Senior High School

Practical Research 2
Quarter 1 - SLAS 1:
Describing Characteristics, Strengths,
Weaknesses, and Kinds of
Quantitative Research

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FOR TANDAG CITY DIVISION USE ONLY
 IDENTIFYING INFORMATION

Learning Area: Practical Research 2 Quarter: 1

Name of Learner: ______________________________________________________________
Grade Level: _____________________ Track/Strand:___________________________
School: _________________________________________________________________________

LEARNING ACTIVITY DESCRIPTION

Week Covered: Week 1 | October 5-9, 2020

Title of Activity: Describing Characteristics, Strengths, Weaknesses, and
Kinds of Quantitative Research (CS_RS12-Ia-c-1)

Objectives
After the completion of this self learning activity sheet, you are expected to:
1. identify the kinds of quantitative research in a given research topic;
2. infer about the strengths and weaknesses of quantitative research; and
3. write a paragraph expressing world views freely.

Materials
Activity Notebook and Pen
Content Background
Research is a systematic process of collecting, analyzing, and interpreting
information in order to increase our understanding of a phenomenon about which
we are interested or concerned (Leedy & Ormrod, 2013). If you are to describe
research by a single word, what word would best describe it? Research is a process
in which you engage in a small set of logical steps. Research is a process of steps
used to collect and analyze information to increase our understanding of a topic or
issue.

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 SEE AND BE SEEN

Directions: Complete the concept map by writing words or phrases related to the
middle word. Do this activity in your activity notebook. Use the lifeline
in the box for your answer.

• _________________________
• _________________________

Research • _________________________
• _________________________
• _________________________

• _________________________
• _________________________

Inquiry • _________________________
• _________________________
• _________________________

 INQUIRY * LOOKING FOR INFORMATION

 SEEKING INFORMATION * INVESTIGATING
 UNDERSTANDING THINGS * SOLVING A PROBLEM
 UNDERSTAND EVENTS AROUND US
 AUGMENTING KNOWLEDGE
 RESOLVING DOUBT
 DISCOVERING TRUTH

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Assessment
Directions: Put a tick (/) if it describes the characteristics of a Quantitative
Research.

1. Data is in word, image, or object form.

2. Typically the data are obtained by means of formal analysis
instruments.
3. It is not based on numerical measurements, and is not using numbers
and statistical methods as key indicators and tools for research.
4. This appears to be related to small-scale research and a qualitative
approach, often examining in great detail a single event or a limited
number of occurrences / case studies.
5. Owing to its high reliability the analysis study may normally be
replicated or repeated.
6. Statistics come in the form of numbers and statistics, often arranged
in non-textual tables, maps, figures or other types.
7. The emphasis is not on evidence but on discovery.
8. The results are based upon larger sample sizes representing the
population.
9. It tends to be related to emerging research design, using a wide variety
of approaches.
10. Researcher has a clearly established investigative issue to which
objective responses are obtained.

Directions: Write a paragraph for each topic below using the identified words
in your previous activity (elicit) in your activity notebook.
‘RESEARCH’
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
‘INQUIRY’
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________

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 CRITERIA 1 2 3 4
Focus/Main Point The say poorly The essay is focused The essay is focused The essay is focused,
addresses the topic only on topic and on the topic and purposeful, and
and includes includes few loosely includes relevant reflects clear insight
irrelevant ideas related ideas ideas and ideas
Support Provides little or no Supports main point Supports main pint Persuasively
support for the main with some with developed supports main point
point underdeveloped reasons and/or with well-developed
reasons and/or examples reasons and/or
examples examples
Organization and Little or no Some organization of Organizes ideas to Effectively organizes
Format organization of ideas ideas to build an build an argument ideas to build a
(Paragraphs, to build an argument argument logical, coherent
Transitions) argument
Language Use, Style Little or no use of Some use of Appropriate use of Effective and
and Conventions elements of style elements of style elements of style creative use of
(Sentence structure, elements of style to
word choice, Many errors in Contains frequent Uses correct enhance meaning
grammar, spelling, grammar, spelling, errors in grammar, grammar, spelling,
punctuation) and punctuation, spelling, and and punctuation Uses correct
makes reader’s punctuation with few errors grammar, spelling,
comprehension punctuation,
difficult throughout with very
few errors

Assessment
Directions: TRUE or FALSE. Write QUANTITATIVE if the sentence is true and
QUALITATIVE if it is false in your activity notebook.
1. In quantitative research, researchers know in advance what they are looking
for. _______________
2. Quantitative research can be easily misinterpreted because it provides
numerical data. _______________
3. Quantitative research puts emphasis on proof, rather than discovery.
_______________
4. Normative research is conducted by researcher whose aim would be to find
out the direction and/or relationship between different variables or group of
respondents under study. _________________
5. Qualitative research requires many respondents. It assumes that the larger
the sample is, the more statistically accurate the findings are.
___________________
6. Evaluation describes the status of a phenomenon at a time. It describes
without value judgment a situation that prevents. ____________________
7. Correlational is conducted by researchers whose aim would be to find out the
direction and/or relationship between different variables or groups of
respondents under study. _____________________
8. Methodological is the implementation of a variety of methodologies that forms
a critical part of achieving the goal of developing a scaled-matched approach,
where data from different disciplines can be integrated. ___________________

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 9. One characteristics of quantitative research is that its method can be repeated
to verify findings in another setting, thus, reinforcing validity findings.
_____________________
10. In quantitative experiments it filters out external factors, if properly designed,
and so the results gained can be seen, as real and unbiased.
____________________

Directions: Read each statement in the Across and Down clues below and write
the correct word/answer in your activity notebook.

8.D
2. N Q 1.R

S C
D 4. T
3. U T A V
7.
T 9.

6. X I L

A
5. A I

10. U I T
E
L

Across Down

2. A learning process that motivates you to obtain 1. Can be a way of life; it is the basis for many of
knowledge or information about people, things, the important decisions in our lives.
places, or events. 7. A researcher measures two variables,
3. Research deals in numbers, logic, and an understands and assesses the statistical
objective stance. relationship between them with no influence
4. Defined as a research method that describes the from any extraneous variable.
characteristics of the population of phenomenon 8. Primarily focuses on describing the nature of a
that is being studied. demographic segment.
5. Involves the manipulation of an independent 9. More on words, rather than numbers.
variable without the random assignment of
participants to conditions or orders of conditions.
6. Is a study that strictly adheres to a scientific
research design.
10. More on numbers, rather than words.

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Assessment
Directions: Describe the following kinds of quantitative research.
1. Descriptive- ___________________________________________________________.
2. Correlational- _________________________________________________________.
3. Quasi-experimental- __________________________________________________.
4. Experimental- _________________________________________________________.

Let’s look back...

How would you define practical research?
Why is it important for a Senior High School student to know the process of
conducting research?
Give some examples of research opportunities or topics relevant to both your
interests and your SHS strand.
Why DO research?
Research provides data for better understanding of real-life concerns and
issues, individual or group. We undertake research to contribute to existing
information about issues.

Through research, we develop results that help to answer questions, and as

we accumulate these results, we gain a deeper understanding of the problems. In
this way, researchers are much like bricklayers who build a wall brick by brick,
continually adding to the wall and, in the process, creating a stronger structure.

When you immerse yourself in researches that seek to understand how you
learn and what factors contribute to your learning, you give yourself the opportunity
to improve your study habits and your appreciation for improving yourself through
education.

Research has the ability to change the way we do things. The researches that
you will be doing can be used to review existing school policies or even generate new
ones. Doing research makes recommendations to improve existing situations or
realities.

You must understand that the conduct of research takes time.

Quantitative Research
Quantitative researchers usually base their work on the belief that facts and
feelings can be separated, that the world is a single reality made up of facts that can
be discovered. Qualitative researchers, on the other hand, assume that the world is
made up of multiple realities, socially constructed by different individual views of the
same situation.

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 Quantitative research has established widely agreed on general formulations
of steps that guide researchers in their work. Qualitative researchers have a much
greater flexibility in both the strategies and techniques they use and the overall
research process itself.

The ideal researcher role in quantitative research is that of a detached

observer, whereas qualitative researchers tend to become immersed in the situations
in which they do their research.

Quantitative researchers want to establish generalizations that transcend the

immediate situation or setting. Qualitative researchers, on the other hand, often do
not even try to generalize beyond the situation but may leave it to the reader to assess
applicability.

Quantitative Research

Its strengths and weaknesses

 Precision of numbers
 Level of significance (statistical) can be determined – that results are not due
to chance alone
 Sample is less prone to sampling bias
 Error can be computed, e.g., sampling error
Addressing Weaknesses of Quantitative Research
 Rigor in doing quantitative research procedures
 Addition of qualitative analysis using quotes of subjects (persons from whom
data are collected) to support statistical results
 Inadequacy of numbers for total picture and depth of analysis
 Less than 100% accuracy in sampling, instrument construction and
administration
 Assumptions in statistical methods

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Directions: Identify the strengths and weaknesses of quantitative research. Write
your answers in your activity notebook.

Strengths Weaknesses

______________________ ______________________

______________________ ______________________

_____________________ ______________________

Assessment
Directions: Answer the following questions comprehensively. Write your answers in
your activity notebook.
1. Discuss the strengths of a Quantitative Research.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________
2. Discuss the weaknesses of a Quantitative Research.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________

Directions: Identify what kinds of quantitative research design are the following
research topics. Write your answers in your activity notebook.
1. Internet availability at home and student’s average sleeping time at night
2. Social media involvement and practices of Grade 12 HUMSS students
3. The effect of playing Mobile Legends on the mental health of learners
4. The marketability of kwek-kwek to SHS students
5. Children of single parents and their level of research anxiety

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Assessment
Directions: Identify what is being asked in each number. Write your answer after
the statement.
1. It highlights numerical analysis of data hoping that the numbers yield unbiased
results that can be generalized to some larger population and explain a particular
observation. _________________________
2. It suggests that the data concerned can be analyzed in terms of numbers.
_______________________
3. This kind of research derives conclusion from observations and manifestations
that already occurred in the past and now compared to some dependent variables.
_______________________
4. It describes the norm level of characteristics for a given behavior. _________________
5. In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures. ________________________
6. It is conducted by researchers whose aim would be to find out the direction,
associations and/or relationship between different variables or groups of
respondents under study. ______________________
7. It refers to the overall strategy that you choose in order to integrate the different
components of the study in a coherent and logical way, thereby ensuring you will
effectively address the research problem. __________________________
8. It controls for both time-related and group-related threats. Two features mark true
experiments: two or more differently treated groups; and random assignment to these
groups. ____________________________
9. All variables in the study can contribute to the over-all prediction in an equation
that adds together the predictive power of each identified variable.
_______________________
10. Its main purpose is to observe, describe and document aspects of a situation as
it naturally occurs and sometimes to serve as a starting point for hypothesis
generation or theory development. __________________________

Directions: Coordinate with few of your friends through an online platform. As a

group, choose a researchable topic which belongs to a Quantitative
Research type. The output can be submitted through online or ask the
assistance of your teacher.
(Note: Ask your teacher as to the list of your grouping)

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Assessment
Directions: RESEARCH WORK. Research 15 different titles of research in research
reports and classify them to any of the research designs we have
discussed. Choose only quantitative research titles. Follow the format
below.

RESEARCH TITLE RESEARCH DESIGN

1.
2.
3.
4.
5.

REFLECTIONS

Concepts Learned
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________
Concepts Unlearned
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________

REFERENCES

Baraceros, E.L. 2016. Practical Research 2. E-book First Edition. K to 12

Applied Track. Manila, Philippines: Rex Book Store.

Cortes, S.I., Biay, E.C., Trinidad, S.A.M.D., Silvestre, M.G.O., Marquez, R.P.
2020. Educational Manual in Writing a Research Manuscript Made Easy for
Senior High School Students. The Basics of Quantitative Research Design.
Philippines: John 14-14 Publishing.

Institute of Lifelong Learning. 2009. Module 9: Introduction to Research.

Version 1.0. University of Leicester.

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Elicit
RESEARCH- inquiry, seeking information, understanding things, augmenting knowledge, resolving
doubt
INQUIRY- looking for information, investigating, understand events around us, solving a problem,
discovering truths
Assessment
1. 6. /
2. / 7.
3. 8. /
4. 9.
5. / 10. /
Engage
RESEARCH- Research is discovering truths by investigating on your chosen topic scientifically.
(Answers may revolve around this main thought.)
INQUIRY- An inquiry is looking for information through investigating to understand events around
us. (Answers may revolve around this main thought.)
Assessment
1. Quantitative 6. qualitative
2. Quantitative 7. quantitative
3. Quantitative 8. quantitative
4. Quantitative 9. quantitative
5. Qualitative 10. quantitative
ANSWER KEY
University Senior High School.
Sibal, M.R.C.S. n.d. Trends in Teaching in Senior High School. Far Eastern
Senior High.
Ricarto, M.N.A.I. n.d. Practical Research 2. Linabuan National High School-
Philippines.
Subjects. Senior High School. Department of Education. Republic of the
Practical Research 2 Curriculum Guide. 2016. Senior High School Applied
Philippines.
Subjects and Mother Tongue. Department of Education. Republic of the
Most Essential Learning Competencies. 2020. Applied Senior High School
National High School.
Mariano, J.M.V. n.d. Compilation in Practical Research 2. Upper Tumapoc
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Explore
1. Research 6. experimental
2. Inquiry 7. correlational
3. Quantitative 8. descriptive
4. Descriptive 9. Qualitative
5. Quasi 10. quantitative
Assessment
1. Descriptive research is a study designed to depict the participants in an accurate way.
2. Correlational study is a quantitative method of research in which you have 2 or more
quantitative variables from the same group of subjects and 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).
3. Quasi-experimental design involves selecting groups, upon which a variable is tested, without
any random pre-selection processes.
4. Experimental research is commonly used in sciences such as sociology and psychology,
physics, chemistry, biology, and medicine etc. It is a collection of research designs which use
manipulation and controlled testing to understand causal processes.
Elaborate
Strengths- precision of numbers, level of significance (statistical) can be determined- that results are
not due to chance alone, sample is less prone to sampling bias
Weaknesses- Error can occur due to sampling, the instrument, and how the tool is administered,
Numbers will not be able to explain everything, Sometimes the data that we get only scratches the
surface and qualitative data will be needed to make meaning out of the numbers
Assessment
1. Allows for a broader study, involving a greater number of subjects, and enhancing the
generalization of the results. Allows for greater objectivity and accuracy of results. Generally,
quantitative methods are designed to provide summaries of data that support generalizations
about the phenomenon under study. To accomplish this, quantitative research usually
involves few variables and many cases, and employs prescribed procedures to ensure validity
and reliability. Applying well-established standards means that the research can be
replicated, and then analyzed and compared with similar studies. You can summarize vast
sources of information and make comparisons across categories and over time; and Personal
bias can be avoided by keeping a 'distance' from participating subjects and using accepted
computational techniques.
2. Quantitative data is more efficient and able to test hypotheses, but may miss
contextual detail; Uses a static and rigid approach and so employs an inflexible
process of discovery; The development of standard questions by researchers can lead
to "structural bias" and false representation, where the data actually reflects the
view of the researcher instead of the participating subject; Results provide less detail
on behavior, attitudes, and motivation; Researcher may collect a much narrower and
sometimes superficial dataset; Results are limited as they provide numerical
descriptions rather than detailed narrative and generally provide less elaborate
accounts of human perception; The research is often carried out in an unnatural,
artificial environment so that a level of control can be applied to the exercise. This
level of control might not normally be in place in the real world thus yielding
"laboratory results" as opposed to "real world results"; and, Preset answers will not
necessarily reflect how people really feel about a subject and, in some cases, might
just be the closest match to the preconceived hypothesis.
 10. Descriptive research design Quasi-experimental design 5.
9. Multiple regression prediction studies Normative 4.
8. True-experimental design Ex-post facto or causal-comparative 3.
7. methodological Quantitative research 2.
6. correlational Qualitative research 1.

Assessment

Descriptive 5.
Descriptive 4.
Experimental (true) 3.
Descriptive 2.
Correlational 1.

Evaluate

Development Team of the S-LAS

Writer: Mick Mars P. Silvano, Buenavista National HS
Editors: Nilda A. Mendiola, Arlene L. Abala, Isabel L. Loayon
Reviewers: Gemma B. Espadero, Jeanette R. Isidro, Marvelous B. Estal
Pinky Rosarie E. Laurente
Illustrator / Layout Artist: Julien A. Espinoza
Management Team: Imelda N. Sabornido
Segundino A. Madjos, Jr.
Jeanette R. Isidro
Gemma B. Espadero
Arlene L. Abala

For inquiries or feedback, please write or call:

Department of Education – Division of Tandag City

LEARNING RESOURCE MANAGEMENT SECTION (LRMS)

Purok Narra, Balilahan, Mabua, Tandag City

Telephone: 214-5548

Email Address: [email protected]

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