Research

2. What’s New
Directions: Analyze the pair of pictures. Have you ever guessed what idea/s that the picture
would like to express? Try to guess insights on a research topic that may come up from the pair
of pictures below.

3. The Role of Research
•It is a formal process of problem-solving.
•It is a set of procedures and stages.
•It originates with a question or a problem.
•It is an iterative process.

4. Research provides a solid foundation for the:
• Discovery and creation of knowledge, theory-
building;
• Testing, confirmation, revision, and refutation of
knowledge as theory;
• Advance a discipline or field;
• Advancements and improvements in various
aspects of life;
• Promotion and tenure of individuals.

5. Significance of Research
1. To gather necessary information
2. To improve the standard of living
3. To have a safer life
4. To know the truth
5. To explore our history buff
6. To understand arts

6. Independent Activity 1

7. Independent Activity 1

8. QUANTITATIVE RESEARCH DESIGNS
Research Design refers to the total approach that you
select to incorporate the different components of the study
in a comprehensible and rational way, thereby ensuring you
will effectively address the research problem Moreover, a
research design establishes the outline for the selection,
measurement, and analysis of data. The research
problem defines the research you should do.

10. Kinds of Quantitative research designs that a
researcher may employ:
EXPERIMENTAL RESEARCH DESIGN. It allows the
researcher to control the situation. In doing so, it allows the
researcher to answer the question, “What causes
something to occur?” and also allows the researcher to
identify cause and effect relationships between variables
and to distinguish placebo effects from treatment effects.

11. Kinds of Quantitative research designs that a
researcher may employ:
Pre-Experimental design. A type of research applies to
an experimental design with the least internal validity. One
type of pre-experiment, the simple group, pre-test-post-test
design, measures the group two times, before and after the
intervention. Instead of comparing the pretest with the
posttest within one group, the posttest of the treated groups
is compared with that of an untreated group. Measuring the
effect as the difference between groups marks this as a
between-subjects design

12. Two types of Quasi-experimental design:
1. EXPERIMENTAL DESIGN
a) Non-Equivalent Control Group. It refers to the chance failure of
random assignment to equalize the conditions by converting a true
experiment into this kind of design, for purpose of analysis.
b) Interrupted Time Series Design. It employs multiple measures
before and after the experimental intervention.
c) True-Experimental design-it controls for both time-related and
group-related threats. These features require that the researchers
have control over the experimental treatment and the power to place
subjects in groups and employ both treated and control groups to
deal with time-related rival explanations.

13. Two types of Quasi-experimental design:
2. NON-EXPERIMENTAL DESIGN. In this design, the researcher
observes the phenomena as they occur naturally, and no external
variables are introduced. In this research design, the variables are
not deliberately manipulated nor is the setting controlled.
Researchers collect data without making changes or introducing
treatments. It is also known as DESCRIPTIVE RESEARCH
DESIGN because it is only one under non-experimental design.

14. The types of Descriptive design are as follows:
A. Survey
B. Correlational
C. Ex-Post Facto or Causal-Comparative
D. Comparative
E. Normative
F. Evaluative
G. Methodological

15. The types of Descriptive design are as follows:
A. Survey - It is used to gather information from
groups of people by selecting and studying samples
chosen from a population. This is useful when the
objective of the study is to see a general picture of
the population under investigation in terms of their
social and economic characteristics, opinions, and
their knowledge about the behavior towards a certain
phenomenon.

16. The types of Descriptive design are as follows:
B. Correlational. It is conducted by researchers whose aim would be to find out the
direction, association, and/or relationship between different variables or groups of
respondents under study.
Correlational Research has three types these are:
a. Bivariate Correlational Studies –It obtains scores from two variables for each
subject, and then uses them to calculate a correlation coefficient. The term bivariate
implies that the two variables are correlated (variables are selected because they
are believed to be related).Example: Children of wealthier (variable one), better
educated (variable 2) parents earn higher salaries as adults.
b. Prediction Studies –It uses a correlation coefficient to show how one variable (the
predictor variable) predicts another (the criterion variable).Example: Which senior
high school applicants should be admitted to college?
c. Multiple Regression Prediction Studies –All variables in the study can contribute
to the overall prediction in an equation that adds together the predictive power of
each identified variable. Example: Suppose the High School GPA is not the sole
predictor of college GPA, what might be other good predictors?

17. The types of Descriptive design are as follows:
C. Ex-Post Facto or Causal-Comparative. This kind of research
design derives conclusions from observations and manifestations
that already occurred in the past and are now compared to some
dependent variables. It discusses why and how a phenomenon
occurs.
Example: A researcher is interested in how weight influences the
anxiety-coping level of adults. Here the subjects would be separated
into different groups (underweight, normal, overweight) and their
stress-coping levels measured. This is an ex post facto design
because a pre-existing characteristic (weight) was used to form the
groups.

18. The types of Descriptive design are as follows:
D. Comparative. It involves comparing and contrasting two or more
samples of study subjects on one or more variables, often at a
single point in time. Specifically, this design is used to compare two
distinct groups on the basis of selected attributes such as
knowledge level, perceptions, and attitudes, physical or
psychological symptoms. Example: A Comparative Study on the
Perception of COVID Problems among front liners in Pampanga.

19. The types of Descriptive design are as follows:
E. Normative. It describes the norm level of characteristics for a
given behavior. For example: If you are conducting research on the
study habits of high school students you are to use the range of
scores to describe the level of their study habits. The same true is
when you would want to describe their academic performance.

20. The types of Descriptive design are as follows:
F. Evaluative. It is a process used to determine what has happened
during a given activity or in an institution. The purpose of the
evaluation is to see if a given program is working if an institution is
successful according to the goals set for it, or if the original intent
was successfully attained. Example: A test of secondary learners in
school is used to assess the effectiveness of teaching or the
organization of a curriculum.

21. The types of Descriptive design are as follows:
G. Methodological. The research approach, implementing a variety
of methodologies forms a critical part of achieving the goal of
developing a scale-matched approach, where data from different
disciplines can be integrated.

22. Activity 1
Choose one (1) among the quantitative research design you
think is appropriate to your study and defend your answer.
Guide Question: Why is it necessary to choose a research
design? Elaborate your answer,