Course Title: Course Contents:

Practical Research 2 • Nature of Inquiry and

Research
Course Description:
• Identifying the Inquiry and
This course develops the critical thinking Stating the Problem
skills and problem-solving skills through
quantitative research. • Learning from Others and
Reviewing the Literature
“HUMSS strand is designed for those who
wonder what is on the other side of the wall. • Understanding Data and
In other words, you are ready to take on the Ways to Systematically
world and talk to a lot of people. This is for Collect Data
those who are considering taking up
journalism, communication arts, liberal arts, • Finding Answers Through
education, and other social science-related Data Collection
courses in college.
• Reporting and Sharing
If you take this strand, you could be looking Findings
forward to becoming a teacher, a LET'S LEARN...
psychologist, a lawyer, a writer, a social
worker, or a reporter someday. This strand • To explain the characteristics,
focuses on improving your communication strengths, and weaknesses of
skills...” quantitative research.
QUALITATIVE QUANTITATIVE • To distinguish one kind of
Nature Reality is Reality is objective. quantitative research to another.
subjective - measured by
questionnaire or
instrument
• to determine the importance of
quantitative research in different
Relationship Researcher Researcher is
Between the interacts with the independent from fields.
Researcher to subject. the subject.
the Subject • to compare and contrast the kinds of
Role of Values value-laiden and value-free and variables and their uses.
biased unbiased

Language - informal - formal

- personal voice -impersonal voice
- based on set of
definitions

Process -inductive -deductive

-mutual -cause and effect
-emerging -static design
-context-bound -context-free
-based on
generalizations
-validity and
reliability
Course Title: ❑
Quantitative Research
Practical Research 2
✓ systematic observation of
Course Description: observable phenomena
This course develops the critical thinking where the researcher gathers
quantitative or numerical data
skills and problem-solving skills through
quantitative research. and subjects them to
statistical methods

✓ deductive as it uses data to

“HUMSS strand is designed for those who test hypothesis and theories
wonder what is on the other side of the wall.
In other words, you are ready to take on the
world and talk to a lot of people. This is for ❑ Characteristics:
those who are considering taking up
journalism, communication arts, liberal arts, ✓ maintain reliability and
education, and other social science-related objectivity
courses in college.
✓ generalize findings within a
If you take this strand, you could be looking population
forward to becoming a teacher, a
psychologist, a lawyer, a writer, a social ✓ reduces complex structures
worker, or a reporter someday. This strand to a limited number of
focuses on improving your communication variables
skills...” ✓ explore causal relationships

✓ make predictions
LET'S LEARN...
✓ tests theories and hypotheses
• to explain the characteristics, ✓ deals with details of a subject
advantages, and disadvantages of
quantitative research.

• to determine the importance of Activity: PLUS or MINUS?

quantitative research in different
fields. • The result is reliable since the study
uses a big sample of the population.
• to distinguish one kind of quantitative
research to another. • Having a large study sample requires
researchers to spend more
• to compare and contrast the kinds of resources.
variables and their uses.
• It allows the researcher to measure
and analyze the data to arrive at an
 objective answer to the problem ❑ Importance of Quantitative
posed or stated. Research

• Personal biases can be avoided ▪ Education

since personal interaction is not part
of the research process. ▪ Business

• It provides less elaborate accounts of ▪ Medical and Health Allied

human perceptions. Services

• Findings can be influenced by the ▪ Science and Technology

researcher’s perspective since most ▪ Social Inquiry
of the time, the participants are
unknown to him/her. ▪ Arts

• Standards are usually used in ▪ Information Technology

choosing the instruments, in
sampling procedures, and in ▪ Sports
choosing the most appropriate
statistical treatment.
Let's Assess: Decide if quantitative
• The context of the study or the
approach is suitable for the given
experiment is ignored in such a way
questions.
that it does not consider the natural
setting where the study is conducted. 1. Does the environmental literacy
increase with age?
• Having a large study sample requires
researchers to spend more 2. What are the challenges experience
resources. by student-athletes?

• Processes involved are simplified 3. Does exposure to CNN programs

since the steps in doing quantitative improve student's speaking skills?
research are made easy and
systematic.

• Results can be reduced through

statistical treatments and interpreted
in a few statements.

• Results are limited since they are

usually based on the analysis of
numbers and are not obtained from
detailed narratives.
TYPES OF QUANTITATIVE RESEARCH Experimental research

• Descriptive Research • authorizes researchers to control the

situation which allows them to
• Experimental Research answer the question
• Survey Research • sanctions researchers to identify the
• Correlational Research cause and effect relationship
between variables
• Causal-Comparative Research
Examples:

➢ effect of the use of social media

platforms to academic performance

Descriptive Research ➢ the effect of positive reinforcement on

academic achievement
• designed to give answers to the
question of who, what, when, where
and how which are linked with a
Survey Research
research problem

• does not answer the question why • intended to acquire information from
because it does not seek to explain people concerning the
why certain things happen predominance, distribution, and
interrelations of variables within an
• applied only to describe what exists identified group.
and to gather information about the
current status of a certain • done to gather evidence of people’s
phenomenon knowledge, opinions, attitudes and
values on various issues and
• cannot be applied to discover a concerns.
definitive answer or to disprove a
Examples
hypothesis

Examples: ➢ career preferences of HUMSS

students
➢ attitude of SHS students in their
➢ bullying incidents in a private high
English classes
school
➢ perception of parents about the K to
12 Curriculum

➢ study habits of post-millenial learners

Correlational Research Let's try this!

• defines the degree of relationship Determine the kind of quantitative

between two or more variables using research that is well suited to the given
statistical data title.

• seeks to interpret the relationships • Use of Social Media and Reducing

between and among a number of Management of Teenagers
facts
• Effects of Instagram in the Visual
Examples: Literacy of High School Students

➢ English proficiency and academic • Utilizing an Interdisciplinary

performance of college students Curriculum on the Health Literacy of
Science Classes
➢ exposure to social media platforms
and spelling proficiency of children • Teachers' Personality and
Performance Evaluation

• Technical Capability of Water

Causal-Comparative Research Treatment Device
• endeavors to ascertain cause-effect
relationships among variables.

Examples:

➢ the effect of studying in Catholic

Schools on the improving value
system of those their graduates

➢ the effect of exercising regularly to

body fitness
VARIABLES – e.g.
o time
o temperature
o age
Variables o height
o weight
• changing qualities or characteristics
of persons or things like age, gender,
intelligence, ideas, achievements, b. Discrete Variables
confidence, and so on that are
– variables can only assume
involved in your research study any whole value within the
limits of the given variables.
• from the base word “vary” which
means to undergo changes or to – e.g.
differ from o number of registered
cars
o population of students
o total number of
CLASSIFICATIONS OF VARIABLES Faculty members
• Numeric Variables

• Categorical Variables
Categorical Variables
• Experimental Variables
• variables with values that describe a
• Non-experimental Variables
quality or characteristic of a data unit
• Variables According to the Number
• “what type” or “which category”
Being Studied

a. Ordinal Variables
Numeric Variables
– variables can take a value
• variables with values that describe which can be logically
a measurable numerical quantity ordered or ranked
and answer the questions “how
many” or “how much” – e.g.
o Academic Grades: A, B, C
o Measures of attitude:
a. Continuous Variables
Strongly agree, agree,
disagree
– variables can assume any
value between a certain set of
real numbers. The values
b. Nominal Variables
depend on the scale used.
Also called as interval – variables whose values
variable cannot be organized in a
logical sequence.
 – e.g. c. Extraneous Variables
o eye colors
o religion – also called mediating or
o business intervening variables

– variables already existing during

c. Dichotomous Variables the conduct of an experiment and
could influence the result of the
– variables represent only two study
categories
– known as covariate variables.
– e.g.
o gender • Example:
o answer – Title of Research: A Study on the
o veracity Methods of Teaching and
Language Achievement among
Elementary Pupils.
d. Polychotomous Variables

– variables that have many

categories
Non-Experimental Variables
– e.g.
o Educational Attainment a. Predictor Variables
o Level of Performance
– variables that change the
other variable/s in a non-
experimental study.

Experimental Variables
b. Criterion Variables
a. Independent Variables
– variables usually influenced
– variables are usually manipulated by the predictor variables.
in an experiment (manipulated or
explanatory variable)
• Example
– considered to affect the – Title of Research: Competencies
dependent variable of Teachers and Students’
Behavior in Selected Private
Schools
b. Dependent Variables

– variables are usually affected by

the manipulation of the
independent variables
(response or predicted variable)

– variable examined for change

Variables According to the ✓ Kind of Quantitative Research
Number Being Studied Used

a. Univariate Study ✓ Variables/Types

b. Bivariate Study

c. Polyvariate Study

Let's do it again!

Determine the variable/variables in the given

topics and identify their type/s

• Use of Social Media and Reducing

Management of Teenagers

• Effects of Instagram in the Visual

Literacy of High School Students

• Utilizing an Interdisciplinary
Curriculum on the Health Literacy of
Science Classes

• Teachers' Personality and Their

Performance Evaluation

• Technical Capability of Water

Treatment Device

Let's Practice: (Refer to the articles.)

Given your assigned articles, provide the

following details.

✓ Title of the Study/ Article

✓ Background

✓ Characteristics

✓ Strengths

✓ Limitations
IDENTIFYING THE INQUIRY AND • students from allied courses in low
STATING THE PROBLEM performing univeristies

• six-month experiment

At the end of the lesson, you will be able • to determine the effects of chamomile
to: tea on the blood pressure of students
during tests
• design a research useful to daily life;
• senators
• write a research title;
• students posted low scores in
• describe the background of research; professional board exams
• state the research questions;

• indicate scope and delimitations of

research; and
Let's Learn:
• present a written statement of the
problem ❑ Research Topic

▪ a general area of interest one

pursues in research
Let's Warm-UP
✓ relevant
Classify the items that will be provided by the
teacher as to the category each rightfully ✓ interest
belongs given the options below. Exclude
items which you think do not logically belong ✓ manageability
to any of the categories. ✓ availability of
resources

❑ Background of the Study

❑ Research Objectives ❑ The Background of the Study

❑ Scope and Delimitation

✓ introduces important facets
❑ Primary Beneficiaries of the Study that establish the general
context where study evolves

✓ may include the description of

• Allied health courses create multiple the subjects of the study of the
stressors. history involving the research.

• Anxiety affects the performance of ✓ Information Gap

students during exams.
 ▪ Information Gap ❑ Writing the Significance of the
Study
✓ current state of the field
• details the contribution or benefit the
✓ curent and conventional study provides different sectors
practices in addressing the
issue ✓ topical

✓ research gap ✓ enumeration

✓ contribution of the present study

in addressing the research gap

❑ Writing the Scope and Delimitation

• the parameters to which the study

❑ Identifying and Stating the is set
Research Problem
✓ topic
▪ particular issue the study will
address ✓ objectives

▪ the specific concern of the ✓ timeframe

research
✓ locale
✓ preliminary research
✓ participants
✓ concept map
✓ reasons
✓ general research problem

❑ Writing The Research Title

❑ Formulating the Research
Questions • summarizes the main idea of
the paper
• specific concerns related to the
• concise statement of the main
research problem that the study
topic
intends to answer
• includes the major variable/s
✓ general

✓ specific
1. Avoid using words that serve no
useful purposes and can mislead
indexers; words such as methods,
results, investigations, etc.

2. The general problem or even the

specific question that the researcher
 intends to answer, when rewritten in • a literature review
a statement form, can serve as the
title. • an article read in the library or from
the Internet
3. Titles usually contain 10 -15 words.
• new terminology

• replication study
Examples of Thesis Title

• Frequency of Tardiness and Level of

Support of Parents Among High
School Students in Selected Public Instances That Can Give An idea That
Schools Something is Researchable

• Efficient Market Hypothesis on the • Solutions are available but not yet
Philippine Peso-Dollar Rates tested and not known by the
practitioner.
• Effects of Peer Pressure on the
Habit-Forming Behavior of Honor • No solutions are available to answer
the gap or the problem assessed.
Students
• Answers, solutions, or results are
seemingly not tested or are factually
SOURCES OF RESEARCH contradictory.
PROBLEMS
• A phenomenon exists which requires
• various settings such as schools, explanation.
houses, restaurants, clinics or any
place in the community • There are several possible and
plausible explanations for the
• a feeling of discomfort like during existence of an undesirable
recitation or in making projects condition.

• perceived difficulties in the

management and leadership of the
Considerations in Formulating
class president or the adviser
Research Problems
• a gap between theory and practice
A. External Criteria
• daily experience that requires further
inquiry especially if improvements 1. Novelty
are desired. - The topic must not have been used
by many researchers
• procedure that requires
technologically advanced equipment - The newness of a topic and its
to function properly variables will inspire a researcher or
• pattern or trend other fellow researchers.
2. Availability of Subjects

- Participants who are within your

reach.

3. Administrative Support

- Refers to the aid or assistance that

can be solicited from the school or
extended by the community

4. Availability and adequacy of facilities

and equipment.

5. Ethical Considerations

B. Internal Criteria

1. Experience, training and professional

qualifications.

2. Motivation, interest, intellectual

curiosity, and perceptiveness of the
researcher.

3. Time factor

4. Costs and Returns

5. Hazards, penalties, and handicaps

RESEARCH TITLE Examples:

o Frequency of Tardiness and

Level of Support of Parents
The Research Title Among High School Students
in Selected Public Schools.
Generally, the title should: o Testing the Efficient Market
Hypothesis on the Philippine
1. summarize the main idea of the Peso-Dollar Rates
paper; (Villanueva,2006)
o Effects of Peer Pressure on
2. be a concise statement of the main the Habit-forming Behavior of
topic; Honor Students

3. include the major variable/s;

4. show the relationship of the main

variables of the study; SOURCES OF RESEARCH PROBLEMS

5. include the main task of the • may exist in various setting such as
researcher about the major variables schools, houses, restaurants, clinics
under study; and or any place in the community. They
are commonly found in areas where
6. mention the participants and the there is/are:
setting.
✓ feeling of discomfort like during
recitation or in making projects;

Take Note: ✓ perceived difficulties in the

management and leadership of
• In formulating the title, the researcher the class president or the
should avoid using words that serve adviser;
no useful purposes and can mislead
indexers. The words methods, ✓ a gap between theory and
practice.
results, investigations, and study
appear redundant when used in the ✓ a daily experience of a person
thesis title. that requires further inquiry
• In many cases, the general problem especially if improvements are
desired;
or even the specific question that the
researcher intends to answer, when ✓ a procedure that requires
rewritten in a statement form, can technologically advanced
serve as the Title. equipment which needs to
function properly;
• A title usually has 10 to 15 words.
✓ a pattern or trend;
 Examples:

o classmates failing a lesson in Considerations in Formulating Research

algebra Problems
o increasing tardiness in English
class. • External Criteria
✓ literature review
✓ Novelty
– an article read in the
library or from the ✓ Availability of Subjects
Internet
✓ Administrative Support
– new terminology
✓ Availability and adequacy of
– replication study is Facilities and Equipment
allowed when parts of a
previous study are to be ✓ Ethical Considerations
enhanced or elements
will be added like other • Internal Criteria
variables, new locale,
different study ✓ experience, training and professional
participants qualifications

✓ motivation, interest, intellectual

curiosity, and perceptiveness of the
researcher.
Instances That Can Give an Idea That
Something is Researchable ✓ time factor

• Solutions are available but not yet ✓ costs and Returns

tested and not known by the
practitioner. ✓ hazards, penalties, and handicaps

• No solutions are available to answer

the gap or the problem assessed.

• Answers, solutions, or results are

seemingly not tested or are factually
contradictory.

• A phenomenon exists which requires

explanation.

• There are several possible and

plausible explanations for the
existence of an undesirable
condition.
Statement of the Problem Two General Types of Questions

❑ Statement of the Problem 1. Non-Researchable Questions

• helps the researcher clarify - questions of value

various essential elements of
research such as the major - answerable by “yes” or “no”
variables, the general and
specific objectives and the Examples:
appropriate methodology.
1. Will the students from a broken family
prove their worth in the community?

Important Elements in the Statement of 2. Should all mothers breastfeed their

the Problem babies?

• Main tasks 3. Should senior high school students

taking Accountancy be good in
• Main or Major Variables Mathematics?

• Participants 4. Do all school teachers have a

Master’s degree?
• Setting

• Coverage Date
2. Researchable Questions
• Intended outputs
- questions of value, opinions, or policy
The General Problem is followed by an
raised to gather data
enumeration of the specific problems. The
specific problems are usually stated as - use of question words such as who,
questions that the researcher seeks to what, where, when, why and how
answer.

Types of Research Questions

Criteria for Specific Problems
1. Factor-Isolating Questions
• They must be in question form.
2. Factor-Relating Questions
• They must define the population and
the sample of the study. 3. Situation-Relating Questions

• They must identify the variables 4. Situation-Producing Questions

• They must be empirically tested.

Factor-Isolating Questions Examples:

- “What is this?” 1. How does the study habits influence

the achievement level of the Grade
- sometimes called factor- naming 11 students in their major subjects?
questions
2. What is the significant association
- isolate, categorize, describe, or name between the nature and economic
factors and situations status of the family and the social
status of the junior students?
Examples:

1. What is the profile of school 3. What relationships are observed

managers in terms of: between and among the following
variables:
1.1 age;
a intrapersonal competency;
1.2 management experience; b interpersonal competency; and
c school effectiveness?
1.3 educational attainment;

1.4 management training; and

1.5 work values Situation-Relating Questions

2. What is the level of description of the • “What will happen if?”

study habits of senior high school
students in terms of: • yield hypotheses testing or
experimental study designs in which
2.1 review time; the researcher manipulates the
variables to see what will happen
2.2 place of review; and
Examples:
2.3 techniques in studying?
1. What are the effects of the traditional
methods of teaching on the level of
performance of the ABM students?

Factor-Relating Questions 2. How does the management

procedures applied by the store
• What is happening here?” managers affect the level of customer
satisfaction as experienced by
• determine the relationship among selected regular clients of Jollibee
factors that have been identified stores in the Province of Leyte.
• usually questions for a non-
experimental type of research
Situation-Producing Questions

• “How can I make it Happen?”

• establish explicit goals for actions

• develop plans or prescriptions to

achieve goals

• specify the conditions under which

these goals will be accomplished

Examples:

1. Based on the findings, what human

relation intervention program can be
adopted to enhance or improve
school effectiveness?

2. How can counseling services be

organized to promote family bonding
among parents and elementary
school pupils?
The Scope and Delimitation and – definition can be gleaned from
The Significance of the Study context and is usually found in
dictionaries.

Examples:
The Scope and Delimitation
of The Study – Level of Performance
– Nature of Environment
• determined by the major variables of – Rate of Recovery
the study while sub-variables and – Educational Attainment
their characteristics, attributes, or
indicators serve as the limitation

• also beneficial to mention the locale Delimitation/Limitation

or setting of the research and when
the data will be gathered - the boundaries of the study with
respect to the major variable/s, and is
• Variable further clarified by the sub-variables.
– any factor or property that a
researcher measures,
controls and/or manipulates Indicators
– may be a concept or a construct
- the concepts or ideas the
• Concept researchers have gathered from
reading various literatures regarding
– generally accepted collection
the major variables and sub-
of characteristics that
can be defined by a dictionary variables.
and commonly used by - Selecting the sub-variables can be
an educator.
objectively done by determining the
Eg:
reasons why the researcher has
- Age chosen them as the limitations.

- Civil Status - Therefore, the empirical evidence,

as well as the author/s of the
- Weight literature upon which the researcher
bases his decision must be noted or
- Height
referred to.
• Construct
Example:
– new characteristic that results
SCOPE (Major variable/s) – level of
from the conduct of research
behavior
– usually combines two concepts
LIMITATION (Sub-variable/s) –
facial expression during the
 recitation, communication skills, body
gestures.

Indicators

For facial expressions: (Note: This can be

measured or quantified using the Likert scale

Scale points and observations: 4-very

visible, 3-visible, 2-invisible, 1-very invisible)

a. The students smile when answering

the questions.

b. The students manifest confidence in

their facial expressions.

SIGNIFICANCE OF THE STUDY

• the beneficiaries and the benefits the

study will give when the problem is
solved

• beneficiaries include individuals like

students, pupils, teachers, doctors,
principals, parents, and others; the
government; non-governmental.
organizations; and even private
institutions

• Benefits must be specific and

arranged according to the degree of
significance.