Pogil Module 6 PR2
Pogil Module 6 PR2
Pogil Module 6 PR2
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
in
LEARNING
OUTCOMES
In this module, you are expected to follow through a guided process to be able to learn
the concepts for this topic.
INTRODUCTION
Module 6 will guide you on how to write the Statement of the Problem of your study
which is also called as Research Questions. From your statement of the problem, you
are going to draw the hypothesis. Not all statement of the problem or research
questions need a hypothesis. But for those that need hypothesis, it is very important
that you know how to formulate your hypothesis in order for you to be able to have a
clear plan on how to test your hypothesis.
KEY POINTS
➢ Each topic will begin with a brief Introduction. It is designated as “Why?” Section.
➢ Each Topic will have Models for you to follow until you reach the whole concept.
➢ There are questions posted under each Model for you to answer.
➢ Every correct answer in the question is equivalent to 1 point score.
➢ For other written task, a RUBRIC will be provided for you to observe.
➢ The topic ends with a Conclusion part which also requires you to answer a
question or sets of questions.
3
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
Why?
Picture out driving a car without a steering wheel. It would be impossible, right? The
car would surely end up in a terrible crash. Similarly, you are surely going to a terrible disaster
if you do not have research questions or even clear ones. Like the steering wheel of the car
which guides the car to the right direction, the research questions of the study make sure that
you are in the right direction in your investigation. Without the research questions, you will be
having trouble focusing on where your study is heading. This is why writing the research
questions is a very important part in the conduct of a research study. The hypothesis too helps
in giving guide towards how the problem can be investigated.
Research questions help writers focus their research by providing a path through the
research and writing process. The specificity of a well-developed research question helps
writers avoid the “all-about” paper and work toward supporting a specific, arguable thesis.
A research question is the question around which you center your research. It should be:
• clear: it provides enough specifics that one’s audience can easily understand its
purpose without needing additional explanation.
• focused: it is narrow enough that it can be answered thoroughly in the space the
writing task allows.
• concise: it is expressed in the fewest possible words.
• complex: it is not answerable with a simple “yes” or “no,” but rather requires
synthesis and analysis of ideas and sources prior to composition of an answer.
• arguable: its potential answers are open to debate rather than accepted facts.
You should ask a question about an issue that you are genuinely curious and/or
passionate about.
The question you ask should be developed for the discipline you are studying. A
question appropriate for Biology, for instance, is different from an appropriate one in Political
Science or Sociology.
Sources of Quantitative Research Problem
One of the following could give rise to a quantitative research problem (Edmonds 2013;
Punch 2014):
1. Agencies of the government, or any non-government institutions
2. Your own experience or genuine interest in something
3. Previous research findings which you want to validate or consider as studies
4. Present political social or economic issues in society
5. Review of Related Literature
*Source: https://writingcenter.gmu.edu/guides/how-to-write-a-research-question
*Source: Practical Research 2 (First Edition) by Esther L. Baraceros, pp. 37 – 39.
4
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
*Source: https://writingcenter.gmu.edu/guides/how-to-write-a-research-question
5
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
2. See to it that you state your quantitative research problem clearly, concisely,
and possibly, if under APA referencing style, not beyond 12 words.
3. Have your research problem focus on a general understanding of your research topic.
4. Construct a research problem that mirrors the importance of carrying out the
research for finding answers or solutions to a problem.
5. Let your quantitative research problem state the variables and their relationships
with one another.
Instruction: Answer the following questions based on the guide points given on how to write
the statement of the problem or research questions.
Question 1: Based on the guide points on writing the statement of the problem or the
research questions, write down 8 things that you need to observe in writing the
research questions.
Example: Relevant
a. _________________________ e. ______________________________
b. _________________________ f. ______________________________
c. _________________________ g. ______________________________
d. _________________________ h. ______________________________
6
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
Here are examples of Introductory Statement of the Problem and its sub-problems or sub-
questions according to strand. The variables are based from Module 3 examples.
STEM Strand:
This study aims to produce bioethanol from ripe marang peel.
Specifically, this study will answer the following questions.
1. What amount of marang peel mash (40g, 70g, and 100g) is most effective
in terms of high ethanol yield?
2. Is there a significant difference in the ethanol yield of marang in different
treatments?
HUMSS Strand:
This study aims to investigate the effects of online gaming to the study
habits of grade 12 male students.
Specifically, this study will answer the following questions.
1. What is the average length of time do grade 12 male students spend in
online game?
2. What are the effects of online gaming to the study habits of grade 12
male students in terms of physical, social, and method of study habits
when grouped according to time spend in online game?
3. Is there a significant relationship between online gaming and study habits
of the grade 12 male students in terms of physical, social, and method of
study habits?
ABM Strand:
HE Strand:
This study aims to produce tasty cupcakes from ripe bitter gourd.
Specifically, this study will answer the following questions.
1. What amount of bitter gourd will produce the best cupcake in terms of
taste?
2. Is cupcake baked from bitter gourd cost efficient compared to the
commercial cupcakes?
3. Is there a significant difference in the taste of cupcakes made from bitter
gourd and the commercial ones?
AFA Strand:
EIM Strand:
This study aims to produce a renewable energy source for lighting
through the use of glass as innovative solar panel.
Specifically, this study will answer the following questions.
1. What type of glass is effective in making solar panel in terms of
light intensity of the bulb?
2. Is there a significant difference in the light efficiency of the bulb
when used in different types of glass as solar panel?
SMAW Strand:
This study aims to investigate the use of cladding method to test for the
efficiency of a welded material.
Specifically, this study will answer the following questions.
1. What type of metal is most efficient to use for cladding in welding?
2. Is there a significant difference in the efficiency of welded material by
cladding in different types of metal used?
8
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
ICT Strand:
Instruction: For Question 2, use the examples given as guide for your answer. Please bear in
mind the topic and title you have chosen for your research study. Please refer to
RUBRIC at the end of the module.
Question 2: Write your introductory statement of the problem and its sub-problems or
sub-questions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
It is appropriate to use a hypothesis when you are testing a theory. Your immediate
answer to this may be 'I'm not testing a theory'; however, remember that our definition of
theory is very broad - 'an idea about how things relate to each other'. If you have an
expectation of how your research question will be answered (the outcome) then it is fair to say
you have a theory in mind. If you ask of your research question 'What is the expected
outcome?' and have an answer, you can ask why? What is my thinking behind this prediction?
This is essentially the theory that you will be testing.
If you are not able to predict the answer to your question then your approach is not
one of theory testing and you should not proceed with developing hypotheses to test. Your
research questions remain as such. This will be the case if your research is descriptive or
exploratory in nature.
Our definition of a hypothesis stresses that it can be tested. To meet this criterion the
hypothesis must be operationalised - that is the concepts employed in the hypothesis
must be measurable.
Developing hypotheses requires that you identify one character, variable or descriptor
of a sampling unit that causes, affects, or has an influence on, another character, variable or
descriptor of the same or other sampling units. The character, variable or descriptor that
affects other variables or sampling units is called the independent variable. The character,
variable or descriptor which is affected by the independent variable is called the dependent
variable or response variable.
Note that although for the purposes of research methodology some variables may be called
'dependent' when investigating their relationship with other 'independent' variables, this does not
imply the existence of a causal (as compared with associative) relationship unless strict rules of
research design are followed. This issue is discussed in more detail later in the module.
Good hypotheses
There are two criteria for good hypotheses. One, hypotheses are statements
about relationships between variables. Two, hypotheses carry clear implications for
testing the stated relationships. These criteria mean, then, that hypothesis statements
contain two or more variables that are measurable or potentially measurable and that
they specify how the variables are related.
Source: Dixon et al (1987) p. 40.
*Source: https://www.soas.ac.uk/cedep-demos/000_P506_RM_3736-Demo/unit1/page_25.htm
10
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
For example, if we are trying to encourage farmers to make use of compost, we may
first need to know the social structure or social norms of the farming community before we can
begin making meaningful hypotheses about which individuals will influence the decision and
the factors they consider when making their decision. We can state that our exploratory study
would have the purpose of generating hypotheses about personal characteristics which
correlate with the adoption/rejection of composting, the composition of the decision-making
unit, and the factors which influence the decision either to adopt or reject. Success would be
measured in terms of generating testable hypotheses.
Diagramming hypotheses
http://clipart-library.com/search2/?q=pencil#gsc.tab=1&gsc.q=pencil&gsc.page=1
X Y
For example, the first hypothesis stated above could be represented by a diagram as
follows +ve
Financial Adoption of New
Resources Technology
The two variables, or concepts are in boxes that are linked by an arrow going from one
concept to the other. The arrow indicates that one variable (financial resources) does
something to the other variable (adoption of new technology) .
The plus sign indicates that the relationship is seen as positive, that is more of the one
will lead to more of the other. Not all concepts have a positive relationship.
Once you get used to forming hypotheses and making diagrams then you can explore
new patterns involving more than two concepts.
*Source: https://www.soas.ac.uk/cedep-demos/000_P506_RM_3736-Demo/unit1/page_25.htm
11
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Example 2:
Statement of the Problem: Is there a significant relationship between Social Media and the
academic performance of the students?
H1: There is a significant relationship between Social Media and the academic performance of
the students.
Ho: There is no significant relationship between Social Media and the academic performance of
the students.
Examples 3:
Statement of the Problem: Is there a significant difference in the heat resistance of the
bioplastic between the mango starch bioplastic and the commercial bioplastic?
H1: There is a significant difference in the heat resistance of the bioplastic between the mango
starch bioplastic and the commercial bioplastic.
Ho: There is no significant difference in the heat resistance of the bioplastic between the mango
starch bioplastic and the commercial bioplastic.
12
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
Question 4: Using the Statement of the Problem or Research Questions above given for
your strand, write the H1 and the H0.
H1:___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
H0: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Question 5: Now write your H1 and H0 for the Statement of the Problem or Research
Questions you have written in item number 2. (Note: Choose only 1 question
that could be given a hypothesis and that could be tested later in your study. )
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Conclusion
Question 6: Explain how the hypothesis of the study is connected to the Statement of
the Problem or the Research Questions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
13
Practical Research 2, POGIL MODULE by Deborah M. Agustin, SST-II, AYALA NHS Senior HS
RUBRIC for Statement of the Problem or Research Questions
Level of Content Shows some thinking Content indicates Content indicates Content indicates
and reasoning but most thinking and original thinking and synthesis of ideas,
ideas are reasoning applied develops ideas with indepth analysis and
underdeveloped and with original thought sufficient and firm evidences original
unoriginal. on a few ideas. evidence. thought and support
for the topic.
Development Main points lack Main points are Main points well Main points well
detailed development. present with limited developed with developed with high
Ideas are vague with detail and quality supporting quality and quantity
little evidence of critical development. Some details and quantity. support. Reveals
thinking critical thinking is Critical thinking is high degree of
present. weaved into points critical thinking.
Mechanics and Spelling, punctuation, Most spelling, Essay has few Essay is free of
Grammar and grammatical errors punctuation, and spelling, punctuation, distracting spelling,
create distraction, grammar correct and grammatical punctuation, and
making reading allowing reader to errors allowing grammatical errors;
difficult; fragments, progress though reader to follow absent of fragments,
comma splices, run-ons essay. Some errors ideas clearly. Very comma splices, and
evident. Errors are remain. few fragments or run-ons.
frequent. run-ons. Style
Support Provides little or no Supports main point Supports main point Persuasively supports
support for the main with some with developed main point with well
point underdeveloped reasons and/or developed reasons
reasons and/or examples and/or examples
examples