The document outlines a lesson on research design and methodology for 4A learners, focusing on understanding data collection and the preparation of research instruments. It covers various research designs such as action research, case study, causal, cross-sectional, and mixed-methods, along with associated learning tasks and quizzes to engage students in the practical application of these concepts. Ultimately, students are expected to gain skills in designing, executing, and addressing challenges in their own research projects.

1. INQUIRIES, INVESTIGATION AND IMMERSION
Pivot 4A Learners’ Material
PREPARED BY:
GERALD O. PANO, SST-II, IREEN MACASAET-MARASIGAN , MT-II, LOIDA O. REYES,
MT-II
SUBJECT TEACHERS
Lesson : Describing Research Design,
Methodology and Preparing the
Instrument (pp32-45)

2. CONTENT:
IV. Understanding Ways to
Collect Data

3. LEARNER’S OUTPUT/S:
1. Research Design
2. Population
3. Sampling Method
4. Data Collection Procedure

4. MELC/S:
The learners are expected to
1. describe adequately the research design
(either quantitative or qualitative), data gathering
instrument, sample, data collection and analysis
procedures, and;
2. Prepare data gathering instrument.

5. LEARNING OBJECTIVES:
At the end of the lesson, the learners will be able to:
1. Gain better understanding and skills in describing and carrying
out a research design applicable and appropriate for their research.
2. Gain technical orientation in preparing and developing data-
gathering instruments, choosing samples and respondents, and
collecting and analyzing data procedures.
3. Determine the structuring techniques and strategies to solve the
problems and answer your research questions

8. TOPIC
Describing Research Design,
Methodology, and Preparing
the Instrument

9. FROM OUR
PREVIOUS
SESSION

10. INTRODUCTION
Gathering data and information is a serious procedure that
requires organized and systematic structuring and strategies. Just
like how doctors prepare for a major operation, including exact
information about the disease, the processes that needs to be
performed, and the treatment that should be given to patients, a
researcher should also plan things out before the actual conduct of
the research. He should be aware of the specific details about the
entire execution of the research, such as the participants, the
instruments, and how the data will be gathered and treated.

11. INTRODUCTION
Recall: What are the different research
methods that you have learned in Practical
Research 1 and 2?

12. Research design and research methods…
Research design is a plan to answer your
research question. A research method is a
strategy used to implement that plan. Research
design and methods are different but closely
related, because good research design ensures
that the data you obtain will help you answer
your research question more effectively.
REYES, L. (2023)

13. Methods of
Research
REYES, L. (2023)
Surveys
Interviews
Tests
Experiments
Observations
Focus groups
Secondary data
analysis /
Archival study
Quantitativ
e Research
Design
Qualitative
Research
Design
Mixed
Methods

14. The table shows the various elements that quantitative and qualitative research. This
will help you decide which method are you into based on your initial research topic.

15. DEVELOPMENT:
Learning Task 1: Study your initial research
problem. Copy the table on your notebook and
supply the necessary information in each row.
Later on, decide which method of research are
you going to utilize in your study. Then, answer
the questions that follow. Do this in your
notebook.

16. DEVELOPMENT:

17. DEVELOPMENT:
Guide Questions: Do this in your notebook.
1. Explain the research method that you chose for your research?
2. Why did you choose such method for your research? Explain its
appropriateness for the course of your study.
3. What specific steps do you anticipate/expect in this research
method?
4. What possible problems/challenges do you look forward to in the
conduct of the method?
5. How will you prevent such problems/challenges to happen? Or if
they happen, what solutions do you intend to do?

18. DEVELOPMENT:
Research Design
Research design is the process of structuring techniques
and strategies that help researchers solve their problems or
answer their questions (Clemente, Julaton & Orleans, 2016).
Here are some research designs from the University of
Southern California (2020) to ensure that the elements in the
research work are coherent and logical in order to achieve the
answers to the research problems.

19. RESEARCH DESIGN:
1. Action Research Design - is a collaborative
and adaptive research design that focuses on
socially and solution-driven outcomes. It has the
potential to increase learning from experience.
Action research mostly is applicable in the
teaching-learning process.

20. RESEARCH DESIGN:
2. Case Study Design - This design is widely
used by social scientists since it aims to examine
contemporary situations that are happening in
real life. This design can provide the bases for
the application of concepts and theories as well
as detailed descriptions of unusual cases.

21. RESEARCH DESIGN:
3. Causal Design - This design is commonly used
to measure the impact of a particular change on
existing situation or norm. Typically, causal
explanations are sought to reflect on hypotheses
testing. Causal effect happens when difference in
a phenomenon leads to significant results.

22. RESEARCH DESIGN:
4. Cross-Sectional Design - Cross-sectional
researches are capable of using data from a
large number of subjects as it primarily use
survey techniques to gather data. This design
can only measure differences between or from
among a diverse set of participants, subjects, or
phenomena.

23. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
1. ACTION RESEARCH DESIGN- Activity: Reflect and Plan
The group should identify a real-life issue within the school or
community that they would like to address through action
research. In 15 minutes, have them discuss the issue, its
significance, and potential solutions. Then, allocate the remaining
15 minutes for the group to outline a simple action plan, including
data collection methods and potential interventions. Encourage
them to think about how they would implement and assess the
effectiveness of their plan.

24. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
2. CASE STUDY DESIGN- Activity: Analyze a Case Study
Provide the group with a case study related to a particular field or
industry (e.g., a business scenario, medical case, or historical
event). In the first 10 minutes, they should read and familiarize
themselves with the case study. The next 20 minutes should be
used to analyze the case study, identifying key issues, variables, and
potential solutions. Conclude with a brief class discussion where
each group shares their findings and insights.

25. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
3. CAUSAL DESIGN- Activity: Establish Cause and Effect
Relationships
Select a simple scenario or event and present it to the class. Ask
students to identify potential independent and dependent
variables, and then speculate about the cause-and-effect
relationships between them. In the first 10 minutes, the group
brainstorms, and in the next 20 minutes, they can discuss their
ideas. The activity concludes with a class discussion where each
group shares their hypotheses and the rationale behind them.

26. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
4. CROSS-SECTIONAL DESIGN- Activity: Survey and Snapshot
In this activity, the group will design a cross-sectional survey. Begin
by presenting a hypothetical research question or topic (e.g.,
student preferences in extracurricular activities). Allocate the first
10 minutes for brainstorming the key questions and variables. In
the next 15 minutes, have each group design a simple survey
instrument. The final 5 minutes can be used for groups to present
their survey questions and discuss the potential strengths and
weaknesses of their approach.

27. RUBRIC IN GRADING THE PRESENTATION
1. CONTENT (20pts) – the content of the output illustrates the important
aspects of the research design. The content is relevant to the assigned topic.
2. CREATIVITY/RESOURCEFULNESS (20pts) – the output is presented in
such a way that it is comprehensible and interesting to the learners.
3. WILLINGNESS TO USE L2 (20pts)- presenters are willing to use the L2
spontaneously without resorting to plain reading of the script.
4. LEARNERS’ ENGAGEMENT (20pts)- the presenter/s ensure that all the
learners/listeners are engaged in the discussion. It is evident that the
learners/listerners have understood their presentation.
TOTAL – 80 points
GROUP PRESENTATION IS 3-5 MINUTES ONLY

28. 5-ITEM QUIZ

29. 5-ITEM QUIZ
1. Where is Action Research Design most
commonly applied?
a. Agricultural research
b. Clinical trials
c. Space exploration
d. Teaching-learning processes

30. 2. Why is Case Study Design valuable for social
scientists?
a. It allows for broad generalization of findings
b. It emphasizes statistical analyses
c. It provides detailed descriptions of real-life
situations
d. It focuses on theoretical frameworks

31. 3. What is the primary purpose of Causal Design
in research?
a. Measuring the impact of a change on an
existing situation
b. Conducting large-scale surveys
c. Describing historical events
d. Providing detailed insights into real-life
situations

32. 4. What is a key feature of Cross-Sectional
Design in terms of data collection?
a. Focuses on historical events
b. Gathers data from a large number of subjects
using survey techniques
c. Uses experimental manipulation
d. Examines in-depth insights into a single case

33. 5. What is the primary purpose of Research
Design in the research process?
a. To create research problems
b. To structure techniques and strategies for
problem-solving
c. To gather data randomly
d. To establish historical contexts

34. RESEARCH DESIGN:
5. Descriptive Design - This designs answers the
questions who, what, when, where, and how of a
research problem. However, it could not provide
reasons or exact answers to the question “why”.
It only intends to describe "what exists" in a
situation and its related variables.

35. RESEARCH DESIGN:
6. Experimental Design - This design involves an
experimental group and a control group wherein the
independent variable is applied to the experimental group
while maintaining the control group. Later, both groups are
measured on the same target dependent variable. It may
require the use of more groups and measurements over
periods of time to validate the results. This is typically done in
the field of medicine and science.

36. RESEARCH DESIGN:
7. Exploratory Design - Primarily, exploratory design is
fitted to a research problem that is not yet saturated or
with only a few or totally no investigations or investigations
have been conducted for. This is often administered to
understand the processes in order to proceed in deeper
studying of an issue. This may also deal with discovering
the best methodology to use in gathering information.

37. RESEARCH DESIGN:
8. Historical Design - Collecting, verifying, and synthesizing
evidences from the significant past are the aim of historical
research design. This is bound towards establish factual
bases to defend, challenge or nullify a certain existing
knowledge. It mainly involves data from secondary sources
and also primary documents and artifacts, such as but not
limited to records, materials, archives and visual artifacts like
maps, images, and footages or recordings.

38. RESEARCH DESIGN:
9. Mixed-Method Design - This design is a combination of
quantitative and qualitative methods. Its is advantageous in
the sense that the strengths of one method can be used to
fulfill the weaknesses of another. Mixed-method design can
provide sufficient evidences to support a conclusion or set of
recommendations since it deals with statistical data and
insights from patterns and relationships of the involved
variables.

39. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
1. Descriptive Design: Activity: Picture This!
Provide the group with a picture or an image. In 10
minutes, ask them to generate a list of descriptive details
about the picture without inferring any meaning.
Afterward, the group presents their findings to the class.
Emphasize the importance of objective observation and
avoiding interpretations.

40. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
2. Experimental Design: Activity: Design Your Experiment!
Give the group a simple research question (e.g., Does music
improve memory retention?). In 15 minutes, have each
student or group design a simple experiment to test the
hypothesis. They should outline the independent and
dependent variables, the control group, and the
experimental group. Conclude with a brief class discussion
on the diversity of experimental designs created.

41. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
3. Exploratory Design: Activity: Brainstorming Session
Present the group with a broad topic (e.g., the impact of
technology on daily life). Allow 10 minutes for students to
individually brainstorm various aspects or subtopics related
to the main theme. Then, in small groups, they share their
ideas and discuss potential avenues for exploration.
Encourage creativity and open-ended thinking.

42. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
4. Historical Design: Activity: "Timeline Exploration"
Provide the group with a list of historical events or a
specific historical period. Ask the group to create a visual
timeline highlighting key events and their chronological
order. Allocate 20 minutes for the timeline creation and 10
minutes for group presentations. Discuss the importance of
organizing historical information chronologically and how
this aligns with the principles of historical research design.

43. PERFORMANCE TASK
DIFFERENTIATED ACTIVITIES (by group) to be done for 30-40 minutes
5. Mixed-Methods Design: Activity: Survey and Interview Combo
Provide the group with a hypothetical research question (e.g., How
do students experience online learning?). In 15 minutes, have the
group design a mixed-methods approach. They should outline a
survey to gather quantitative data and propose interview questions
for qualitative insights. The activity concludes with a discussion on
the strengths and challenges of combining methods.

44. RUBRIC IN GRADING THE PRESENTATION
1. CONTENT (20pts) – the content of the output illustrates the important
aspects of the research design. The content is relevant to the assigned topic.
2. CREATIVITY/RESOURCEFULNESS (20pts) – the output is presented in
such a way that it is comprehensible and interesting to the learners.
3. WILLINGNESS TO USE L2 (20pts)- presenters are willing to use the L2
spontaneously without resorting to plain reading of the script.
4. LEARNERS’ ENGAGEMENT (20pts)- the presenter/s ensure that all the
learners/listeners are engaged in the discussion. It is evident that the
learners/listerners have understood their presentation.
TOTAL – 80 points
GROUP PRESENTATION IS 3-5 MINUTES ONLY

45. 5-ITEM formative quiz
1. What is the primary focus of Descriptive Design in
research?
a. Providing reasons and explanations
b. Answering the question "why"
c. Describing "what exists" in a situation
d. Conducting experiments

46. 2. Why is Experimental Design commonly used in
fields like medicine and science?
a. To manipulate variables for a desired outcome
b. To describe characteristics of observed situations
c. To answer questions about "what exists" in a
situation
d. To provide reasons and explanations for
phenomena

47. 3. When is Exploratory Design typically employed in
research?
a. When there is a need for experimental manipulation
b. When a research problem has been extensively studied
c. When the goal is to answer specific questions about
"what exists“
d. When a research problem is not yet saturated or lacks
investigations

48. 4. Which types of sources are commonly used in Historical
Design?
a. Only primary documents and artifacts
b. Only secondary sources and records
c. A mix of primary documents, artifacts, and secondary
sources
d. Only visual artifacts like maps and images

49. 5. Why is Mixed-Method Design advantageous in research?
a. Because it exclusively relies on statistical data
b. Because it can use the strengths of one method to
overcome the weaknesses of another
c. Because it ignores patterns and relationships in variables
d. Because it avoids dealing with conclusions or
recommendations

50. HOMEWORK
Learning Task 2 (P35) : Read carefully, understand and answer the following
questions. Write your answers on your notebook.
1. Which design are you interested to deal with? Why?
2. Which of these designs is the most appropriate for your initial research interest?
Explain your answer.
3. How do you plan to execute the research design that you chose?
4. Provide a detailed procedure or process on how you will execute the design.
5. What problems do you expect as you carry out the research design in terms of:
a. resources
b. time
6. How will you solve the problems that you anticipate?

52. TO GOD BE THE GLORY!!!