialized world. It is an important element and prior condition of revamping the
society. It empowers the people to comprehend the world out of the box and help
them to become humanist, self-reliant and be able to survive in this competitive
world. In connection with this, the Department of Education continue its mission that
is to promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education despite the problems that our country is facing right now.
One of the ways to continue delivering quality education despite this pandemic
COVID-19 is the crafting of this module. This will give an opportunity to every learner
to continue learning right in their homes.

For educators, you are now reading Practical Research 2: First Quarter
Alternative Delivery Mode (ADM) Module 1 on “describe characteristics,
strengths and weaknesses, and kinds of quantitative research. CS_RS12-Ia-c-
1” as stated in the K-12 Most Essential Learning Competencies.

This module is will help and guide you with the first competency that you
would be teaching in Practical Research 2. This module is composed of learning
activities that vary from simple- to- complex, to let your students explore more and to
master the given competency more effectively. Each part of this module is
specifically crafted taking into consideration the diverse Filipino learners and their
skills and abilities.
To you dear parents, who are tirelessly supporting our learners, this module is
also dedicated. It is believed that when parents are engaged in their children’s
school experiences, students are encouraged and motivated to not only finish their
school tasks, but also develop a lifelong love of learning because they know they can
expect family guidance and home support. Hence, this module can help you guide
your children in learning at home regardless of having the background knowledge for
the subject area or not. The activities and instructions stipulated in this module are
written meticulously to ensure that you, the parents, can still facilitate learning at the
comfort of your own home.
It is the hope of the writers of this module that you, the educators, as well as
you, the parents, will find this module of great assistance in your journey to
continuous learning education despite the struggles at hand.
 IMPORTANT WORDS TO THE LEARNERS

“The youth is the hope of the nation,” Jose Rizal, our national hero is famously
quoted for this statement. He believes that you (the youth) are essential for the
progress and the success of our beloved country, The Philippines.
That is the reason why the Department of Education, headed by the ever
hands-on secretary, Leonor Magtolis Briones, ensures that education will continue in
all levels in the nation despite the threat of Covid-19 pandemic. Continuing education
becomes a solid foundation, a stability, and a greatest hope, that in the future
generations to come, lessons learned in this trying times of the pandemic will be
applied to better served this country.

In turn, you, as primary stakeholder of learning, is given this Teacher-made

educational module, as your Alternative Delivery Mode of Learning, so that you can
continue your educational journey towards success. This module is written with your
abilities and skills taken into consideration. It is the greatest hope of the writers that
you will not only enjoy reading and answering the activities but also improved your
ability in the field of Practical Research.

The following icons are used for you to be guided in every part of the module.

The first part shows the Learning Competencies, the learning outcomes, and the skills needed to be developed

WHAT I NEED TO KNOW

This part checks the prior knowledge about the lesson to be taken.

WHAT I KNOW
This part connects the previous lesson to the new lesson to be taken through an activity or

WHAT’S IN?

The new lesson is introduced in this part in a creative form. It can be through a song, a picture, a poem, an activit

WHAT’S NEW?
 Necessary information is presented in this part for guidance and better understandin

WHAT IS IT?
Activity/iesareansweredheretotestthe knowledge and skills gained in this lesson.

WHAT’S MORE?

In this part, statement/s can be written to express the learning gleaned in this lesson

WHAT HAVE I LEARNED?

A transfer of newly acquired knowledge and skills in application to real life situations is provided

WHAT CAN I DO?

ASSESSMENT

This part assesses the mastery of the lesson presented in this module.

This part gives enrichment activities to enhance the skills in this lesson.

ADDITIONAL ACTIVITIES

This part contains the answers to all the activities in this module.

WHAT I DNTSOWEKRNKOEWYS?
NEEA

At the end of this module, you will find the References Section where all
reliable sources are arranged and listed for your guidance and future use.

To make the most of this experience, here are a few reminders:

1. Keep in mind that this module is the property of the government. You are not
to answer in this module but to use a different paper or notebook assigned by
your teacher as your answer sheet. Markings or writings are strictly not
allowed.

2. The lessons and activities in this module are arranged in a specific manner to
guide you in independent learning so it is not advisable to jump from one
activity to the other. It would be best if you will follow through with the different
parts of the module to ensure the best possible learning experience.
 3. It is also important that you read the instructions carefully to give the correct
answers.

4. Finally, bear in mind that this is a home-based module, so you must answer it
on your own comfort while at home. You must uphold trustworthiness in
answering and checking your own work.

Even though this is an independent module, you are strongly encouraged to

contact your teacher facilitator if there are confusions and questions you want to
address. Do not forget that communication between you and your teacher facilitator
will be of great advantage for a better success rate in the use of this module.

It is the hope of the writers that this module would be a very helpful tool in
facilitating independent learning to you to prepare you for a more competitive world
after high school. Though it is a great challenge, but we believe in your ability to be
resilient and to rise above your present situation. Soar High Senior!

WHAT I NEED TO KNOW

A pleasant day learner!

This module is the first lesson to be tackled for the subject, Practical
Research 2, in which you are to develop the competency below. This module is
especially designed to make sure that you will be able to answer the activities and
skills appropriate for this topic.

You must be able to:

Learning Competency: Describe characteristics, strengths and weaknesses,

and kinds of quantitative research. CS_RS12-Ia-c-1

At the end of this module, you ought to:

Learning Outcomes:

A. Describe the characteristics, strengths and weaknesses, and kinds of

quantitative research.
B. Examine real life situations/scenarios that show the characteristics,
strengths and weaknesses, and kinds of quantitative research; and
C. Determine a situation (personal experience, observed experience, etc.)
that causes problem/s and how to apply quantitative research to solve it.

7vii
 WHAT I KNOW

Test I. Directions: Match the words/phrases in B to the images in A. Write the

letter of the correct answer on a separate sheet of paper.

A. B. C. D. E.

F. G. H. I. J.

K. L. M. N. O.

1. COSTLY 9. EXPERIMENTAL RESEARCH

2. CYCLICAL 10. NUMERICAL DATA

3. INQUIRY 11. QUALITATIVE RESEARCH

4. OBJECTIVE 12. QUANTITATIVE RESEARCH

5. REPLICATION 13. SURVEY RESEARCH

6. RESEARCH 14. CAUSAL-

COMPARATIVE
RESEARCH
7. CORRELATIONAL
RESEARCH 15 INCOMPLETE AND INACCURAT
8. DESCRIPTIVE RESEARCH
Test II. TRUE OR FALSE.
Directions: Read each of the statement below carefully. If you believe that the
statement is TRUE, draw a . If you believe that it is FALSE, then draw a .
Draw your answers on a separate sheet of paper.
_1. Quantitative research is costly because of the large number of respondents
needed and the number of questionnaires to be reproduced.
_2. A large number of data are used to show trends, relationships, or
differences among variables and is one of the weaknesses of quantitative research.
_3. Reliable quantitative studies CANNOT be repeated to verify or confirm its
correctness in another setting.
_4. Inquiry is closely linked with research because investigating or examining a
phenomenon is how research is started.
_5. Quantitative research is NOT a scientific, experimental, or inductive manner
of thinking.
_6. Research allows you to directly make a conclusion without ample data
gathered using a problem-solving technique.
_7. Qualitative research uses structured research instruments like
questionnaires to collect measurable characteristics of the respondents.
_8. Descriptive research is the design concerned with describing the nature,
characteristics and components of the population or a phenomenon.
_9. Experimental Research is the systematic investigation of the nature of
relationships, or associations between and among variables without necessarily
investigating into causal reasons underlying them.
_10. A survey research is used to gather information from groups of people by
selecting and studying samples chosen from a population.

Test III. IDENTIFICATION.

Directions: Below are sample scenarios/situations where the different kinds of
quantitative research can be employed. Choose the appropriate quantitative
research design to be used for each situation. Draw the corresponding icon on
a separate sheet of paper.

CAUSAL-COMPARATIVE RESEARCH DESCRIPTIVE RESEARCH

RESEARCH
CORRELATIONAL EXPERIMENTAL RESEARCH

SURVEY RESEARCH

9
A. Opinion polls about the C. Describing the
positive and negative relationship between the
effects of Covid-19 incomes of the employees
pandemic to the Grade 12 with their work performance.
learners of Faith School.
D. Determining whether a
B. Effectiveness of computer-based ACT
Teaching Mathematics program has a positive
Using Conventional and effect on ACT test scores.
Modern Methods.
E.
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WHAT’S IN? .

r Test I. Below are the qualities of a

r qualitative and quantitative
i research. Directions: Categorize
e them, draw the same box below
on a separate sheet of
paper, and write your
answers there.
Holistic Structured Data Gathering MethodsSubjective Numerical Data
Result-oriented
Exploratory Hypotheses are tested Inductive

Purposive Sampling Measurable Verbal Random Sampling

Process-oriented
Deductive Hypotheses are generatedConclusive

Analyzed using words, pictures & objects Objective

Non-structured Data Gathering Methods Particularistic

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Test II. Directions: From the given answers above, identify which ones about
quantitative research are described below. Write your answers on a
separate sheet.

1. Examples of these are the standardized or researcher-made

questionnaires, surveys, and observations.
2. These are information which are expressed in numbers.
3. These are presumptions to be computed before accepting it as true.
4. The relevance of the outcome is more important than the process
of the research.
5. This is the ability of the data to be counted.
6. It denotes the unbiased representation of the total population.
7. It starts out with a general statement, or hypothesis, and examines
the possibilities to reach a specific, logical conclusion.
8. It is meant to provide information that is useful in reaching
conclusions or decision-making.
9. The results and conclusion are based on relevant facts, not on
personal perception.
10. Quantitative research focuses on a specific research problem to
yield specific outcomes.

WHAT’S NEW?

Directions: In this part of the module, you are going to do a Picture Analysis.
Look closely at the picture. Then answer the questions in a complete sentence
on a separate sheet of paper.

11
Check your understanding:

1. What do you see in the picture?

2. What questions come to mind while you are looking at the image?

3-5. Identify three problems evident in the picture.

6-8. Choose one problem identified above and give at least three possible solutions.

9-11. Identify three agencies or three people that could give help or support in
solving the problem above.

12. Among the identified problems, which one is your top priority to be solved first
as a student?

13. What are the preliminary steps that you can do to solve the problem above?

14. What is the role of God or your spiritual life in solving the problem in number 12?

15. How important is the problem-solving technique in real life situation?

_
 WHAT IS IT?

QUANTITATIVE RESEARCH

putational techniques. It highlights numerical analysis of data hoping that the numbers yield unbiased results that can be g

Reading 1: Characteristics of Quantitative

Research

CHARACTERISTICS OF
QUANTITATIVE
RESEARCH

1. OBJECTIVE. Quantitative research

seeks accurate measurement and
analysis of target concepts. It is not
based on mere intuitions and
guesses. Data are gathered before
proposing a conclusion or solution to
a problem.
2. STRUCTURED RESEARCH
INSTRUMENTS. Data are normally
gathered using structured research
tools such as questionnaires to
collect measurable characteristics
of the population.
3. CLEARLY DEFINED RESEARCH QUESTIONS. In quantitative research, the
researchers know in advance what they are looking for. The research questions
are well-defined for which objective answers are sought. All aspects of the study
are carefully designed before data are gathered.
4. NUMERICAL DATA. Data are in the form of numbers and statistics, often organized
and presented using tables, charts, graphs and figures that consolidate large numbers
of data to show relationship among variables.
5. LARGE SAMPLE SIZES. To arrive at a more reliable data analysis, a normal
population distribution curve is preferred. This requires a large sample size,
depending on how the characteristics of the population vary.
6. REPLICATION. Reliable quantitative studies can be repeated to verify or confirm the
correctness of the results in another setting. This strengthens the validity of the
findings thus eliminating the possibility of spurious conclusions.
7. FUTURE OUTCOMES. By using complex mathematical calculations and with the aid
of computers, if-then scenarios may be formulated thus predicting future results.
 The Strengths and Weaknesses of Quantitative Research

STRENGTHS WEAKNESSES

 It may be time consuming

 Provides estimates of considering a large
population at large. sample.
 Indicates the extensiveness  Exact answers may not be
of attitude held by people. properly presented because they
 Provides results which could are quantitatively expressed.
be condensed to statistics.  Statistical computations are
 Allows statistical complex for some.
comparison between  Too much methodology may
various groups. dismay researchers, especially on
 Has precision, is definitive randomization in the selection
and standardized. sample.
 Measures the level of  Not all quantitative data
occurrence, actions, trends etc. are extensively discussed
 Can answer the questions, and interpreted.
“How many?” and “How often?”  It is costly. Since it has large
 It is objective. Since it provides population size, the expenses will
numerical data, it cannot be be greater in reaching out to the
easily misinterpreted. respondents.

Kinds of Quantitative Research

Descriptive Research Survey Research

Correlational Research Casual-Comparative

Research

Evaluation Research Experimental Research

 Descriptive Research. This design is concerned with describing the nature,
characteristics and components of the population or a phenomenon.

Example: 1. The hours senior high school students spend in social media.
2. The condition of No back-riding Policy of motorcycles in the town
of Pag-asa
3. The effect of the shifting of classes to students and parents

matic investigation of the nature of relationships, or associations between and among variables without necessarily investig

Example: You want to research about the relationship of the following:

1. sex and mathematical ability
2. marriage and cancer recovery
3. occupation, and life span.

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

Example: 1. Determining the impact of a new treatment procedure to patients.

2. Evaluating the attitude of the students in learning to the new
technology used in teaching
3. The effectiveness of wearing of facemask in the town of Pag-asa.

ather information from groups of people by selecting and studying samples chosen from a population. It may be done in var

Example: 1. Determining the rate of promotion of doctorate degree holders five

years after earning the degree.
2. Sanitary practices of the student at home
3. Preferable track of the senior high school students
 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.

Example: 1. If you are interested in how weight influences stress-coping level of

adults. Subject would be separated by groups (underweight, normal
weight, overweight) and their stress-coping levels measured. Weight is a
pre- existing characteristic that makes it an ex post facto design.
2. You want to know why the people in Pag-asa has higher of incidents of
cancer than its neighboring town (cancer cases are the pre-existing fact
that makes it ex post facto)
3. The increase of fatal vehicular accidents in a town (vehicular accident
is the pre-existing fact that makes it ex post facto)

thod to test cause-and-effect relationships under conditions controlled by the researcher. In this case an effort is made to d

Example: 1. A teacher would like to know if a new teaching strategy is effective or

not so he/she teaches one section using the new strategy and teaches
another comparable section without the new strategy, then an
achievement test was given to the two sections. The manipulated
independent variable is the new teaching strategy and all other
variables are controlled by the teacher.
2. An agriculturist wants to know which is more effective, organic
fertilizer or synthetic inorganic fertilizer in sweet potato crops.
3. A dietician wants to recommend ampalaya ice cream to his patients.
He wants to know how much ratio of ampalaya and milk would be
acceptable to the taste of his patients.
 WHAT’S MORE?

Directions: Read carefully and understand each of the following scenarios and
identify the characteristics, strengths or weaknesses and the appropriate kind
of quantitative research to be used using the table below.

Scenario 1: Miko is conducting a research on how healthy the food is served during
recess in their school canteen. As he does his initial research, he found out that
the number of customers would reach approximately 2000 including the teachers
and some parents. The result of his research will be used during planning for
improvement of the school canteen that would be in three weeks’ time.

Scenario 2: Dina is a constant academic awardee since grade school. She is now in
college and wants to know if there is a relationship between academic
performance and sports engagement since she is a varsity volleyball player. As
she gathers more information about her research, she found another research
about the relationship between academic performance and working part-time
and used it as her reference. But as she goes through her research, she had
difficulty in her statistical computations, so she hired experts to help her out.

Scenario 3: Robi is one of the million citizens in the Philippines whose life got
affected by COVID-19. Since there are a lot of new protocols and rules imposed
by the government, Robi wants to know its impact to the people in his
community. He carefully crafted his questionnaires so that it would be easily
understood by his target respondents. He knows it would take a long time to
finish his research since he is targeting more than 40% of the population of his
community and his only means of collecting data is through social media. But he
knows that the result of his research would be a great help to his community.

Scenario 4: Mika is a Grade 12- learner taking TVL track in Masaganang

Pamantasan National High School in a remote area in the Philippines. She
belongs to a family of farmers and would like to experiment on new and
affordable dishes. She wanted to prove if ampalaya and malunggay could be
good ingredients for cakes. So she will bake two sets of cakes, one with
ampalaya and malunggay and one without. She knows it will need quite a lot of
money but she is determined to do it for favorable future outcomes.

Scenario 5: In this Covid-19 pandemic, the world is in an uproar. As a Psychology

major in college, Miko knows the importance of putting mental health as a top
priority concern. So he wanted to conduct a study to know how many of his
fellow students are still in good mental health. Because of recent restrictions, he
decided to create a google form questionnaire to save paper and to reach out
faster to his respondents. He made sure that the questions were specific and
clear but respectful.
SCENARIOS/ KINDS OF
CHARAC-
SITUATIONS STRENGTHS WEAKNESSES QUANTITATIVE
TERISTICS
RESEARCH
1. SCENARIO
1

2. SCENARIO
2

3. SCENARIO
3

4. SCENARIO
4

5. SCENARIO
5
 WHAT HAVE I LEARNED?

Directions: Finish the sentences below according to how you understand the lesson
presented. Copy and answer on a separate sheet of paper.

It is important to be familiar with the

characteristics of quantitative research
because . . .

_ _

_ _

Because I know the strengths and

weaknesses of quantitative research, I can

_ _

_ _

_ _

The knowledge about the different kinds of

quantitative research will guide me in
choosing my own research design because

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 WHAT CAN I DO?

Test I. Directions: Write three (3) different scenarios/situations basing from

real- life experiences whether personal or observed in the environment.
Analyze the characteristics, strengths and weaknesses, and kinds of
quantitative research evident in the situations.
Characteristics:
Scenario 1
_
_ Strength:
_
_
_ Weakness:
_
_
 _
Kind of Qualitative Research:
_

Characteristics:
Scenario 2
_
_
_
Strength:
_
_
_
Weakness:
_
_
_
Kind of Qualitative Research:

Scenario 3 Characteristics:

Strength:

Weakness:

_ Kind of Qualitative Research:

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 ASSESSMENT

Test I. IDENTIFICATION.
Directions: Read the statements below. Give what is asked. Write your
answers on a separate sheet of paper.

1. This weakness of Quantitative Research causes the

researcher to spend more expenses in questionnaire production due to its large
number of respondents.
2. This type of quantitative research is the most challenging
of all because it tests the cause-and-effect relationships under conditions controlled
by the researcher.
3. Quantitative research is considered most reliable and valid
because its data is taken from this characteristic.
4. This quantitative research trait, seeking accurate
measurement and analysis of large concepts, both a characteristic and a strength,
cannot be misinterpreted easily.
5. Probably the most common of all research designs, this
kind of quantitative research is present in almost all research because it tries to
explain the nature, characteristics, and components of a phenomenon.

Test II. MULTIPLE CHOICE.

Directions: Read each question or statement. Write the letter of the correct
answer on a separate sheet of paper.
1. What kind of research uses the systematic investigation of the nature of
relationships, or associations between and among variables without
necessarily investigating into causal reasons underlying them?
a. Causal-Comparative Research c. Evaluation Research
b. Correlational Research d. Survey Research
2. What kind of research aims to assess the effects, impacts or outcomes of
practices, policies or programs?
a. Causal-Comparative Research c. Evaluation Research
b. Correlational Research d. Survey Research
3. Using complex mathematical calculations and with the aid of computers, if-
then scenarios may be formulated thus predicting future results, which is one
of the characteristics of quantitative research?
a. Future Outcomes c. Replication
b. Numerical Data d. Large Sample Sizes
4. What characteristic of quantitative research makes it a more valid study as it
presents its data in the form of numbers and statistics, organized in charts,
tables, and the like?
a. Future Outcomes c. Replication
b. Numerical Data d. Large Sample Sizes
 5. Analyzing data is _ _ because it uses statistically valid
random models as it gathers its data.
a. quick and difficult c. quick and easy
b. Slow and easy d. slow and difficult
6. Which of the following BEST defines quantitative research?
a. It is an activity of producing or proving a theorem.
b. It is an activity concerned with finding new truths in education.
c. It is an exploration association with libraries, books, and journals.
d. It is a systematic process for obtaining numerical information about the world.
7. Which research design seeks to describe “what is”?
a. Correlational Research c. Experimental Research
b. Descriptive Research d. Evaluation Research
8. In this type of research, the investigator tries to probe the significance of
relationship between two or more factors or characteristics.
a. Correlational Research c. Experimental Research
b. Descriptive Research d. Evaluation Research
9. It is needed to arrive at a more reliable data analysis.
a. Objective c. Replication
b. Numerical Data d. Large Sample Sizes
10. It is done to check the correctness and verify the finding of the study.
a. Objective c. Replication
b. Numerical Data d. Large Sample Sizes

Test III. Essay Writing.

Directions: In 3-5 sentences, explain your understanding of quantitative
research: its characteristics, strengths and weaknesses, and its kinds. Write in
a paragraph form on a separate sheet of paper.
 ADDITIONAL ACTIVITIES

Test I. Directions: Identify at least three strengths and weaknesses that is

necessary to improve yourself personally, professionally, and emotionally
especially in this time of pandemic. The first one is done for you. Write it in a
separate sheet of paper.

MY STRENGTHS AND WEAKNESSES

STRENGTHS WAYS OF WEAKNESSES WAYS OF
USING OVERCOMING
1. Riding a 1. Driving my 1. Cannot easily 1. Practice reading with
motorcycle well siblings to comprehend a text comprehension by
school and asking help from a
back home sibling

Test II. Directions: If you will go back to the part What’s New?, basing on your
top priority concern or problem, complete the information below. Write it on a
separate sheet of paper.

SOLUTIONS

CHALLENGES

TIME FRAME

RESOURCES NEEDED

RESPONDENTS

PROBLEM

23
 ANSWER KEYS

WHAT I KNOW TEST I

11.C 6. 
1. F
12. K 7. 
2. E
13. M 8. 
3. A
14. J 9. 
4. L
15. I 10. 
5. N
6. B
TEST II 1.  TEST III A.
7. D
2.  B.
8. G
3.  C.
9. H
4.  D.
10.
5.  E.
O

WHAT’S IN?

TEST I
Qualitative Quantitative
1. Subjective 1. Objective
2. Holistic 2. Particularistic
3. Inductive 3. Deductive
4. Exploratory 4. Conclusive
5. Verbal 5. Measurable
6.Purposive Sampling 6. Random Sampling
7.Hypotheses are 7. Hypotheses are tested
generated 8.Non-structured 8. Structured Data Gathering
Data Gathering Methods Methods
9. Process-oriented 9. Result-oriented
10. Words, pictures, and object analysis
10. Numerical Data Analysis

TEST II
1. Structured Data Gathering 6. Random Sampling
Methods 7. Conclusive
2. Numerical Data 8. Deductive
3. Hypotheses are tested 9. Particularistic
4. Result-oriented 10. Objective
5. Measurable

24
WHAT’S
NEW? ANSWERS MAY VARY

WHAT’S MORE?

SCENARIOS/ KINDS OF
CHARAC-
SITUATIONS STRENGTHS WEAKNESSES QUANTITATIVE
TERISTICS
RESEARCH
1. SCENARIO 1
NUMERICAL
Provides It may be
DATA
estimates of time
DESCRIPTIVE
population at consuming
LARGE
large. considering a
SAMPLE SIZES
large sample.
2. SCENARIO 2 Provides Statistical
results which computations
could be are complex CORRELATIONAL
REPLICABILITY condensed to for some.
statistics.

3. SCENARIO 3 Measures the It may be

CLEARLY level of time
DEFINED occurrence, consuming
RESEARCH actions, considering a
QUESTIONS trends etc. large sample
EVALUATION
STRUCTURED It is costly.
Provides
RESEARCH
estimates of
INSTRUMENTS
population at
large
4. SCENARIO 4
FUTURE
OUTCOMES It is objective. It is costly. EXPERIMENTAL

5. SCENARIO 5
CLEARLY The use of If not done
DEFINED statistical seriously, the
RESEARCH techniques data may be
facilitates incomplete SURVEY
QUESTIONS
sophisticated and
analyses. inaccurate
 WHAT HAVE I LEARNED?

ANSWERS MAY VARY

WHAT CAN I DO?

ANSWERS MAY VARY

ASSESSMENT

TEST I 1. COSTLY
2. EXPERIMENTAL RESEARCH
3. LARGE SAMPLE SIZES
4. OBJECTIVE
5. DESCRIPTIVE RESESEARCH

TEST II 1. B
2. C
3. A
4. B
5. C
6. D
7. B
8. D
9. A
10.
C

TEST III ANSWERS MAY VARY

Rubrics for Essay:

 Organization 5pts
 Content 10 pts
 References

Books

Esther, Baraceros. Practical Research 2. Quezon City: Rex Bookstore, Inc, 2016.

Faltado, Ruben E. III, Medardo B. Bombita, Helen B. Boholano, and Angeline M.

Pogoy.
Practical Research 2: Quantitative Research. Quezon City: Lorimar Publishing, 2016.

Ragma, Feljone. Practical Research 2: Quantitative Research. Intramuros Manila:

Mindshapers Co., Inc., 2019.

Thesis

Caballes, Evemahry U., Florie Ann C. Flores, Raniel P. Inoc, and Melbert B. Ople. Error
Analysis on Verb Usage of UC-Main First Year AB Students: Proposed Grammar
Tutorial Program. Osmen᷉a Blvd., Cebu City: University of Cebu, Main Campus,
2007.

Sabio, Rose Marie P. Effects of Kakawate (Gliricidia sepium Jacq. Steud.) Leaf Extract
Against Aphids (Myzus persicae S.) Infesting Eggplant (Solanum melongena L.).
Lamacan, Argao, Cebu: Cebu Technological University-Argao Campus, 2019.
For inquiries or feedback, please write or call:

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