Remier

1. Practical
Research
2
NATURE OF INQUIRY AND RESEARCH

2. OBJECTIVES:
Content Standards: The learner demonstrates understanding of the
characteristics, strengths, weaknesses, and kinds of quantitative
research.
Performance Standards: The learners are able to decide on suitable
quantitative research in different areas of interest.
Learning Competency / ies / Objectives / LC Code/s:
The learners describe characteristics, strengths, weaknesses, and
kinds of quantitative research.

3. Activity: Take-off-Touch-down: stand if you agree and
remain seated if you disagree.
It’s better to be good at academics than to
be good at sports.
Students should be required to wear
school uniforms.
Private schools are better than public
schools.
Junk food should be banned in school
cafeterias.
Math is the most important school subject.

4. Girls face more peer pressure than boys.
The voting age should be lowered to 16.
Humans should not eat animals.
Democracy is the best form of government.
Cigarette smoking and vaping should be
banned entirely.
Giving is better than receiving.
Parents should be punished for their children’s
mistakes.

5. Euthanasia should be legal.
Vaccines should be mandatory. People who get
better grades in school will be more successful in
life.
Sometimes it’s OK to cheat on homework or a
test.
Life skills like cooking and personal finance
should be taught in school.
Animals should not be kept in zoos.
Happiness is more important than success.

6.  People who get better grades in school will be more
successful in life.
 Sometimes it’s OK to cheat on homework or a test.
 Life skills like cooking and personal finance should be
taught in school.
 Animals should not be kept in zoos.
 Happiness is more important than success.
 White-collar jobs are better than blue-collar jobs.
 Animals should not be kept in zoos.
 Happiness is more important than success.
 White-collar jobs are better than blue-collar jobs.

7. Do you apply research in
your daily life?
How did you handle it?
Why do we conduct
research?
How important is research?

10. broken promise

11. Forgive and forget

12. Moral support

13. See for yourself

14. your time is up

15. once in a blue moon

16. falling asleep

17. crossbreed

18. sit down and shut up

19. missing (U)

20. try to understand

28. Quantitative
Qualitative

31. Descriptive research aims to accurately
and systematically describe a population,
situation or phenomenon. It can answer
what, where, when and how questions,
but not why questions. A descriptive
research design can use a wide variety of
research methods to investigate one or
more variables.

34. The purpose of correlational
research is to investigate 'the extent
to which differences in one
characteristic or variable are related
to differences in one or more other
characteristics or variables' (Leedy
and Ormrod 2010).

40. OBJECTIVES:
Content Standards: The learners will understand the importance
of quantitative research across fields.
Performance Standards: The learners are able to decide on
suitable quantitative research in different areas of interest.
Learning Competency / ies / Objectives / LC Code/s:
The learners will illustrate the importance of quantitative
research across fields.
 CS_RS12-Ia-c-2

41. Write TRUE if the statement is correct and FALSE if
otherwise. Write
your answers on the space provided before each
number.
____________1. The sample groups must be assigned
randomly in true experimental
research.
____________2. Correlational study describes the
relationship between two variables.
____________3. Comparative design examines patterns
of similarities and
differences across a moderate number of cases. The
typical comparative study has anywhere from a
handful to fifty or more
cases.
____________4. Quantitative research is a structured
way of collecting and analyzing
data obtained from different sources.
____________5. Survey results are based on larger
sample sizes that are
representatives of the population.
____________6. Quantitative research is a burden
to the students as well as to the
society.
____________7. The main purpose of quantitative
research is to solve the corruption
problem in the Philippines.
____________8. People can improve themselves
through quantitative research.
____________9. One of the characteristics of
quantitative research is to avoid poverty
in the community.
___________10. The results of the quantitative
study CANNOT be used to generalize
concepts more widely, predict future results, or
investigate causal
relationships.

42. Directions: Choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. Which of the following states the importance of
research?
A. Demonstrates the abilities of the researcher
B. Is dependent on the completion of other projects
C. Demonstrates the integration of different fields of
knowledge
D. Research incorporates a survey-based approach to gain
feedback in
relation to a population’s ideas and opinions.

43. 2. Which form of reasoning is the process of drawing a specific
conclusion from a
set of premises?
A. Objective reasoning B. Positivistic reasoning
C. Inductive reasoning D. Deductive reasoning
3. Research that seeks to examine the findings of a study by using
the same design
but a different sample is which of the following?
A. An exploratory study B. A replication study
C. An empirical study D. Hypothesis testing

44. 4. A researcher designs an experiment to test how variables interact to
influence
job-seeking behaviours. The main purpose of the study was:
A. Description B. Prediction
C. Exploration D. Explanation
5. Cyber bullying at work is a growing threat to employee job
satisfaction. Researchers want to find out why people do this and how
they feel about it. The
primary purpose of the study is:
A. Description B. Prediction
C. Exploration D. Explanation

45. Why quantitative research is
important?
Basically, quantitative research is important
because it is used to populate statistics from a
high-volume sample size to gain statistically
valid results in customer insight. Hence,
quantitative customer research incorporates a
survey-based approach to gain feedback in
relation to a population's idea or opinion.

50. In the field of TVL track
Student researchers can design,
invent and develop new products
and services to contribute
meaningfully to their communities.

57. OBJECTIVES:
Content Standards: The learner demonstrates
understanding of the nature of Quantitative research
variables.
Performance Standards: The learners are able to decide
on suitable quantitative research in different areas of
interest.
Learning Competency / ies / Objectives / LC Code/s:
The learners will differentiate the kinds of variables and
their uses.

60. Example:
A painter must measure a room before
deciding how much paint to buy
Independent V: measurement of the
room
Dependent V: amount of paint

62. Independent Variable
Independent Variables (IV) are
those that are suspected of being
the cause in a causal relationship. If
you are asking a cause and effect
question, your IV will be the
variable (or variables if more than
one) that you suspect causes the

63. Independent Variable
Independent Variables are
usually called predictor or
criterion variable. It isknown
as the CAUSE

64. Dependent Variable

65. Dependent Variables
(DV) are usually called
OUTCOME or EFFECT
variables

67. For example, if a participant is
taking a test in a chilly room, the
temperature would be considered
an extraneous variable. Some
participants may not be affected by
the cold, but others might be
distracted or annoyed by the
temperature of the room.

68. Anything that is not the
independent variable that
has the potential to affect
the results is called
an extraneous variable.

70. An intervening variable, sometimes
called a mediator variable, is a
theoretical variable the researcher uses
to explain a cause or connection
between other study variables—
usually dependent and independent
ones. They are associations instead of
observations.

71. Intervening variable is a hypothetical
variable used to explain causal links
between other variables. Intervening
variables cannot be observed in an
experiment (that's why they are
hypothetical). For example, there is an
an association between being poor
and having a shorter life span.

72. Just because someone is poor
doesn’t mean that will lead to an
early death, so other hypothetical
variables are used to explain the
phenomenon. These intervening
variables could include: lack of
access to healthcare or poor
nutrition.

73. There is a special class of
extraneous variables called
confounding variables.
Confounding variables can affect
how
IV acts on DV, which can lead to a
false result or effect on DV.

74. An extraneous variable is any variable
that you're not investigating that can
potentially affect the dependent variable
of your research study.
A confounding variable is a type of
extraneous variable that not only affects
the dependent variable, but is also
related to the independent variable.

75. Example of a confounding variable
You collect data on sunburns and ice cream
consumption. You find that higher ice cream
consumption is associated with a higher probability
of sunburn. Does that mean ice cream consumption
causes sunburn?
Here, the confounding variable is temperature: hot
temperatures cause people to both eat more ice
cream and spend more time outdoors under the
sun, resulting in more sunburns.

76. Why confounding variables matter
For instance, you may find a cause-and-
effect relationship that does not actually
exist, because the effect you measure is
caused by the confounding variable (and
not by your independent variable).

78. Assignment
In a ½ sheet crosswise, write your
answers on the importance of
quantitative research. Due next
meeting, August 23, 2022