Senior High School

Department of Education
National Capital Region
S CHOOLS DIVIS ION OFFICE
MARIK INA CITY

Practical Research 2
Quarter 2-Module 1
Quantitative Research Design

Writer: Richard E. Parcon

Illustrator: Marexcza Z. Salinas
Layout Artist: Marexcza Z. Salinas

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 What I Need to Know
Good day Senior High School Students! In this lesson, you are going to learn how
to:

Choose appropriate quantitative research design

(CS_RS12-IIa-c-1)

Moreover, in this lesson, you will learn concepts and do practice activities that will
help you do the following:

1. explain the meaning of quantitative research design;

2. enumerate the kinds of quantitative research design;
3. utilize the features of each quantitative design in choosing the appropriate
research design for your study; and
4. utilize the criteria in choosing a research design for your research
proposal.

What I Know
Before you proceed to the different activities inside the module, answer first this
pre-assessment activity below to find out what you already know about the topic of
designing a research used in daily life.

Select your answers from the options provided after each item. Choose the letter of
the correct answer and write it before the number.
1. Which of the following is a master plan that are methods and procedures for
collection and analyzing the needed information?
A. Research Approach C. Research Methodology
B. Research Design D. Research Problem

2. Ana is in the stage of formulating hypothesis in order to state the guess of what
may not be true or may be true about the result. What type of research design is
used in this stage?
A. Comparative design
B. Descriptive Design
C. Experimental research design
D. Non-Experimental Design

3. Which of the following shows the extent and direction of variable relationship
whether it is negative or positive relationship?
A. Comparative C. Descriptive
B. Correlational design D. Survey

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 4. How does the participant being selected in the true-experimental research
design?
A. Categorized Selection C. Random selection
B. Purposive Selection D. Stratified Selection

5. Which research design allows the researcher to employ survey to a sample or the
entire population in order to describe attitudes, preference, point of view,
perceptions, feelings or behavioral pattern?

A. Comparative C. Descriptive
B. Correlational design D. Survey

Lesson
Quantitative Research
1 Design

What’s In

In your previous grade level, you have learned the process of selecting or choosing
the appropriate qualitative research design in Practical research 1 subject.

This activity will test your memory and understanding regarding the qualitative
research design discussed in your practical research 1 subject. Your task is to discuss
the following statement.

1. Enumerate all the qualitative research design.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Choose one qualitative research design on your answer in item #1 and

describe how this design is being used in the conducting a qualitative
research
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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 What’s New
A. Preliminaries:

1. Motivation: Rearrange the letters to form a word pertaining to

research.

Set A

1. EPEXIREMNATL _______________________
2. T U R E- E P E X I R E M N A T L _______________________
3. Q A U I S- E P E X I R M N A T L _______________________
4. MTACEHD–CMPOAIRSON _______________________
5. T M I E- S R E I E S _______________________
6. RAEPETDMAESRUE _______________________

Set B
1. ONN–EPEXIREMNATL _______________________
2. DSECIRTPIVE _______________________
3. CMOPAARTIVE _______________________
4. CRREOLAITVE _______________________
5. SRUEVY _______________________

2. Unlocking of Difficulties:

Rewrite your answers in #1(Motivation) on set A and B. Then, on each item,

encircle at least 3 words/phrases/sentences that are synonymous to the word on the
blank.

Set A

_______________1 Experiment; Traditional Approach; Narrative; testing

Variables; Written Analysis

_______________2. Random selection of participants; participants were

selected purposively; free from biased; prone from bias

_______________3. Establish cause-effect relationship; participants were

selected purposively; free from biased; prone from bias; it
examines the theory occurs in the study

Participants are from treatment group; participants are

_______________4. from control group; participants have close similarities;
participants are not similar; participants with close
similarities are selected based on one or more important
variables 3
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_______________5. Multiple series of test; series of treatment and
observation; randomly selected participants; one-group;
two-group

_____________6. Single group; two group; experimental treatment; non-

experimental treatment; all participants in single group

Set B
Experiment; no manipulation of variable; measures
________________1. variable occurs naturally; no measure independent
variable only; non-experiment

Describe the variables; experiment the variables; survey

_______________2. the variables; no variables manipulated; variables are
manipulated

Similarities and differences of each variable; comparing

different two related groups; comparing two separated
groups; manipulation of independent variable;
_______________3. manipulation of dependent variable

Statistical relationship; descriptive; describe the degree of

association of two variables; experimenting variables;
_______________4. describe the degree of association of one variable

Survey respondents; non-survey respondents; data

_______________5. collected through experiment; surveyed data are
correlated; data are collected through survey

From the “Unlocking of Difficulties” part, choose 1 item there from set A and set B. Then,
construct your own sentence using the 3 words/phrases/sentences that you’ve chosen
in each number.

Item # in Set A (word: __________________)

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Sentence:
_____________________________________________________________________________________
_____________________________________________________________________________________

Item # in Set B (word: _________________)

Sentence:
_____________________________________________________________________________________
_____________________________________________________________________________________

Let’s analyze:
1. What is the common word that you have found in each item in set A and in Set
B from the motivation activity and unlocking of difficulties?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. In the motivation activity, which item number served as the general term for set
A and for set B?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Based on your answer in unlocking of difficulties in which you selected 3 related

terms on the word you formulated in the motivation activity and constructed a
sentence using the 3 related terms, how does it differ to the description of
qualitative research designs that you have studied during your grade 11?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What is It

In conducting a quantitative research, research design is very important because

it serves as the back bone of the research. It helps the research on how to come across
the process of gathering data, to determine the type of research instrument to be
constructed, to gather data, to determine the population, sample size, and proper
sampling to be done, and to come up with findings or the result of the study. This lesson
will help you to determine the general types of quantitative research design in order for
you to choose the appropriate quantitative research design for your proposed research
title.
There are two general types of quantitative research design, the experimental
research design and non-experimental research design.

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 Experimental research design- Creswell (2014) stated that it is the traditional
approach in conducting quantitative research. This research design is based on the
research method solely on a scientific activity called experiment. When a researcher
conducts an experiment, he/she is testing an idea (practice or procedure) to determine
whether it affects or influence either the dependent variables or the outcome of the
study.

In addition, Creswell (2014) mentioned that when the researcher uses

experimental research design, he/she wants to establish a possible cause and effect
between the dependent variables and independent variables. Moreover, Bhat (2017)
stated that experimental research design is the practical method of contributing in the
process of solving a problem at hand. The independent variable is being manipulated to
monitor the changes it has on the dependent variable.

Types of Experimental Research Design

1. True-Experiment research design
As cited by Baraceros (2016) in the work of De May (2013) and Creswell
(2013), this type of experimental research design can be recognized because
of its design in which participants are randomly selected. Therefore, it is free
from bias. This research design is the best way to examine the causal
relationship.
Individuals or participants who are randomly selected in the true
experimental research is being categorized either in CONTROL or
EXPERIMENTAL group. Both groups will undergo in pre-test and post-test,
however, during the treatment process, only the experimental group will
undergo in the treatment process. As reflected in this table from Creswell
(2014), it reflects the process of doing true-experimental research using the
pre-test and post-test design.

Process of True-Experiment Process

(Group A- Control group Pre-test No treatment Post-test
Participants)
Random
Assignment
(Group B- Experimental Pre-test With Post-test
Participants) Group treatment
Random
Assignment

In this figure, how does the participant being selected?

___________________________________________________________________________
___________________________________________________________________________

2. Quasi-Experimental
This type of experimental design has its limitations because the researcher
is selecting the participants purposively instead of random selection.
Baraceros (2016) stated that experimental design is incapable of establishing
cause and effect relationship.

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 (Group A Control group Pre-test No treatment Post-test
purposively
selected
participants)
(Group B Experimental Pre-test With Post-test
purposively Group treatment
selected
participants)

Based on this figure, which group received treatment and which do not
receive treatment?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

The researcher assigns two groups which are purposively selected, one is
the control group and the other one is experimental group. Using this pre-test
and post-test design, both control and experimental group undergoes in pre-
test and post-test design. However, only the experimental group will receive
the treatment process after conducting a pre-test.
3. Matched Comparison Group
In this type of research design, instead of selecting participants for the
control group, the researcher will get a participant that shows close
similarities with experimental or treatment group based on one or more
important variable.

4. Time-Series Design
A research design which consists of studying one-group of respondents
over time with multiple series of pre-test and post-test, and observation by
researcher. Baraceros (2010), pointed out that the purpose of series of
observation is to see the connection between pre-test and post-test based on
taking place of the treatment or condition.
As reflected in the table below by Creswell (2014), it shows the process of
conducting time-series design using two variation design of time series. The
interrupted time series, in which one group is obtaining multiple pre-test
and observation for a period of time followed by conducting an intervention or
activities, then it measures the outcome through conducting multiple series
of post-test or observation. On the other hand, the researcher is doing an
equivalent time series, he/she alternates a treatment with a post-test
measure.
Interrupted Time Series design
time
Select Pre- Pre- Pre- Interve Post- Post- Post-
particip test test test ntion test test test
ants measu measu measu measu measu measu
groups re or re of re of re of re of re of
observ observ observ observ observ observ
ation ation ation ation ation ation

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 Based on the descriptions and in this figure, how many tests is being done in
the experiment using the interrupted time series-design?
__________________________________________________________________________
__________________________________________________________________________

Equivalent Time Series Design

time
Select Measu Interve Measu Interve Measu Interve Measu
particip re or ntion re or ntion re or ntion re or
ants observ observ observ observ
groups ation ation ation ation

In the equivalent time series design, how does the experiment being done as
described in this figure?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. Repeated Measure Design
In this research design, all participants belong to the single group receives
experimental treatment. The researcher will compare the performance of the
single group in the first experimental treatment to their performance under
the new experimental treatment. The table below describes how repeated
measure design is being conducted.

Repeated Measure Design

Time
Select Measure Experi- Measure or Experi Measure or
participants or obser- mental observation mental obser-
for a single vation treatment Re- vation
group #1 search
#2

Types of Non-Experimental Design

The second general type of research design does not involve manipulation of
control or independent variable. In non-experimental research, researchers
measure variables as they naturally occur without any further manipulation.
1. Descriptive research design- this type of research design under non-
experimental describes a population, situation, or phenomenon.
2. Comparative research design- this research design states the difference or
similarities between two or more groups.
3. Correlational research design- a type of research design involves observing
two variables in order to establish a statistical correlation between them either
positive or negative correlation. In addition, Baraceros (2016) stated that
correlational research describes and measures the degree of association or
relationship between two variables.

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 4. Survey research design- a research design in which the researcher employs
survey to a sample or the entire population in order to describe attitudes,
preference, point of view, feelings, or behavioral patterns.

Criteria for Selecting a Research Design

Creswell (2008) enumerated the following criteria to be considered in selecting

research design:
1. Research Problem- as the main concern of conducting research, a researcher
should know what the research problem is. If the problem calls for determining
the factors that affect or influence the outcome, if the research problem or
utilizing a method or intervention in solving a problem, and if the researcher can
understand the predictors of the outcome or result, then quantitative research
design is appropriate to the proposed research problem.
In addition, if the research problem and research title seek to describe a
phenomena or current status as identified variable then use DESCRIPTIVE
DESIGN. If the research problem seeks to determine the extent of relationship
between two or more variables, then use CORRELATIONAL DESIGN. Lastly, if the
research problem or research title seeks to establish cause and effect
relationships and need to conduct PRE-TEST, INTERVENTION, and POST-TEST,
then use EXPERIMENTAL DESIGN.

2. Personal Experience- researcher’s own personal training and experiences may

be considered as one of the factors that influence the research in selecting the
research design. As mentioned by Creswell (2008), since quantitative
research/studies are the traditional mode of research in which researchers are
fully working out with the procedure and rules that exist, researcher may also
prefer to work in a highly systematic procedure of quantitative approach.

3. Audience- Since the target of the research study is to be disseminated to the

audience, researcher should know the audience well. Teachers, other students,
panelist, external validators, and other professionals may read the research
conducted. Therefore, student or researcher should consider the approaches
typically supported with many references and various researches conducted that
used the suggested approaches. Students or researchers may also seek the
suggestions of the research teacher or adviser in order to guide them in choosing
quantitative design that is appropriate to their proposed study.

What’s More

Answer the activities that will follow to practice your knowledge and skill about
designing a research used for daily life.

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Activity 1. FROM TITLE TO DESIGN!
Identify the appropriate research design in the given research title. Choose your
answer on the choices below.

True Experimental Quasi-Experimental Matched-comparison

Time-series design Repeated Measure Descriptive design

Correlational design Comparative design Survey Design

_____________1. TASK-BASED INSTRUCTION IN TEACHING ORAL ENGLISH: A BASIS

FOR ENHANCING MODULE IN ORAL ENGLISH.

_____________2. PERCEPTIONS OF GRADE 11 AND GRADE 12 STUDENTS OF

GENERAL ACADEMIC STRAND IN USING ENGLISH LANGUAGE IN
SPECIALIZED COURSES
_____________3. COMPARATIVE ANALYSIS OF MARKETING STRATEGEIS OF
SELECTED SHOE STORE IN MARIKINA: A BASIS FOR MARKETING
STRATEGIES ENHANCEMENT
______________4. SATISFACTION LEVEL OF RESIDENTS TO THE FACILITIES AND
SERVICES OF SELECTED BARANGAY HEALTH CENTER IN MARIKINA
CITY
______________5. THE RELATIONSHIP OF USING FACEBOOK ON GENERAL AVERAGE
OF GRADE 12 STUDENTS OF TAÑONG HIGH SCHOOL SY 2018-2019.

______________6. TIME-SERIES ANALYSIS OF THE LEVEL OF THE READING

PERFORMANCE OF THE SECOND YEAR HIGH SCHOOL STUDENTS
OF OUR LADY OF PEACE SCHOOL, ANTIPOLO CITY UNDER THE
READING PROGRAM: BASIS FOR A PROPOSED ENHANCED
INSTRUCTIONAL PLAN

_______________7. ANALYSIS OF THE EFFECT OF WRITING ACTIVITY IN

MATHEMATICS ON THE MATHEMATICS ACHIEVEMENT OF THIRD
GRADE ENGLISH LANGUAGE LEARNERS AND ENGLISH SPEAKERS
THROUGH REPEATED MEASURE DESIGN

________________8. INVESTIGATING THE EFFECTS OF PROJECT BASED LEARNING

ON STUDENTS’ ACADEMIC ACHIEVEMENTS AND ATTITUDE
TOWARDS ENGLISH LESSON.

________________9. IMPACT OF A NEW TEACHER COMPENSATION MODEL ON THE

READING ACHIEVEMENT OF NINTH GRADERS ON THE STATE
ASSESSMENT.

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Activity 2 RESEARCH DESIGN SKELETAL PART 1

Fill up the following information needed in the research design skeletal part 1
using your output in the previous modules that you have answered in Practical Research
2 quarter 1.

1. Your proposed research problem in

Module 4 (Quarter 1):

2. Your proposed research title in

Module 5 (Quarter 1):

3. Variables in your research title:

• Independent variable/s

• Dependent Variable/s

4. Based on your research title, what

problem is being tested using your
independent and dependent
variables?

5. Your proposed research

questions/statement of the problem

6. What is your proposed research

hypothesis in your module 11
(Quarter 1)

Activity 3 RESEARCH DESIGN SKELETAL PART 2

After reviewing and determining the introductory part of your proposed research
paper in activity 2, this time you will choose the appropriate quantitative research
design for your proposed research paper. Read first the questions and encircle your
chosen answer given in the options.

A. Survey

1. Is there an experiment that needs to be YES NO

conducted?

If your answer in question #1 is YES, do you

need to conduct the following?

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 • Pre-test YES NO

• Intervention YES NO

• Post-test YES NO

If your answer in question #1 is NO, proceed

to question #2
2. Is there a need to describe or to survey a certain YES NO
variables or elements in your research title?
3. Based on your proposed research title, is there
a need to compare your variables in the
conduct of the study?
4. Is there a need to determine the extent of YES NO
relationship among your independent and
dependent variable/s?

B. Processing questions

1. If your answer in questions #1 is YES, what quantitative research design is

appropriate to your study?
___________________________________________________________________________
___________________________________________________________________________

2. What quantitative research design is employed in Question #2?

___________________________________________________________________________
___________________________________________________________________________

3. Question #3 is asking you if there is a need to compare variables in your

proposed research title, if your answer is YES, what quantitative approach
will you use in your study?
___________________________________________________________________________
___________________________________________________________________________

4. If you think you need to determine the extent of relationship among the
variables in your proposed research title as reflected in question #4, what is
the appropriate quantitative research design needed in your proposed study?
___________________________________________________________________________
___________________________________________________________________________

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 What I Have Learned
In this lesson, we focused on choosing the appropriate quantitative
research design. Specifically:

1. What is the difference between the experimental and non-experimental

research design?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. What are the types of experimental design and non-experimental

design?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. State the factors that the researcher may use in selecting appropriate
quantitative research design.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

What I Can Do
Apply what you have learned on choosing the appropriate quantitative research
design. Based on the research title you formulated, fill in the information being asked
below.
1. Your proposed Research Problem:
__________________________________________________________________________
__________________________________________________________________________
2. Your proposed Research title:
__________________________________________________________________________
__________________________________________________________________________

3. Your proposed Research questions/statement of the problem:

__________________________________________________________________________
__________________________________________________________________________

4. Your chosen quantitative design:

__________________________________________________________________________
__________________________________________________________________________

5. Explain, what are the factors or your reasons in choosing this quantitative
research design for your proposed research title:
__________________________________________________________________________
__________________________________________________________________________

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 Assessment

Showcase the knowledge and skills you have learned in this lesson by answering
the assessment activity below.

Assessment Activity
Determine the type of quantitative research design being described in each
statement. Write your answer on the space provided before the number.

_____________________1. It is the plan and the procedure that span the discussion from
broad assumptions to detailed methods.
_____________________2. It is a quantitative research design that is solely based on a
scientific activity called experiment.

_____________________3. This quantitative research design is considered free from any

bias because participants or respondents in the study are chosen randomly.

______________________4. The type of quantitative research design which is prone to bias

because the participants or respondents in the study are chosen purposively. It usually
employs pre-test, intervention, and post-test.

______________________5. This quantitative research design is used when the researcher

will choose the participants that shows close similarities with experimental or treatment
group based on one or more important variables.

______________________6. It is a quantitative research design in which the researcher will

choose one group of respondents and will study it over time using multiple series of pre-
test, post-test, and measures and observations.

______________________7. This quantitative research design will compare the

performance of the single group in the first experimental treatment to their performance
in another experimental treatment.

______________________8. It is a type of quantitative research design that does not involve

manipulation of control or independent variable.
______________________9. It is a quantitative research design which describes a
population, situation, or phenomenon.
______________________10. This quantitative research design states the differences and
similarities between two or more groups.

______________________11. It is a type of quantitative research design which involves

observing two variables in order to establish a statistical correlation between them either
positive or negative correlation.

______________________12. This research design involves employing survey to a sample

or entire population in order to describe attitude, preferences, or behavioral patterns.

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 Additional Activities
Complete the graphic organizer by supplying the keywords needed below in order
to see the categorization of quantitative research design.

quantitiatve
research
design

Non-
Experimental
experimental
design
design

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Postest

Write the letter of the correct answer on the space before the number.

1. How does the participants is being selected in True-Experimental Research

Design?
A. The participants were selected through purposive sampling
B. The participants were selected through random sampling
C. The participants were selected through stratified sampling
D. The participants were selected through fishbowl sampling

2. In conducting Quasi-Experimental research, which group of participants received

does not received treatment?
A. Control group
B. Experimental Group
C. Both control and Experimental group
D. Neither control or experimental group

3. In this, research design, only the single group receives experimental treatment
A. Matched Comparison design C. Quasi-Experimental Design
B. Repeated measure design D. Time-series design

4. It describes the population, situation, or phenomenon being studied

A. Comparative design C. Descriptive
B. Correlational design D. Survey Design

5. The following statements best describe the correlational design except:

A. It can show a positive correlation when variable postively increase or lead to
another variable
B. It can show a negative variable when it is literally opposite with positive
correlation
C. It states the similarities and differences between or among the groups being
studied.
D. It measures two variables to understand and assess its relationship

6. What type of experimental research is used in this research title “The

effectiveness of family planning programs evaluated with experimental designs-
by K E, Bauman”
A. Experimental C. Time-Series
B. Quasi-Experimental D. True-Experimental
7. In this research entitled “students ' perceptions and intended use of digital
recording technology in a college technology classroom (Bahorski, 2009), what
type of experimental research design is used?
A. Experimental C. Time-Series
B. Quasi-Experimental D. True-Experimental

8. Which among the following titles used Match-Comparison design?

A. A Comparative Study Of Cognitive And Non-Cognitive Factors Relationship To
Academic Success For Foreign Master’s Students (Stephenson, 2004).
B. Accelerated longitudinal comparisons of aggressive versus delinquent
syndromes (Stanger, C et al, 1997).

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 C. A quasi-experimental study of after-event reviews and leadership
development.
D. Evaluate of Teachers’ attitudes about using technology in the classroom
(https://www.questionpro.com/blog/descriptive-research/)

9. The following statements can best describe True-Experimental research design

except:
A. The design intends to conduct a series of experiment and observation over
a period of time
B. Data are set of observations on the values that a variable takes at different
times
C. Time-Series can also viewed as the exemplar longitudinal research design
D. Its goal is to find the significant relationship of the variables being tested

10. It is considered as the blue print of research paper which the methods and
procedures for collection and analyzing the needed information.
C. Research Approach C. Research Methodology
D. Research Design D. Research Problem

11. It shows the extent and direction of variable relationship whether it is negative or
positive relationship.
A. Survey C. Comparative
B. Descriptive D. Correlational design

12. Liza is in the stage of formulating hypothesis in order to state the guess of what
may not be true or may be true about the result. What type of research design is
used in this stage.
E. Comparative design
F. Descriptive Design
G. Experimental research design
H. Non-Experimental Design

13. It is a research design in which researcher employ survey to a sample or the

entire population in order to describe attitudes, preference, point of view,
perceptions, feelings or behavioral pattern.
C. Comparative C. Descriptive
D. Correlational design D. Survey

14. The following statements are the characteristics of research design except:
A. It can use statistical treatment to generalize findings
B. It assumes sample is the representative of population
C. It test proves the assumption in the research
D. It is more reliable and valid

15. This quantitative research design is considered free from any bias because
participants or respondents in the study are chosen randomly.
A. Experimental C. Time-Series
B. Quasi-Experimental D. True-Experimental

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 References
1. Baraceros, Esther L. Practical Research 2 1st Edition. Manila: Rex Bookstore.
2016.

2. Bas, G. Investigating the Effects of Project Based Learning on Students’

Academic Achievements and Attitude Towards English Lesson. The online
J. of New Horizons in Education. (Vol. 1:4.2011).

3. Belarmino, A et al. Perception of General Academic Strand Students of

Tañong High School in Using English Language as a Medium of Instruction
and Communication in Specialized Courses. Unpublished Research.
Marikina: Tañong High School-Senior High School Department. 2019.

4. Creswell, John W. Educational Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research. USA: Pearson, 2014.

5. Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches. Thousand Oaks, CA: Sage. 2008

6. Espina, A et al. Comparative Analysis of Marketing Strategies of Selected

Shoe Store in Marikina: A Basis for Marketing Strategies Enhancement.
Unpublished Research. Marikina: Tañong High School-Senior High School
Department. 2018.

7. Gayramara, J et al. Satisfaction Level of Residents to the Facilities and

Services of Selected Barangay Health Center in Marikina city.
Unpublished Research. Marikina: Tañong High School-Senior High School
Department. 2018.

8. Makoto Hanita Dana Ansel Karen Shakman. Impact of A New Teacher

Compensation Model on The Reading Achievement of Ninth Graders on The
State Assessment. Last Modified on 2017
https://www.edc.org/sites/default/files/uploads/matched_comparison_group_
design.pdf .

9. Morales, Zoe. Analysis of The Effect Writing in Mathematics on The

Mathematics Achievement of Third Grade English Language Learners And
English Speakers Through Repeated Measure Design. Last Modified.
2016.https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?referer=https://www
.google.com/&httpsredir=1&article=4025&context=etd.
10. Paliza, C et al. The Relationship of using Facebook on General Average of
grade 12 students of Tañong High School SY 2018-2019. Unpublished
Research. Marikina: Tañong High School-Senior High School Department. 2018.

11. Palo, Emma. Time-Series Analysis of The Level of The Reading Performance
of The Second Year High School Students of Our Lady of peace School,
Antipolo City Under the Reading Program: Basis for A Proposed Enhanced
Instructional. Unpublished Research. Surigao City: St. Paul University Surigao.
2008.
.

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 PRACTICAL RESEARCH 2

(ANSWER KEY)
QUARTER 2 MODULE 1- QUANTITATIVE RESEARCH DESIGN

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City of Good Character 20
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City of Good Character 21
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 Development Team of the Module

Writer: Richard E. Parcon (THS)

Editors: Nieves T. Salazar, Ph. D. (PHS)
Internal Reviewer: Janet S. Cajuguiran (EPS-English)
External Reviewer: Richard Deanne C. Sagun ( ADM Professor)
Illustrator: Marexcza Z. Salinas (PHS)
Layout Artist: Marexcza Z. Salinas (PHS)

Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Janet S. Cajuguiran
EPS-English

Ivy Coney A. Gamatero

EPS – LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

Email Address: sdo.marikina@deped.gov.ph

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DISCIPLINE • GOOD TASTE • EXCELLENCE