12

PRACTICAL
RESEARCH 2
Q2- MODULE 3 (Week 3)

Collecting Data and the

Research Hypotheses

Compiler/Contextualizer
Reynaldo V. Moral, PhD
MT-1, Don Sergio Osmeňa Sr. MNHS

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 QUARTER 2
MODULE 3- (WEEK 3)
COLLECTING DATA AND THE RESEARCH HYPOTHESES
Content Standard : The learner demonstrates an understanding of
quantitative data collection and hypotheses testing.
Performance Standard : The learner shall be able to describe adequately
quantitative data collection and hypothesis testing
Competencies : Plans data collection procedure.
CS_RS12-IIa-c-5
CS_RS12-IIa-c-6
Learning Outcome : Write the data gathering procedure according to the
actual procedure in data gathering to accepted
standards and hypothesis testing.

What I Know

Instructions: Select the letter of the best answer. Use a separate sheet of paper
for your answers.

1. Research is the process of gathering data to solve a particular problem.

By this definition, what phrase that is closely synonymous with
research?
A. Collecting data C. Scavenging information
B. Refining theories D. Solving conflicts

2. Research design refers to the scheme or plan of action for meeting the
objectives of the study. When should it be made and formulated?
A. After data collection C. Before embarking on research
B. Before data processing D. During data collection

3. When should sample survey are often used instead of

complete enumerations or censuses?
A. If the population is quite large
B. If the population to be investigated is too few
C. If the research problem is too broad
D. If the subject of the research is too broad

4. Data is defined as research results from which inferences are drawn.

What does it mean?
A. Data are a product of observation, interviews and
field questionnaires
B. Data are made

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 C. Data must be seriously pursued
D. Data must be treated fairly

5. In conducting interviews, the interviewer must have an interview guide.

What is meant by interview guide?
A. The listing of interviews to be interviewed
B. The listing of topics that will be taken up during the
interview process
C. The listing of controversial issues to be taken up
D. All of the above

6. Which of the following is an exception of primary data?

A. Documents in the original form
B. Organized group
C. Individual groups
D. Radio commentary

7. Which of the following is not an advantage of the questionnaire?

A. The distribution of questionnaire is easy and inexpensive
B. The questionnaire can be used as souvenir
C. The questionnaire is easy to construct
D. The responses shown in the questionnaire are easy to tabulate

8. Why should research be conducted?

A. To contribute to the font of knowledge
B. To make the researcher an expert
C. To make the researcher credible
D. All of the above

9. Which one of these is NOT normally associated with quantitative data?

A. Analysis begins as data are collected
B. Analysis guided by standardized rules
C. Numbers
D. Researcher’s views of high importance

10. Which is known as a tentative explanation or an answer to a question about

variables, their relationships, and other facts involved in the research?
A. Hypothesis C. Statistics
B. Level of Significance D. Test-Statistic

11. If the null hypothesis is false, then which of the following is accepted?
A. Alternative Hypothesis C. Null Hypothesis
B. Negative Hypothesis D. Positive Hypothesis

12. Which of the following is defined as the rule or formula to test a Null Hypothesis?
A. Null Statistic C. Test Statistic
B. Population Statistic D. Variance Statistic

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 13. What is the statement that is referring to null and alternative hypothesis?
A. Depending sometimes on the entire population
B. Population parameters
C. Sample parameters
D. sample statistics

14. What are research hypotheses?

A. Formulated prior to a review of the literature
B. Statements of predicted relationships between variables
C. B but not A
D. Both A and B

15. Children can learn a second language faster before the age of 7, what is meant by this
statement?
A. A non-scientific statement C. A one-tailed hypothesis
B. A null hypothesis D. A two-tailed hypothesis

Lesson 1 Quantitative Data Collection

What I Need to Know

At the end of this lesson, you are expected to:
1. Describe each quantitative-data collection instrument.
2. Specify the appropriate data-collection instruments for each method; and
3. Name the right quantitative measurement scale for each question

What’s In

Surround with appropriate words and phrases the expression in the middle
of the graph. Write your answers on a separate sheet of paper.

Quantitative
Data Collection
Technique

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 What’s New
Techniques in Collecting Quantitative Data

Collecting data is one major component of any type of research. Undermining its
importance would result in the production of inaccurate data sufficient to render
your research study invalid. Hence, in collecting quantitative data, stress is given to
the accuracy or appropriateness of your data-gathering technique as well as of the
right instrument to collect the data. The following are the most used quantitative data-
gathering techniques along with the data-gathering instruments (Baraceros, 2016).

1. Observation
Using your sense organs, you gather facts or information about people,
things, places, events, and so on by watching and listening to them; then
record the results of the functioning of your eyes and ears. Expressing these
sensory experiences to quantitative data, you record them with the use of
numbers. For instance, watching patients lining up at a medical clinic,
instead of centering your eyes on the looks of the people, you focus your
attention on the number, weight, and height of every patient standing up at
the door of the medical clinic. According to Cristobal & Cristobal (2016),
there are two types of observation (1) structured; the researcher uses a
checklist as a data collection tool. This checklist specifies expected behaviors
of interest and the researcher records the frequency of the occurrences of
these behaviors. And (2) unstructured; the researcher observes things as they
happen. The researcher conducts the observation without any preconceived ideas
about what will be observed.

2. Survey
Survey is a data- gathering technique that makes you obtain facts or
information about the subject or object of your research through data-
gathering instruments of interview and questionnaire. This is the most popular
data-gathering technique in quantitative and qualitative researcher studies for
the researchers are free to use not just one survey i n s t r u m e n t but also
these two following data-gathering instruments. (1) Questionnaire; it is a
written or printed form containing the objectives of the study. This is
administered on the respondents to elicit the required data based on the
Procedures made by the researcher. It is the most convenient and also the
easiest way to gather data. (2) Interview; it involves face-to-face contacts
between the interviewer and interviewee. In research, the interviewer is the
Researcher and the interviewee is the client or respondent. Sometimes, a
researcher interviews to confirm data obtained data from the questionnaire.
However, interviews alone would be enough for gathering data, depending on
the nature of the problem. This data gathering technique is quite laborious
especially when the population is large. The researcher should personally

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meet respondents and needs to have adequate interviewing skills so that the
objectives of the study may be achieved (Baraceros 2016; Vizcara 2003).

3. Experiment
An experiment is a scientific method of collecting data whereby you give the
subject a sort of treatment or condition then evaluate the results to find out the
manner by which the treatment affected the subject and to discover the reasons
behind the effects of such treatment on the subjects. This quantitative data-
gathering technique aims at manipulating or controlling conditions to show
which condition or treatment has effects on the subjects and to determine how
much conditions or treatment operates or functions to yield a certain outcome.

The process of collecting data through experimentation involves selection of

subjects or participants, pre-testing the subjects prior to the application of any
treatment or condition, and giving the subjects post-test to determine the
effects of the treatment on them. These components operate in various ways.

4. Content Analysis
Content analysis is another quantitative data-collection technique that makes
you search through several oral or written forms of communication to find
answers to your research questions. This data- collection is not only for
examining printed materials like photographs, films, video tapes, paintings,
drawings, and the like. Here, you focus your study on a single subject or on two
entities to determine their comparative features. Any content analysis you
want to do is preceded by your thorough understanding of your research
questions because these are the questions to guide you in determining which
aspect of the content of the communication should you focus on to find the
answers to the main problem of your research.

5. Physiological Measures
The technique applied for physiological measures involves the collection of
physical data from the subjects. It is considered more accurate and objective
than other data-collection methods. However, skills and expertise are needed
to enable the researcher to use and manipulate the measurement devices.
Examples used to collect physiological measures are the following:
thermometer, stethoscope, and weighing scale.

6. Psychological Tests
These include personality inventories and projective techniques. Personality
inventories are self-reported measures that assess the differences in
personality traits, needs or values of people. They involve gathering
information from a person through questions or statements that require
responses or reactions. Examples of these are the Minnesota Multiphasic
Personality Inventory (MMPI) and the Edwards Personal Preference Schedule
(EPPS).

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 Measurement Scales for Quantitative Data

In quantitative research, measurements of data expressed in numerical forms in scale

or one that consists series of graduated quantities, values, degrees, numbers and so
on. Thinking about the type and scale of measurement that you have to use in your
quantitative research is important because your measurement choices tell you the
type of statistical analysis to use in your study. Not knowing which scale of
measurement to use may result in your erroneous examination of the data.

Examples:

1. Nominal Scale- categorizing people based on gender, religion, position, etc. (one
point for each)
Religion- Catholic, Buddhist, Protestant, Muslim
Gender- male, female
Position- CEO, Vice-President, Director, Manager, Master Teacher

2. Ordinal Scale- ranking or arranging the classified variables to determine who

should be the 1st, 2 nd, 3rd, 4th, etc., in the group

3. Interval Scale- showing equal intervals or differences of people’s views or

attitudes like this one example of a scale called Likert Attitude Scale.
Reading is important
(Strongly Agree, Agree, Undecided, Disagree, Strongly Disagree)

How often does your professor come late?

(Always, Most of the time, Sometimes, Rarely, Never)

How would you rate your teacher’s performance?

(Very Poor, Poor, Fair, Good, Excellent)

4. Ratio Scale- rating something from zero to a certain point.

Performance in Practical Research subject- a grade of 89% (from 0 to 100%)

What’s More

Enrichment Activity #1
Instructions: Give the ideas signaled by the headings of the table about each
research question. Write your answer on a separate sheet of paper.
Research Questions Quantitative-Data Quantitative Data- Quantitative Scale
Collection Collection of Measurement
Technique Instrument
How long did the
audience clap for
Duterte’s SONA?
What percentage of the
students said they do not
like the style of their new
school uniform?

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What difference, if any,
is there between
intermediate learners
(ages 10-12) and high
school a learner (ages
13-16) in their fondness
of cell phone texting?

Enrichment Activity #2
Instructions: Present through a graph the categories of the quantitative data-
collection techniques and the quantitative data-gathering instruments. Use a
separate sheet of paper for your output.

What I Have Learned

Instructions: Write a reflective essay about your learning experience on the
quantitative data-collection technique. Let your essay reveal how much you learned
about each concept behind each topic dealt within this lesson. Express which concepts
are the most understood, slightly understood, and the least understood ones. Write
your answer on a separate sheet of paper.

What I Can Do
Instructions: Use the Likert scale to measure some of your grade-level
schoolmate’s satisfaction, attitude, feelings, biases, or inclinations about people,
restaurants, TV programs, government officers, social media networks, online games,
internet, digital technology, and mobile phones, among others. Likewise, include in
your written results report clear descriptions of the sample and the sampling
procedure you used. Write your answer on a separate sheet of paper.

Additional Activity
Instructions: Answer the following questions briefly. You may use additional
references. Write it on a separate sheet of paper.
1. What instrument/s will you use to gather data to answer your questions?
Describe the instrument/s. Cite your references as well.
2. Why did you choose this/these instrument/s?
3. What are the major parts of your instrument, including the major variables
and sub-variables to be measured?

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 Lesson 2 Hypothesis Testing

What I Need to Know

At the end of this lesson, you are expected to:
1. Define hypothesis.
2. Formulate statistical hypothesis based on a set of guidelines; and
3. Differentiate one-tailed to two-tailed hypothesis.

What’s In

Formulation of hypothesis is another factor that must be considered to make the

study manageable. As a recall, what is hypothesis? Most of us will answer that it is an
educated guess. Why educated? Why not just a simple guess?

What’s New

There are two types of hypotheses- descriptive and statistical. A descriptive hypothesis is for
descriptive questions while a statistical hypothesis is for the questions on the
relationship or differences of data obtained in descriptive questions (Vizcarra, 2003).
Table 12.1 shows the examples of hypotheses and sub- problems.

Table 12.1
Examples of hypotheses and sub-problems
Sub-problems Hypotheses
1. What are the teachers’ attributes Majority of the teachers are female, 31-
in terms of the following? 41 age bracket, and married, well
a. personal attributes experienced, regular and
b. professional attributes attended relevant training.

2. What are the students’ attitudes The attitudes of students towards

towards research along the following research along the following
dimensions? dimensions: love for research, fear for
a. love for research research, usefulness of research,
b. fear for research difficulties in research, importance of
c. usefulness of research research, and
d. difficulties in research benefits of research are “positive”

3. Is there a significant correlation There is no significant correlation

between the students’ research between the students’ research
output and their attitudes? output and their attitudes

4. Is there a significant difference There is no significant difference between

between students’ and teachers’ students’ and teachers’ research outputs in Testing of
research outputs in terms of their terms of their significance
research attitudes? research attitudes.
Source: Moral (2019). Moral’s Theory on Creative Pedagogy in Research

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 What is It

Hypothesis

A hypothesis is a working guide in research, the expected outcome of the study. Hypothesis is
defined as an “educated guess.” Hypotheses are based on the statement of the problem
and sub-problems. The number of sub-problems is also the number of hypotheses in
the study (Vizcarra, 2003). According to Baraceros (2016), it is a tentative explanation or an
answer to a question about variables, their relationships, and other facts involved in the research.

Testing of Significance

Inferential parametric and nonparametric statistics are used to answer problems regarding
significant relationships or differences between the variables involved in the study. In the
measures of correlation, statistics like Pearson r and its other special cases (point biserial,
phi, Spearman, etc.), use testing of significance after determining the magnitude of association
between the variables considered to be known if there is a significant relationship among the
variables in the study. Before their application, the problems are stated in be it in a null hypothesis
or an alternative. The hypothesis will serve as a guide in drawing decisions or conclusions
about the given research problem. The null hypothesis (Ho) is stated in a negative statement
like there is no significant relationship, difference, or correlation. It is subjected to testing in
which the decision is either to accept or reject it.

Examples:
Ho: There is no significant relationship between the reasons for using alternative
medicine and the level of comfort of the patients.
Ho: There is no significant difference between the effects of animal manure and urea
on the height of plant, color of the leaves and the yield produced by plant.
Ho: Liberal arts and education students do not differ significantly on their level of
assertiveness

After the data is gathered and computed according to the appropriate statistical tool, the
hypothesis is accepted or rejected. This will be the basis for drawing decisions or conclusions
about the problem. The following is a step-by-step process in hypothesis-testing:

1. State the specific sub-problem of the study.

2. State the research hypothesis (null or alternative hypothesis).
3. Determine the statistical tool appropriate to the problem.
4. Gather, tabulate, and analyze the data.
5. Compute the data based on the statistical tool needed in the study or problem.
6. Determine the degree of freedom. The method of locating the degree of freedom
depends on the type of test.
7. Determine the level of significance and locate the critical value.
8. Compare the computed value with the critical value.
9. Interpret the results; and
10. State the conclusions.

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In almost all parametric and non-parametric tests, the degree of freedom is the guide in
determining the critical value as well as the level of significance. The method of locating degree
of freedom depends on the type of statistics to be used. The level of significance or confidence
level is within the control of the researcher. The .05 level of significance allows a 5% error or
95% degree of accuracy, while .01 allows a 1% degree of confidence or accuracy. In social
research, .05 is advisable while .01 is allowed in experimental studies. The level of acceptance
may either be on one-tailed or two-tailed tests (Vizcarra, 2003).

The word tails refer to the tail ends of the statistical distribution such as the familiar bell-
shaped normal curve that is used to test a hypothesis. One tail represents a positive effect or
association: the other, a negative effect. A one-tailed hypothesis is used if the sample size is
small but for bigger sample size it is better to use two-tailed hypothesis (Chico & Matira, 2016).

The one-tailed test is to be used in a directional hypothesis. It only uses one tail of the
sampling distribution. It specifies the direction of the association between the independent and
the dependent variables.

Example:
Ha: Plants treated with animal manure fertilizer will have higher percentage of yields.
Ha: The types of promotional campaigns positively affect the level of patronage of customers
Ha: The higher the intake of fiber, the lower is the weight of the physical mass.

In a one-tailed test, you have two options for the null and alternative hypotheses, which
correspond to where you place the critical region. You can choose either of the following sets of
generic hypotheses

 Null: The effect is less than or equal to zero

 Alternative: The effect is greater than zero

The .05 level of significance is illustrated as:

Source: https://statisticsbyjim.com/hypothesis-testing/one-tailed-two-tailed-hypothesis-tests

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When the computed value is higher than critical value, it means that it reaches the acceptance
area. Thus it denotes significance. When the computed value is lower than the critical value,
it means that it is within the rejection area. Thus, it denotes no significance.

Two-Tailed Test Illustration

The graph below displays a sampling distribution for t-values. Two shaded regions cover the two-tails
of the distribution @ .05 level of significance is illustrated as:

Source: https://statisticsbyjim.com/hypothesis-testing/one-tailed-two-tailed-hypothesis-tests

For example, the computed t value is .80, and the critical value at .05 level of
significance with 20 degrees of freedom is 2.086. This data explains that there is no
significant difference.

Non-directional hypothesis does not stipulate the direction of the relationship

between the independent and dependent variables.

Examples:
Ha: Plants treated with animal manure will have more or less yield.
Ha: The sources of stress are related to the different coping mechanisms among teachers.
Ha: The number of hours spent in reviewing is associated with the level of performance in
periodical exams.

You will use your t value in a hypothesis to compare against a calculated t score.
This helps you to decide if you should support or reject a null hypothesis. Table
12.2 shows the Critical Values of the t Distribution.

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 Table 12.2
Critical Values of the t Distribution
Conf. Level 50% 80% 90% 95% 98% 99%
One Tail 0.250 0.100 0.050 0.025 0.010 0.005
Two Tail 0.500 0.200 0.100 0.050 0.020 0.010
df = 1 1.000 3.078 6.314 12.706 31.821 63.657
2 0.816 1.886 2.920 4.303 6.965 9.925
3 0.765 1.638 2.353 3.182 4.541 5.841
4 0.741 1.533 2.132 2.776 3.747 4.604
5 0.727 1.476 2.015 2.571 3.365 4.032
6 0.718 1.440 1.943 2.447 3.143 3.707
7 0.711 1.415 1.895 2.365 2.998 3.499
8 0.706 1.397 1.860 2.306 2.896 3.355
9 0.703 1.383 1.833 2.262 2.821 3.250
10 0.700 1.372 1.812 2.228 2.764 3.169
11 0.697 1.363 1.796 2.201 2.718 3.106
12 0.695 1.356 1.782 2.179 2.681 3.055
13 0.694 1.350 1.771 2.160 2.650 3.012
14 0.692 1.345 1.761 2.145 2.624 2.977
15 0.691 1.341 1.753 2.131 2.602 2.947
16 0.690 1.337 1.746 2.120 2.583 2.921
17 0.689 1.333 1.740 2.110 2.567 2.898
18 0.688 1.330 1.734 2.101 2.552 2.878
19 0.688 1.328 1.729 2.093 2.539 2.861
20 0.687 1.325 1.725 2.086 2.528 2.845
21 0.686 1.323 1.721 2.080 2.518 2.831
22 0.686 1.321 1.717 2.074 2.508 2.819
23 0.685 1.319 1.714 2.069 2.500 2.807
24 0.685 1.318 1.711 2.064 2.492 2.797
25 0.684 1.316 1.708 2.060 2.485 2.787
26 0.684 1.315 1.706 2.056 2.479 2.779
27 0.684 1.314 1.703 2.052 2.473 2.771
28 0.683 1.313 1.701 2.048 2.467 2.763
29 0.683 1.311 1.699 2.045 2.462 2.756
30 0.683 1.310 1.697 2.042 2.457 2.750
40 0.681 1.303 1.684 2.021 2.423 2.704
50 0.679 1.299 1.676 2.009 2.403 2.678
60 0.679 1.296 1.671 2.000 2.390 2.660
70 0.678 1.294 1.667 1.994 2.381 2.648
80 0.678 1.292 1.664 1.990 2.374 2.639
90 0.677 1.291 1.662 1.987 2.368 2.632

Conf. Level 50% 80% 90% 95% 98% 99%

One Tail 0.250 0.100 0.050 0.025 0.010 0.005
Two Tail 0.500 0.200 0.100 0.050 0.020 0.010
100 0.677 1.290 1.660 1.984 2.364 2.626
z 0.674 1.282 1.645 1.960 2.326 2.576
Source: https://people.richland.edu/james/lecture/m170/tbl-t.html

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Decision Errors in Hypothesis Testing
Generally, the decision errors committed during hypothesis testing can be
classified into two (Canlapan, 2016):
1. The decision to reject the null hypothesis could be wrong. This is also known as
type I error.
2. The decision not to reject the null hypothesis could be wrong. This is also known
as type II error.

Of course, you only reject the null hypothesis when it is false and you fail to reject the
null hypothesis when it is true. Doing otherwise w o ul d c e r t a in l y lead to a
decision error. The table 12.3 below summarizes the four possible outcomes when a decision
is made in hypothesis testing.

Table 12.3
Summary of Four Possible Outcomes in Testing Hypothesis
Fail to Reject Reject
Null hypothesis is true Correct decision Type I error
Null hypothesis is false Type II error Correct decision

In hypothesis testing, you only fail to reject the null hypothesis that is actually true
and reject the null hypothesis that is actually false. Rejecting a true null hypothesis
leads to type I error and not rejecting a false null hypothesis leads to type II error.

What’s More

Activity #1
Instructions: Read the given questions and formulate a null hypothesis. Write
your answer on a separate sheet of paper.
1. Is there a relationship between the misconceptions of the students and their
profile and areas of difficulty?
Null: .

2. Is the reading level of Grade 12 GAS students associated with their emotional and
intelligence quotients?
Null: .

3. Is there a significant relationship between the radio soap opera listeners’ profile
with their values and attitudes?
Null: .

4. Is there a significant difference between the ratings given by the group of

respondents on the level of acceptability of Rice Coffee?
Null: .

5. Is there a significant difference between the pre-test and post-test scores of

Grade 12 students towards Practical Research 2?
Null: .

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Activity #2
Instructions: Write T if the statement is correct and F if the statement is incorrect.
Use separate sheet of paper as your answer sheet.
1. The number of sub-problems is also the number of hypotheses in the
study.
2. After the data is gathered and computed according to the appropriate
statistical tool, the hypothesis is rejected or accepted.
3. A hypothesis is a working guide in research, the expected outcome of the
study.
4. A null hypothesis symbolized by Ha while the alternative is symbolized by
Ho.
5. The two-tailed test is to be used in a directional hypothesis.
6. When the computed value is higher than critical value, it means that it
reaches the acceptance area.
7. The word tails refers to the tail ends of the statistical distribution such as
the familiar bell-shaped normal curve.
8. When the computed value is lower than the critical value, it means that it is
within the rejection area.
9. For bigger sample size it is better to use one-tailed hypothesis.
10. Non-directional hypothesis stipulates the direction of the relationship
between the independent and dependent variables

What I Have Learned

Instructions: Check the column that speaks of the extent of learning you have had
about principles in testing of significance. Write your answer on a
separate sheet of paper.

Concepts Strongly Agree Undecided Disagree Strongly

Agree Disagree

1. You can define well the

term hypothesis.

2. You know very well

why you have to
hypothesize.

3. You have learned very

well the difference
between descriptive and
statistical hypothesis.

4. You have learned that

statement of the problem
is the basis of
formulating hypothesis.

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 5. You can differentiate
between null and
alternative hypothesis.

What I Can Do
Instructions: Refresh your mind about the quantitative research problem and
research questions you formulated of your Chapter 1. Formulate the
statement of hypotheses (alternative and null) about your research
problem. Write your answer on a separate sheet of paper.

Assessment
Instructions: Select the letter of the correct answer. Use a separate sheet of paper.

1. Which statement is appropriate on using observation in conducting research?

A. A method of collecting data
B. A methodological approach
C. A qualitative data collection method
D. A quantitative data collection method

2. Which of the following are data collection methods?

A. Observation C. Survey
B. Searching on Google D. Watching TV

3. Which primary data collection method that involves tracking behavior over a period of
time?
A. Browsing C. Sampling
B. Observation D. Testing

4. Which ONE of these methods is the fastest way to collect data?

A. Online C. Phone
B. Personal D. Postal

5. Which ONE of these methods is the most expensive way to collect data per respondent?
A. Online C. Phone
B. Personal D. Postal

6. Which of these is NOT an example of a nominal scale?

A. Gender C. Number on a football jersey
B. Exam Grades D. Number on poll balls

7. What type of measurement scale if the example is an order that runners cross the
finish line?

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 A. Interval scale C. Ordinal scale
B. Nominal scale D. Ratio scale

8. Which scale is the simplest form of measurement?

A. Interval scale C. Ordinal scale
B. Nominal scale D. Ratio scale

9. What measurement scale is used for abilities, attitudes and interests?

A. Objective tests C. Rating scales
B. Observational methods D. Self-analysis

10. Which type of measurement scale with five response categories ranging from
“strongly disagree” to “strongly agree”?
A. Continuous rating scale C. Non-comparative scale
B. Itemized rating scale D. Likert scale

11. What can we use to gather primary data?

A. Experiments
B. Interviews
C. Surveys
D. All of the above

12. Which approach would be most appropriate for testing the hypothesis that taking
practice tests improves learning more than studying alone does?
A. Case study C. Experimental research
B. Correlational Study D. Surveys of representative samples of students

13. In hypothesis testing, what type of hypothesis that is tentatively assumed to be true?
A. Alternative hypothesis
B. Either null or alternative
C. Null hypothesis
D. None of these alternatives is correct

14. Which one among the following statement is true in the context of the testing of
hypotheses?
A. Both the alternative and the null hypotheses can be tested
B. Both the alternative and the null hypotheses cannot be tested
C. It is only the alternative hypotheses that can be tested
D. It is only the null hypotheses that can be tested

15. What are the conditions in which Type-I error occurs?

A. Both the null hypotheses as well as alternative hypotheses are rejected
B. The null hypotheses get accepted even if it is false
C. The null hypotheses get rejected even if it is true
D. None of the above

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 References

Books

Vizcarra, F.O. (2003). Introduction to Educational Research. Quezon City: Great Books
Trading

Aquino, G.V. (1992). Fundamentals of Research.Mandaluyong City: National Book Store.

Baraceros, E.L. (2016). Practical Research 1 (First Edition). Quezon City: Rex Bookstore.

Baraceros, E.L. (2016). Practical Research 2 (First Edition). Quezon City: Rex Bookstore.

Calapan, R.B. (2016). Statistics and Probability. Makati City: Diwa Learning Systems
Inc.

Calmorin, L.P. & Calmorin, M.A. (2007). Research Methods and Thesis Writing(Second
Edition). Manila: Rex Book Store, Inc.

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Trading

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https://study.sagepub.com/mukherjiandalbon3e/student-resources/chapter-12/multiple-choice- quiz

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