2. I am Grisel Gene P. Salvia. I will be your subject teacher
for Practical Research 2. You can find me at
griselperalessalvia@gmail.com
2
Hello!
3. NATURE OF INQUIRY AND
RESEARCH
This chapter will help you describe the
characteristics, strengths, weaknesses, and kinds
of quantitative research, illustrate the importance
of quantitative research across fields,
differentiate kinds of variables and their uses.
1
5. Lessons and Coverage
5
Lesson No. Topic/Title You’ll learn to...
Q1
W1-W2
Nature of Inquiry and
Research
CS_RS12-Ia-c-1. describe the characteristics, strengths,
weaknesses, and kinds of quantitative research
CS_RS12-Ia-c-2. illustrate the importance of quantitative research
across fields
CS_RS12-Ia-c-3. differentiate kinds of variables and their uses
Q1
W3-W4
Identifying the Inquiry
and Stating the
Problem
CS_RS12-Id-e-1. design a research used in daily life
CS_RS12-Id-e-2. write a research title
CS_RS12-Id-e-3. describe background of research
CS_RS12-Id-e-4. state research questions
CS_RS12-Id-e-5. indicate scope and delimitation of study
CS_RS12-Id-e-7. present written statement of the problem
6. Expected Skills
✗ share research experience,
✗ explain the importance of research in daily life,
✗ describe characteristics, processes, and ethics of research, and
✗ Designs a research used in daily life
✗ Writes a research title
✗ Describes background of research
✗ States research questions
✗ Indicates scope and delimitation of study
✗ Presents written statement of the problem
✗ make their own research.
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7. Identifying the Inquiry and Stating the
Problem
Title Defense
Select research Design
Write Research Title
Application Real Life Situation:
Presentation of Written Statement of
the Problem
Nature of Inquiry and Research
8. 8
Calendar of Activities
Week 1 Research Topic Selection
Week 2 Research Problem, Question and
Hypotheses
Week 3 Statement of the Problem, Scope and
Delimitation and Research Title
Week 4 Title Defense
1st Mid-Quarter Examination
11. Question to be asked
✗ What is
research?
✗ Why should
research be
done?
✗ How do we go
about with
research? How
should it be
done?
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12. NATURE OF INQUIRY AND
RESEARCH
An inquiry and research are
two terms that are almost
the same in meaning. Both of
them involved investigative
work and process that has
the aim of augmenting
knowledge, resolving doubt,
or solving a problem.
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13. theory of inquiry
✗ is an account of the various types of inquiry and
a treatment of the ways that each type of
inquiry achieves its aim.
14. research
✗ is to discover truths by investigating on the
chosen topic scientifically.
15. INQUIRY-BASED LEARNING
✗ Inquiry is a learning process that motivates you
to obtain knowledge or information about
people, things, places, or events. (Baraceros
2016)
✗ It requires you to collect data, meaning, facts,
and information about the object of your
inquiry, and examine such data carefully.
16. THE NATURE OF RESEARCH
✗ The research process is, for many of us, just
the way we do things.
✗ This informal, experiential research helps us
decipher the flood of information we encounter
daily.
✗ Formal academic research differs from
experiential research and may be more
investigative in nature
17. CHARACTERISTICS OF QUANTITATIVE RESEARCH
✗ The goal in conducting quantitative research study is to
determine the relationship between one thing (an independent
variable) and another (a dependent or outcome variable)
within a population.
✗ Quantitative research designs are either descriptive (subjects
usually measured once) or experimental (subjects measured
before and after a treatment).
✗ A descriptive study establishes only associations between
variables reasoning (i.e., the generation of a variety of ideas
about a research problem in a spontaneous, free- flowing
manner).
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18. Its main characteristics are:
1. The data is usually gathered using structured research
instruments.
2. The results are based on larger sample sizes that are
representative of the population.
3. The research study can usually be replicated or repeated,
given its high reliability.
4. Researcher has a clearly defined research question to which
objective answers are sought.
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19. Its main characteristics are:
5. All aspects of the study are carefully designed before data is
collected.
6. Data are in the form of numbers and statistics, often arranged
in tables, charts, figures, or other non-textual forms.
7. Project can be used to generalize concepts more widely,
predict future results, or investigate causal relationships.
8. Researcher uses tools, such as questionnaires or computer
software, to collect numerical data.
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20. Things to keep in mind when reporting the results of a
study using Quantitative methods:
• Explain the data collected and their statistical treatment as
well as all relevant results in relation to the research problem
you are investigating. Interpretation of results is not appropriate
in this section.
• Report unanticipated events that occurred during your data
collection. Explain how the actual analysis differs from the
planned analysis. Explain your handling of missing data and
why any missing data does not undermine the validity of your
analysis.
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21. Things to keep in mind when reporting the results of a
study using Quantitative methods:
• Explain the techniques you used to "clean" your data set.
• Choose a minimally sufficient statistical procedure; provide a
rationale for its use and a reference for it. Specify any computer
programs used.
• Describe the assumptions for each procedure and the steps you
took to ensure that they were not violated.
• When using inferential statistics, provide the descriptive
statistics, confidence intervals, and sample sizes for each variable
as well as the value of the test statistic, its direction, the degrees
of freedom, and the significance level [report the actual p value).
21
22. Things to keep in mind when reporting the results of a
study using Quantitative methods:
• Avoid inferring causality, particularly in nonrandomized
designs or without further experimentation.
• Use tables to provide exact values; use figures to convey
global effects. Keep figures small in size; include graphic
representations of confidence intervals whenever possible.
• Always tell the reader what to look for in tables and figures.
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23. STRENGTHS AND WEAKNESSES Quantitative method
✗ Quantitative data are pieces of information that can be counted
and which are usually gathered by surveys from large numbers of
respondents randomly selected for inclusion.
✗ Secondary data such as census data, government statistics, health
system metrics, etc. are often included in quantitative research.
✗ Quantitative data is analyzed using statistical methods.
Quantitative approaches are best used to answer what, when and
who questions and are not well suited to how and why questions.
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25. IMPORTANCE OF QUANTITATIVE RESEARCH
1. More reliable and objective.
3. Can use statistics to generalize findings.
4. Often reduces and restructures a complex problem to a limited
number of variables.
5. Looks at relationships between variables and can establish cause
and effect in highly controlled circumstances.
6. Tests theories or hypotheses.
7. Assumes sample is representative of the population.
8. Subjectivity of researcher in methodology is recognized less.
9. Less detailed than qualitative data and may miss a desired
response from the participant .
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26. KINDS OF QUANTITATIVE RESEARCH
A. Survey Research
- is one of the most
common areas of
measurement in
applied social
research.
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B. Correlational
Research
- Tests for the
relationship between
two or more
variables.
C. Casual-
Comparative Research
- Also known as “ex
post facto” research.
D. Experimental Research
-is a systematic and scientific approach to
research in which the researcher manipulates
one or more variables, and controls and
measures any changes in other variables.
27. Survey Research
■is often used to collect thoughts, opinions, and feelings of people.
The surveyed data is then organized, analyzed and interpreted.
■the most common tools used in survey research are interviews,
questionnaires, and sampling polls to get a sense of behaviour with
intense precision.
■when the subject population is small, universal sampling is used
while if the population is large, a sample population is used without
sacrificing the reliability and validity of the result.
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28. B. Correlational Research
✗ Positive
Correlation- positive
correlation between
two variables exists
when an increase in
one variable leads to
an increase in the other
and a decrease in one
leads to a decrease in
the other.
✗ Negative
Correlation-
negative
correlation is
when an increase
in one variable
leads to a
decrease in
another and vice
versa.
✗ No Correlation-
two variables are
uncorrelated
when a change in
one doesn’t lead
to a change in the
other and vice
versa.
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29. Correlational Method
○Bivariate correlation
- the most basic level. Only
two variables are being
compared.
- In some cases, one variable is
known as an independent
variable (or cause variable)
and the second variable as a
dependent variable (or effect
variable).
○Canonical
- created by Harold Hotalling.
- The method is used to determine
the correlation between the linear
combination of two sets of
variables.
- Statistically, this process is superior
to examining a multitude of
bivariate correlation.
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30. C. Casual-Comparative Research
✗ With this research,
investigators attempt to
determine the cause or
consequences of differences
that already exist between or
among groups of individuals.
✗ Casual-comparative research
looks to uncover a cause-and-
effect relationship.
Three types of Casual-
Comparative Research:
✗ Exploration of effects
✗ Exploration of causes
✗ Exploration of
consequences
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31. Experimental research
■The basic purpose of this type
of research is to investigate the
influence of one or more
variables.
■Experimental research is a
highly controlled procedure.
■This type of research is the
bedrock of most sciences, in
particular, the natural sciences.
Four primary factors of Experimental
control:
●The random assignment of individual
subjects to comparison groups.
●The extent to which the independent
variable can be manipulated by the
researcher.
●The time when the observations or
measurements of the dependent
variable occur.
●Which groups are measured and
how.
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32. Reliability
✗Reliability as: ..the extent to which
results are consistent over time and an
accurate representation of the total
population under study is referred to as
reliability and if the results of a study can
be reproduced under a similar
methodology, then the research
instrument is considered to be reliable.
✗Replicability means
that the same study
can be done by
another researcher
and the result will
still be the same.
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33. ReliabilitY
✗(1) the degree to which a measurement,
given repeatedly, remains the same
✗(2) the stability of a measurement over
time; and
✗(3) the similarity of measurements within a
given time period
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34. VALIDITY
✗Internal validity, this
determines whether the
independent variable made a
difference in the study. To
achieve internal validity, the
researcher must design and
conduct the study so that only
the independent variable can be
the cause of the results (Cozby,
1993).
✗ External validity refers
to the extent to which
findings can he
generalized or be
considered
representative of the
population.
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35. Factors Threatening Validity
✗History. A valid observation is conducted several times to
eliminate error. There might be events that occur within the
period of observation which affect the measurement.
✗Maturation The process of maturing which takes place in the
individual during the duration of the experiment which is not a
result of specific events but of simply growing older, growing
more tired or similar changes.
✗Measuring Instruments - Changes in instruments, calibration
of instruments, observers, or scorers may cause changes in the
measurements.
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36. Factors Threatening Validity
✗Statistical Regression- groups are chosen because of
extreme scores of measurements; those scores or
measurements tend to move toward the mean with repeated
measurements even without an experimental variable.
✗Differential Selection- different individuals or groups would
have different previous knowledge or ability which would affect
the final measurement if not taken into account.
✗Experimental Mortality – the loss of subjects from
comparison groups could greatly affects the comparisons
because of unique characteristics of those subjects.
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37. THE NATURE OF VARIABLES
✗ A variable is not
only something
that we measure,
but also
something that we
can manipulate
and something we
can control for.
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Three main sections
✗ First, we illustrate the role of
dependent and independent
variables.
✗ Second, we discuss the difference
between experimental and non-
experimental research.
✗ Finally, we explain how variables
can be characterized as either
categorical or continuous.
38. VARIABLES
■A variable is a label of name that represents
a concept or characteristic that varies (e.g.,
gender, weight, achievement, attitudes toward
inclusion, etc.)
■Conceptual and operational definitions of
variables
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39. VARIABLES
■Conceptual (ie., constitutive)
definition: the use of words or
concepts to define a variable
✗Achievement: what one has
learned from formal instruction
✗Aptitude: one's capability for
performing a particular task or
skill
■Operational definition: an
indication of the meaning of a
variable through the specification
of the manner by which it is
measured, categorized, or
controlled
✗A test score
✗Income levels above and below
$45,000 per year
✗The use of holistic or phonetic
language instruction
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40. TYPES OF VARIABLE
✗Independent and dependent (i.e., cause and effect)
■Independent variables act as the "cause" in that they precede,
influence, and predict the dependent variable. –
■Dependent variables act as the effect in that they change as a result
of being influenced by an independent variable
○Examples: The effect of two instructional approaches (independent
variable) on student achievement (dependent variable) The use of
SAT scores (independent variable) to predict freshman grade point
averages (dependent variable)
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41. TYPES OF VARIABLE
✗Extraneous and confounding variables
■Extraneous variables are those that affect the dependent variable
but are not controlled adequately by the researcher
✗Not controlling for the key-boarding skills of students in a study of
computer- assisted instruction
■Confounding variables are those that vary systematically with the
independent variable and exert influence of the dependent variable
✗Not using counselors with similar levels of experience in a study
comparing the effectiveness of two counseling approaches
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42. TYPES OF VARIABLE
✗Continuous and categorical variables
■Continuous variables are measured on a scale that theoretically can
take on an infinite number of values +
○Test scores range from a low of 0 to a high of 100
○Attitude scales that range from very negative at 0 to very positive at 5
○Students' ages
■Categorical variables are measured and assigned to groups on the
basis of specific characteristics
✗Examples:
✗ • Gender: male and female 7
✗• Socio-economic status: low middle, and high
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43. Categorical and Continuous Variables
✗Categorical variables are also known as discrete or qualitative
variables. Categorical variables can be further categorized as nominal,
ordinal or dichotomous.
1. Nominal variables are variables that have two or more categories, but
which do not have an intrinsic order. Of note, the different categories of a
nominal variable can also be referred to as groups or levels of the nominal
variable.
2. Dichotomous variables are nominal variables which have only two
categories or levels.
3. Ordinal variables are variables that have two or more categories just like
nominal variables only the categories can also be ordered or ranked.
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44. Categorical and Continuous Variables
✗Continuous variables are also known as quantitative variables.
Continuous variables can be further categorized as either interval or
ratio variables.
■Interval variables are variables for which their central characteristic is that
they can be measured along a continuum and they have a numerical value (for
example, temperature measured in degrees Celsius or Fahrenheit).
■Ratio variables are interval variables, but with the added condition that 0
(zero) of the measurement indicates that there is none of that variable. Other
examples of ratio variables include height, mass, distance and many more. The
name "ratio" reflects the fact that you can use the ratio of measurements. So,
for example, a distance of ten meters is twice the distance of 5 meters.
44
45. RESEARCH TOPIC
45
STEM
Alternative source of Energy (Plants, Solar)
AC and DC Generators/Electric Circuits
Cooking oil as a Substitute for diesel/ Another Alternative Fuel
Solar water purification
Refractive Indices of Water and Turpentine Oil
Creating Sound with Heat
Exploration of Wind Energy
Density and salinity of Water/ Potability
Wireless connectivity
Biodegradable plastic
46. RESEARCH TOPIC
46
The different medicinal plants
Aeroponics and Hydroponics as alternative farming
The different methods of production of biodiesel from waste
Organic Fertilizer vs Chemical Fertilizer
Various Aromas on Animal Behaviour
Alkaline and Acids on the Bacterial Growth
Paper Recycling
Farm waste into construction materials (cinderblocks)
Food waste into fertilizer
DIY Incubator
47. RESEARCH TOPIC
47
ABM
Come up with your desired BUSINESS IDEA
Student Entrepreneurs
Social Media Influencer
E-business
Persuasion of Students to Choose ABM
Business Potential of Recycling
Advertisement and consumer behavior
Word of mouth
Business and online payment
48. RESEARCH TOPIC
48
Family business: pros and cons
Internet and consumer behavior
Wages and employee productivity
Staff motivation on employee productivity
Teenagers vs. Business
Eco-Friendly Business
Consumer loyalty
Corporate social responsibility
Green products
Business leadership
Digital transformation
49. RESEARCH TOPIC
49
GAS
1. You can opt to use your research from PR1
1. Academic Grades
1. Online Truancy
1. Academic performance
1. Learning Strategy and Learning Beliefs
1. Coping Strategy
1. Education and funding
1. Family relationships
1. Physical attraction
1. Depression
50. RESEARCH TOPIC
50
Cultural expectations and practices
Issues on Education
Talent: inborn or trained
Home punishment and its effects on school performance
Bullying
Online Gaming
Family traditions and superstitions
Advertisement and self-image
Social media vs education
Gender and stress resiliency
