PRACTICAL
12 RESEARCH 2
Quarter 1
LEARNER’S MATERIAL
Module
Practical Research 2
1
PIVOT IV-A Learner’s Material
Quarter 1 Module 1 WEEK
First Edition, 2020
1
GRADE 12
Practical Research 2
Development Team of the Module
Author:
Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team:
1
I What I need to know?
In this lesson, you will learn how to demonstrate understanding of the characteristics,
strengths, weakness, and kinds of quantitative research.
Activity 1: Vocabulary Improvement
Directions: Based on your stock knowledge and on the words surrounding the middle word, define
the middle word in each cluster.
NOTE:
Ilagay ang kahon na may kulay kapag hinhayaan ang
mag-aaral na sumagot sa sagutang papel
2
I What is new?
Activity 2: “I LIKE TO PROBE IT PROBE IT”
Directions: Using your stock knowledge explain what research is and how it
works. Use the words associated to research based on the semantic web
below.
Write your answer in 3-5 sentences only on the space provided below.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3
D What I know?
Activity 3: “WHEN YOU SEE IT”
Directions: Read the research abstracts. Compare and contrast the
research abstracts. Write your answers in the Venn diagram to show the
commonalities and differences of the research abstracts. Base your answers from
the guide questions below.
Guide Questions :
What kind of data were gathered in each research?
What kind of research methods were utilized?
How many respondents were involved in the studies?
What instruments were used in each study?
What do you think is the significance of the study?
4
D What I know?
Development and Evaluation of Online Enrollment System
Carlo E. Habahab & Gilbert Y. Bernas, CSHS Grade 12 ICT
(Adviser: Marinel Andres)
Abstract INTRODUCTION
Enrollment has always been a struggle for every student. Collecting the data
from enrollment forms become a difficult task for the registrar and class advis-
ers. To have an organized system of consolidating and sorting students' regis-
tration form, the researchers designed and developed an online enrollment
system. Through the online enrolment system, students can enroll and fill out
forms at the comfort of their homes. The registrar and the class advisers are
authorized to retrieve, consolidate, and sort the data submitted by the students
online. This program also brought convenience in accomplishing clerical works
for both advisers and registrar.
METHODS
This research utilized descriptive developmental approach. The researchers
designed and developed an online enrollment system and asked for the evalu-
ation of the students. To determine the effectiveness of the program, the re-
searchers conducted pilot testing by asking all the grade 12 ICT students to
use the online enrollment system. The data were gathered through a survey
questionnaire during the ICT expo where the researchers presented their pro-
gram to the students. Convenience sampling was utilized by asking students
who tried the program to evaluate the online enrolment system.
RESULTS
Based from the results the respondents strongly agree that the program devel-
oped meets the standard specified in the questionnaire. The program's aes-
thetic GUI, efficiency, reliability, usefulness, and user friendliness was rated by
the respondents with a weighted mean of 4.7 and can be interpreted as
strongly agree. Moreover, respondents believed that the developed program
has a suitable icon for the application, appealing graphic user interface has an
accurate content and is very responsive, useful, and user-friendly.
DISCUSSIONS
Generally, the participants believed that the online enrollment system is de-
signed appropriately, efficiently, reliably, usable, and user-friendly. Thus, the
developed program can be an effective tool in improving the enrollment sys-
tem of Cainta Senior High School. The School administration may consider
adopting this enrollment system since the school is into computerization pro-
gram. The program can be further improved by allocating enough funds to pay
for the domain of the program. To increase the accessibility of the program,
the link to the program can be added to the official web page of the school and
of the other school-based developed programs.
5
D What I know?
PHENOMENOLOGICAL STUDY EXAMINING THE WORK IMMERSION
EXPERIENCES OF CAINTA SENIOR HIGH SCHOOL STUDENTS
ROY A. DISCUTIDO
INTRODUCTION
As per D. O. 30 s. 2017, senior high students must have at least 80 hours of
work immersion. Work Immersion sought to prepare the learners for their pre-
ferred exit after senior high school namely Trabaho (job), Negosyo (business),
and Kolehiyo (college). These have been dubbed as the end goal of each stu-
dent after senior high. In fact, it has been promoted in the Career Guidance Pro-
gram of the This study explored the work immersion experiences of the students
and its impact on them; unfolded the significant human experiences of the learn-
ers in a workplace; and delved into their perceptions, perspectives, understand-
ings, and feelings during their work immersion. This study sought to answer the
following questions: how can the students describe their work immersion experi-
ences, how do the students perceive the role of Work Immersion in SHS, what
are the challenges encountered by the respondents during their work immer-
sion, how can the students describe and relate Work Immersion to their work-
related maturity, and what are the lessons learned by the students from their
significant experiences in work immersion.
METHOD
This study employed qualitative phenomenological approach. A phenomenolog-
ical study attempts to set aside biases and preconceived assumptions about hu-
man experiences, feelings, and responses to a particular situation. It allows the
researcher to delve into the perceptions, perspectives, understandings, and feel-
ings of those people who have actually experienced or lived the phenomenon or
situation of interest (Baraceros, 2016).
This study involved seven (7) grade 12 students who graduated from Cainta
Senior High School who are purposively selected to represent the seven strands
offered by CSHS. To gather the necessary data, focus group interview was con-
ducted. The researcher kept the anonymity of the respondents by giving them
codenames or respondent number during the interview. The researcher tran-
scribed the interview with the respondents by listening to the audio files record-
ed. Themes were extracted through color coding. The researcher used the 7
steps in phenomenological data analysis.
RESULTS and DISCUSSION
The following themes were extracted from the answers of the respondents dur-
ing the focus group discussion.
How can the students describe their work immersion experiences?
Worthwhile Experience. Most of the respondents expressed their gratefulness
for letting them experience the world of work even for just two weeks. They also
consider this experience as one of the most fun and significant learning activities
they had in their basic education.
6
D What I know?
They have this fear of making mistake and putting the name and the reputation
of the school on the line.
How do the students perceive the role of Work Immersion in SHS?
Defining Moment. The respondents said that work immersion has become the
avenue for their defining moment. During their work immersion, it made them
realize whether they are really passionate on that field of work or should they
change the path they are going to pursue.
What are the challenges encountered by the respondents during their work im-
mersion?
Time. In many different ways the respondents considered time as their problem
encountered during their work immersion.
Enough time. Respondents said that if they were able to prepare a lot for work
immersion, they might be able to do well a lot during their turn. Expectations are
higher than they thought so they take time to figure things out on their own.
Overtime. Some respondents said that working overtime taught them patience
and love for work. The respondents shared that they fully understand that they
have to do home service and go far places especially when their service is
needed. This caused them to go home late. The only concern that prohibits
them to work beyond the official time is that their parents are looking after their
safety and they are bothered if the respondents are not home on time.
How can the students describe and relate Work Immersion to their work-related
maturity?
Be assertive. Do not be shy to ask questions and clarification to do the work effi-
ciently.
Pakikisama. Being easy to go with is something that respondents stressed dur-
ing the interview. They said that the people around them will not adjust to their
attitude, demeanor, and capabilities, rather, as newbies at work, they learned
that they should adjust. They added that there is no such thing as easy work so
they believe they should endure whatever task is given to them and pull off a
good result.
What are the lessons learned by the students from their significant experiences
in work immersion? Discipline. Everyone agreed that work immersion taught
them discipline in different aspects. From reporting for work on time, dressing up
appropriately, keeping things confidential for work, up to respecting other’s time
are all part of what they took home after their work immersion.
Love for work is something that amazed that respondents which are manifested
by the other employees during their immersion. They said that this attitude is
something worth keeping and imitating.
Respect the work no matter how big the responsibility given. Regardless of the
position held by a person in a company, he/she deserves respect for the work
he/she has done for the company. These themes are supported by experiential
learning which suggests that an individual will learn from doing or from partaking
in a direct experience with an activity. The experiential learning theory applies
theory to practice through career and technical education programs (Haltinner,
7
D What is in?
Activity 4: “Check Me”
Put a tick (/) if it describes the characteristics of a Quantitative Research.
1. Data is in the form of words, pictures or objects.
2. The data is usually gathered using structured research instruments.
3. It is not based upon numerical measurements and does not use
numbers and statistical methods as key research indicators and
4. It tends to be associated with small-scale studies and a holistic per-
spective, often studying a single occurrence or small number of oc-
currences/case studies in great depth.
5. The research study can usually be replicated or repeated, given its
high reliability.
6. Data are in the form of numbers and statistics, often arranged in ta-
bles, charts, figures, or other non-textual forms.
7. Emphasis is on discovery rather than proof.
8. The results are based on larger sample sizes that are representative
of the population.
9. It tends to be associated with emergent research design, using a
wide range of approaches
10. Researcher has a clearly defined research question to which objec-
tive answers are sought.
8
D What is it?
Characteristics of Quantitative Research
Quantitative research is objective, only the real or factual, not the emotional or
cognitive existence of the object matters greatly to the artist, quantitative re-
search is analogous to scientific or experimental thinking. In this case, you just
do not identify problems but theorize, hypothesize, analyze, infer, and create as
well. Quantitative research usually happens in hard sciences like physics, chem-
istry, biology, and medicine; qualitative research, in soft sciences such as hu-
manities, social sciences, education, and psychology, among others.
The data is usually gathered using structure research instruments
The results are based on larger sample sizes that are representative of the popu-
lation.
The research study can usually be replicated or repeated, given its high reliabil-
ity.
Researcher has a clearly defined research question to which objective answers
are sought.
All aspects of the study are carefully designed before data is collected.
Data are in the form of numbers and statistics, often arranged in tables, charts,
figures, or other non-textual forms.
Project can be used to generalize concepts more widely, predict future results, or
investigate causal relationships.
Researcher uses tools, such as questionnaires or computer software, to collect
numerical data.
The following are examples of numerical data that can be gathered through
Quantitative Research
The weight of a person (in kilograms)
The height of a person (in meters)
The age of a person (in years and months)
The gender of a person (using a numerical system of categorization, e.g. 1 for
female, 2 for male)
A person’s education (e.g. number and grade of school certificates; classification
of undergraduate degree)
A person’s political views (e.g. using a scale that goes from 0 for extreme left-
wing to 10 for extreme right-wing)
9
D What is it?
Strengths and Weaknesses of Quantitative Research
STRENGTHS WEAKNESSES
• Allows for a broader study, involv- • Quantitative data is more effi-
ing a greater number of subjects, cient and able to test hypothe-
and enhancing the generalization ses, but may miss contextual
of the results. detail
• Allows for greater objectivity and • Uses a static and rigid approach
accuracy of results. Generally, and so employs an inflexible
quantitative methods are de- process of discovery
signed to provide summaries of • The development of standard
data that support generalizations questions by researchers can
about the phenomenon under lead to "structural bias" and
study. In order to accomplish this, false representation, where the
quantitative research usually in- data actually reflects the view of
volves few variables and many the researcher instead of the
cases, and employs prescribed participating subject
procedures to ensure validity and • Results provide less detail on
reliability. behavior, attitudes, and motiva-
• Applying well-established stand- tion
ards means that the research can • Researcher may collect a much
be replicated, and then analyzed narrower and sometimes super-
and compared with similar stud- ficial dataset
ies. • Results are limited as they pro-
• You can summarize vast sources vide numerical descriptions ra-
of information and make compari- ther than detailed narrative and
sons across categories and over generally provide less elaborate
time; and, accounts of human perception
• Personal bias can be avoided by • The research is often carried out
keeping a 'distance' from partici- in an unnatural, artificial envi-
pating subjects and using accept- ronment so that a level of con-
ed computational techniques. trol can be applied to the exer-
cise. This level of control might
not normally be in place in the
real world thus yielding
"laboratory results" as opposed
to "real world results"
• Preset answers will not neces-
sarily reflect how people really
feel about a subject and, in
some cases, might just be the
closest match to the precon-
ceived hypothesis.
Strengths and Weaknesses of Quantitative Research
10
D What is it?
Kinds of Quantitative Research
StreQuantitative research is of two kinds: experimental and non-experimental. of
EXPERIMENTAL NON-EXPERMENTAL
• true experimental, • survey,
quasi-experimental, historical,
• •
single subject, and observational,
• pre-experimental. • correlational,
• descriptive, and
• comparative research.
There are four (4) main types of quantitative designs: descriptive, correlation-
al, quasi-experimental, and experimental.
Descriptive research is a study designed to depict the participants in an ac-
curate way. More simply put, descriptive research is all about describing peo-
ple who take part in the study.
There are three ways a researcher can go about doing a descriptive re-
search project, and they are:
• Observational, defined as a method of viewing and recording the partici-
pants
• Case study, defined as an in-depth study of an individual or group of individ-
uals
• Survey, defined as a brief interview or discussion with an individual about a
specific topic
• Correlational study is a quantitative method of research in which you have
2 or more quantitative variables from the same group of subjects, & you are
trying to determine if there is a relationship (or covariation) between the 2
variables (a similarity between them, not a difference between their means).
Theoretically, any 2 quantitative variables can be correlated (for example,
midterm scores & number of body piercings!) as long as you have scores on
these variables from the same participants; however, it is probably a waste of
time to collect & analyze data when there is little reason to think these two
variables would be related to each other.
• Quasi-experimental design involves selecting groups, upon which a variable
is tested, without any random pre-selection processes.
11
D What is it?
Quantitative Research
For example, to perform an educational experiment, a class might be arbitrarily
divided by alphabetical selection or by seating arrangement. The division is
often convenient and, especially in an educational situation, causes as little
disruption as possible.
After this selection, the experiment proceeds in a very similar way to any other
experiment, with a variable being compared between different groups, or over
a period of time.
• Experimental research is commonly used in sciences such as sociology
and psychology, physics, chemistry, biology and medicine etc. It is a collec-
tion of research designs which use manipulation and controlled testing to un-
derstand causal processes. Generally, one or more variables are manipulat-
ed to determine their effect on a dependent variable.
The experimental method is a systematic and scientific approach to research in
which the researcher manipulates one or more variables, and controls and
measures any change in other variables.
The word experimental research has a range of definitions. In the strict sense,
experimental research is what we call a true experiment.
This is an experiment where the researcher manipulates one variable, and con-
trol/randomizes the rest of the variables. It has a control group, the subjects
have been randomly assigned between the groups, and the researcher only
tests one effect at a time. It is also important to know what variable(s) you
want.
12
E What is more?
Activity 5: “We QUANTIFY “
Directions: Read the research abstract. With your groupmates discuss your an-
swer to the following guide questions. Write your answer on the space
provided. Consider the criteria cited in the rubric below as you answer
each question.
1. What is the research topic?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What is the research method used? Is the research method used in this study
appropriate? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What is the research instrument used? Is the research instrument utilized in
this study appropriate? Explain.
________________________________________________________________
______________________________________________________________
______________________________________________________________
4. What kind of data were gathered in this study? Why?
________________________________________________________________
______________________________________________________________
______________________________________________________________
RUBRIC FOR GRADING
Criteria Points
The research topic is identified and explained clearly 5
The learner identified the research method used and ex- 10
plained its appropriateness to the study
The learner identified the research instrument used in the 10
study
The learner explained the kind of data gathered in the study 5
TOTAL 30
13
E What is more?
Development and Evaluation of Online Enrollment System
Carlo E. Habahab & Gilbert Y. Bernas, CSHS Grade 12 ICT
(Adviser: Marinel Andres)
Abstract INTRODUCTION
Enrollment has always been a struggle for every student. Collecting the data
from enrollment forms become a difficult task for the registrar and class advis-
ers. To have an organized system of consolidating and sorting students' regis-
tration form, the researchers designed and developed an online enrollment sys-
tem. Through the online enrolment system, students can enroll and fill out forms
at the comfort of their homes. The registrar and the class advisers are author-
ized to retrieve, consolidate, and sort the data submitted by the students online.
This program also brought convenience in accomplishing clerical works for both
advisers and registrar.
METHODS
This research utilized descriptive developmental approach. The researchers de-
signed and developed an online enrollment system and asked for the evaluation
of the students. To determine the effectiveness of the program, the researchers
conducted pilot testing by asking all the grade 12 ICT students to use the online
enrollment system. The data were gathered through a survey questionnaire dur-
ing the ICT expo where the researchers presented their program to the students.
Convenience sampling was utilized by asking students who tried the program to
evaluate the online enrolment system.
RESULTS
Based from the results the respondents strongly agree that the program devel-
oped meets the standard specified in the questionnaire. The program's aesthetic
GUI, efficiency, reliability, usefulness, and user friendliness was rated by the re-
spondents with a weighted mean of 4.7 and can be interpreted as strongly
agree. Moreover, respondents believed that the developed program has a suita-
ble icon for the application, appealing graphic user interface has an accurate
content and is very responsive, useful, and user-friendly.
DISCUSSIONS
Generally, the participants believed that the online enrollment system is de-
signed appropriately, efficiently, reliably, usable, and user-friendly. Thus, the de-
veloped program can be an effective tool in improving the enrollment system of
Cainta Senior High School. The School administration may consider adopting
this enrollment system since the school is into computerization program. The
program can be further improved by allocating enough funds to pay for the do-
main of the program. To increase the accessibility of the program, the link to the
program can be added to the official web page of the school and of the other
school-based developed programs.
14
E What is more?
Activity 6: “DETERMINATION”
Direction: Determine if the description given below is a strength or weakness of a
quantitative research. Write your answer on the blank provided for.
1. The most reliable and valid way of concluding results, giving way to a new hy-
pothesis or to disproving it. ___________________________
2. Since, there are more respondents compared to qualitative research, the ex-
penses will be greater in reaching out to these people and in reproducing ques-
tionnaires. _______________________
3. If not done seriously and correctly, data from questionnaires may be incom-
plete and inaccurate. ____________________________
4. Standardized approaches allow the study to be replicated in different areas or
over time with formulation of comparable findings. ________________________
5. Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of possi-
ble directions to follow. _______________________________
6. It is assumed that the larger the sample is, the more statistically accurate the
findings are. ________________________
7. Researchers must be on the look-out on respondents who are just guessing in
answering the instrument. ______________________________
8. It does not consider the distinct capacity of the respondents to share and elab-
orate further information unlike the qualitative research. ___________________
9. It is real and unbiased. _____________________
10. It is costly. ______________________
15
E What I can do?
Activity 7: “ I Can”
Direction: Create a topic on the following kinds of research based on the current
situation in your surroundings:
1. Descriptive
_____________________________________________________________________
_____________________________________________________________________
2. Correlational
_____________________________________________________________________
_____________________________________________________________________
3. Quasi-Experimental
_____________________________________________________________________
_____________________________________________________________________
4. Experimental
_____________________________________________________________________
_____________________________________________________________________
5. Survey
_____________________________________________________________________
_____________________________________________________________________
16
E What else can I do?
Activity 8: “I Feel”
Direction: Answer the following questions:
1. How can you describe quantitative research based on its kinds and charac-
teristics?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What is the role of research in solving the current pandemic?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. What is the role of a researcher in making our lives better and easier?
________________________________________________________________
________________________________________________________________
________________________________________________________________
How can quantitative research help us understand the world we live in?
________________________________________________________________
________________________________________________________________
________________________________________________________________
17
A What I have learned?
Activity 9: “I LEARNED”
Directions: Read the following carefully. Answer the essays is 3-5 sentences
only. Write your answers on the space provided.
1. What is quantitative research?
______________________________________________________________________________
_____________________________________________________________________________
2. What are the strengths and weaknesses of quantitative research?
_______________________________________________________________________
______________________________________________________________________
3. How can you describe the 4 main kinds of quantitative research?
Descriptive
________________________________________________________________________
_______________________________________________________________________
Correlational
________________________________________________________________________
________________________________________________________________________
Quasi-Experimental
________________________________________________________________________
________________________________________________________________________
Experimental
________________________________________________________________________
________________________________________________________________________
18
A What I can achieve?
Activity 10: “Test Me”
Write T if the statement is TRUE, otherwise, write F if the statement is FALSE.
__________1. Quantitative research makes you focus your mind on
specific things by means of statistics that involve collection and study of numeri-
cal data.
__________2. Quantitative research is a way of making any phenomenon
meaningful by gathering and examining facts and information.
__________3. Quantitative research involves personal thoughts and
feelings toward the subject or object of the study
__________4. Quantitative research is usually utilized in soft sciences
such as humanities, social science, education, and psychology.
__________5. Quantitative research answers questions in numerals, percent-
ages, and fractions.
__________6. Quantitative research focuses on the lived experiences of people
and gather data through focus group discussion.
__________7. Quantitative research is analogous to scientific or experimental
thinking.
__________8. Quantitative research could be experimental and non-
experimental
__________9. Survey, correlational, and descriptive research are none-
experimental method.
__________10. Quantitative research requires small numbers of respondents.
19
Answer
Activity# 1– Answers vary
Activity# 2– Answers vary
Activity# 3– Answers vary
Activity# 4–
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Activity# 5– Answers vary
Activity# 6–
1. Strength 6. Weakness
2. Weakness 7. Weakness
3. Weakness 8. Weakness
4. Strength 9. Strength
5. Strength 10. Weakness
Activity# 7– Answers vary
Activity# 8– Answers vary
Activity# 9– Answers vary
Activity# 10– Answers vary
1. T 6. F
2. T 7. T
3. F 8. T
4. F 9. T
5. T 10. F
20
Reference
Baraceros, Esther L. Practical Research 2, First Edition, Rex Book Store, Inc.
(RBSI) 856 Nicanor Reyes Sr. St., Sampaloc, Manila , 2016.
Discutido, Roy A. IDEA Exemplar, Cainta Senior High School, Cainta, 2020. Un
published.
21
