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Practical
Research 2
Quarter 1: Module 1-4

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 Republic of the Philippines
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

DEVELOPMENT TEAM OF THE MODULE

WRITERS: JUDY MAE G. PANTOLLA, Master Teacher I
JOVELLANO V. ONTOG, Teacher III
MA. VICTORIA C. BALBIO, Teacher III
JOHN CARL P. CABARLES, Teacher II
GERAME H. TURA, Teacher III
RODOLFO F. BUMANGLAG, Teacher I
MARHOUF JAY T. KUSAIN, Teacher I

CONSOLIDATOR: JOVELLANO V. ONTOG, Teacher III

LANGUAGE EDITOR: MAYNERLINDA B. SALAZAR, Teacher II

CONTENT MARK ANTHONY C. MAMON, Master Teacher I

VALIDATORS: SYLVIA L. LASALA, Teacher III
JOVILYN G. ENOLPE, Teacher I

COVER PAGE AIRA MARI CON M. AUSTERO

ILLUSTRATOR:

TEAM LEADER: DR. RAQUEL M. AUSTERO

Education Program Supervisor

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 Basic Concepts and Nature of Quantitative
Module 1
Research

Most Essential Learning Competencies

Describes characteristics, strengths, weaknesses, and kinds of quantitative research.

What’s In
Quantitative research is an objective, systematic empirical investigation of
observable phenomena using computational techniques. 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. Simply, quantitative
research is concerned with numbers and its relationship with events.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. The data is usually gathered using structured research instruments.
2. The results are based on larger sample sizes that are representative of the
population.
3. The research study can usually be replicated or repeated, given its high reliability.
4. Researcher has a clearly defined research question to which objective answers are
sought.
5. All aspects of the study are carefully designed before data is collected.
6. Data are in the form of numbers and statistics, often arranged in tables, charts,
figures, or other non-textual forms.
7. Project can be used to generalize concepts more widely, predict future results, or
investigate causal relationships.
8. Researcher uses tools, such as questionnaires or computer software, to collect
numerical data.

STRENGHTS OF QUANTITATIVE RESEARCH

1. It is objective. The most reliable and valid way of concluding results, giving way to a
new hypothesis or to disproving it. Because of bigger number of the sample of a

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population, the results or generalizations are more reliable and valid. Since it provides
numerical data, it can’t be easily misinterpreted.

2. The use of statistical techniques facilitates sophisticated analyses and allows you to
comprehend a huge sum of vital characteristics of data.

3. It is real and unbiased. If the research is properly designed, it filters out external
factors, and so can be seen as real and unbiased.

4. The numerical data can be analyzed in a quick and easy way. By employing
statistically valid random models, findings can be generalized to the population about
which information is necessary.

5. Quantitative studies are replicable. Standardized approaches allow the study to be

replicated in different areas or over time with formulation of comparable findings.

6. Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of possible
directions to follow.

WEAKNESSES OF QUANTITATIVE RESEARCH

1. Quantitative research requires large number of respondents. It is assumed that the

larger the sample is, the more statistically accurate the findings are.

2. It is costly. Since, there are more respondents compared to qualitative research, the
expenses will be greater in reaching out to these people and in reproducing
questionnaires.

3. The information are contextual factors to help interpret the results or to explain
variations are usually ignored. It does not consider the distinct capacity of the
respondents to share and elaborate further information unlike the qualitative research.

4. Much information are difficult to gather using structured research instruments,

specifically on sensitive issues like pre-marital sex, domestic violence, among others.

5. If not done seriously and correctly, data from questionnaires may be incomplete and
inaccurate. Researchers must be on the look-out on respondents who are just guessing
in answering the instrument.

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KINDS OF QUANTITATIVE RESEARCH

1. Descriptive research is a study designed to depict the participants in an accurate

way. More simply, descriptive research is all about describing people who take part in
the study.

2. 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).

3. Quasi-experimental design involves selecting groups, upon which a variable is

tested, without any random pre-selection processes. 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.

4. Experimental research is a collection of research designs which use manipulation

and controlled testing to understand causal processes. Generally, one or more
variables are manipulated 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.

What’s More
Activity 1: Check it Out!
Directions: Put a check (/) if it describes Quantitative Research.

_____ 1. It is not based upon numerical measurements and does not use numbers
and statistical methods as key research indicators and tools.
_____ 2. Emphasis is on discovery rather than proof.
_____ 3. It tends to be associated with emergent research design, using a wide
range of approaches
_____ 4. The data is usually gathered using structured research instruments
_____ 5. The results are based on larger sample sizes that are representative of the
population.
_____ 6. Researcher has a clearly defined research question to which objective
answers are sought.
_____ 7. Data is in the form of words, pictures, or objects.
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 _____ 8. The research study can usually be replicated or repeated, given its high
reliability.
_____ 9. It tends to be associated with small-scale studies and a holistic perspective,
often studying a single occurrence or small number of occurrences/case
studies in great depth.
_____ 10. Data are in the form of numbers and statistics, often arranged in tables,
charts, figures, or other non-textual forms.

Activity 2. MIND CHALLENGE!

Directions. Write your concise descriptions about Quantitative Research. You can
write your answers on a separate sheet/s of paper.
1. Quantitative research
___________________________________________________________________________
___________________________________________________________________________
2. Characteristics of quantitative research
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Strengths of quantitative research
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Weaknesses of quantitative research
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 3. NON-STOP WRITING!

Directions. Describe each type of quantitative research design. Give two (2) examples
of research study for each quantitative research design.

1. Descriptive research

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 2. Quasi-experimental design

3. Experimental research

4. Correlational research

What I Have Learned

1. Quantitative research is dependent on the creation of Hypothesis followed by

accurate analysis of the statistics to understand and explain the research findings. It
focuses more on the quantity of things and their statistical patterns. Using the
number, it comes to an analysis to conclude.
2. Quantitative data provides a macro view with all the required details and
comparatively larger samples. Larger sample sizes enable the conclusion to be
generalized.
3. There are two (2) major kinds of quantitative research:
a. Experimental – these are either true experimental or quasi-experimental; &
b. Non-experimental –descriptive and correlational.

What I Can Do
You have already learned about the characteristics, strengths, weaknesses, and
kinds of quantitative research. The overarching aim of a quantitative research study is
to classify features, count them, and construct statistical models in an attempt to
explain what is observed. Collect data as to the current situation in your area and
express each datum and its relevance in our country.

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 Module 2 Importance of Quantitative Research Across Fields

Most Essential Learning Competencies

Illustrates Importance of Quantitative Research Across Fields.

What’s In
IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS
People do research to find solutions, even tentative ones, to problems, to
improve or enhance ways of doing things, to disprove or provide a new hypothesis, or
simply to find answers to questions or solutions to problems in daily life. Research
findings can affect people’s lives, ways of doing things, laws, rules, and regulations, as
well as policies, among others. Widely, quantitative research is often used because of
its emphasis on proof rather than discovery.
In the natural and social sciences, quantitative research is the systematic,
empirical investigation of observable phenomena via statistical, mathematical, or
computational techniques. The objective of quantitative research is to develop and
employ mathematical models, theories and/or hypotheses pertaining to phenomena.
The process of measurement is central to quantitative research because it provides
the fundamental connection between empirical observation and mathematical
expression of quantitative relationships.
Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use
quantitative research designs like descriptive, pre-experimental, quasi-experimental,
true-experiment, case study, among others.
Some uses of quantitative research across fields:
1. More reliable and objective
2. Can use statistics to generalize a finding
3. Often reduces and restructures a complex problem to a limited number of variables
4. Looks at relationships between variables and can establish cause and effect in highly
controlled circumstances
5. Tests theories or hypotheses
6. Assumes sample is representative of the population
7. Subjectivity of researcher in methodology is recognized less

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8. Less detailed than qualitative data and may miss a desired response from the
participant

Quantitative Research & Accounting, Business and Management (ABM)

The use of research can identify what is emerging and if the current trend is still
in demand.
Quantitative Research and Anthropology
Anthropology is a research method of combining qualitative and quantitative
research data. It is concerned with exploring connections simultaneously, amidst
cultural differences, alternatives, and identity. In the contemporary academic, socio-
cultural, and political climate, these concepts have immense symbolic overtones.
Quantitative Research and Communication
Researchers are often interested in how an understanding of a particular
communication phenomenon might generalize to a larger population. For example,
researchers can advance questions like “What effect do punitive behavioral control
statements have on a classroom? What communicative behaviors are associated with
different stages in romantic relationships? What communicative behaviors are used to
respond to co-workers displaying emotional stress? (Allen, Titsworth, Hunt, 2009)
Quantitative Research and Sports Medicine
Quantitative research is used to analyze how sports may be used as an
alternative way of medicating an illness.
Quantitative Research and Behavioral Sciences
Relationship Questions in today’s quantitative trend tend to explore how one
behavior exhibited by people is related to other types of behavior. Examples are
verbally aggressive behaviors related to physical aggression – that is, when a person
has a level of verbally aggressive behavior, does he or she tend to be physically
aggressive? Are certain supervisor communication skills related to the emotional
experiences of employees?
Quantitative Research in Education
Quasi Experiments are most often used in evaluating social problems. Suppose
a researcher has invented a technique for improving reading comprehension among
third graders. She/he selects two (2) third grade classes in a school district. One of
them gets the intervention and the other doesn’t. Students are measured before and
after the intervention to see whether their reading scores improve. This design contains

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many of the elements of true experiment, but the participants are not assigned
randomly to the treatment and control groups.
Quantitative Research and Psychology
Mertens (2005) says that the dominant paradigms that guided early
psychological research were positivism and its successor, post positivism. Positivism
is based on rationalistic, empiricist philosophy that originated with Aristotle, Francis
Bacon, John Locke, August Comte, and Immanuel Kant. The underlying assumptions
of positivism include the belief that the social world can be studied in the same way as
the natural world, that there is a method for studying the social world that is value-free,
and that explanations of a causal nature can be provided.
Quantitative Research & Science, Technology, Engineering, and Mathematics
(STEM)
Medical practitioners, for example, conduct research to obtain significant
information about diseases trends and risk factors, results of various health
interventions, patterns of care and health care cost and use. The different approaches
to research provide complementary insights. Researchers help in determining the
effectiveness and even side effect of drugs and therapies in different populations and
various institutions. It is also necessary in evaluating experiences in clinical practice to
develop mechanisms for best practices and to ensure high quality patient care.
Researchers in these fields ultimately aim for man’s longevity.
As for engineers, architects, and other builders, research helps in providing
designs which are creatively beautiful and at the same time give more convenience
and efficiency as they utilize modern technology to adapt to the ever-changing society.
New materials and procedures may be developed to further strengthen the structural
materials than can withstand various calamities and disasters.

What’s More

Activity 1: Check it Out!

Directions. Match item in COLUMN A with those of COLUMN B by placing the letter
of the correct answers in the space provided in column A from among the choices in
column B. Identify what discipline the given research title is related. Write your answer
on the space provided.

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 Column A Column B
Research Titles Disciplines/Fields
_____ 1. What Effect do Punitive Behavioral Control A. Anthropology
Statements have on Classroom? B. Communication
_____ 2. The Relationship between the Mushrooming C. Sports Medicine
of Fast-Food Chains and Obesity of Children D. Medical Education
_____ 3. Effect of Tourism to the Cultural System of E. Behavioral Science
Villagers in Baguio City F. Basic Education
_____ 4. Factors Affecting the Curriculum G. Psychology
Development in Medical Schools H. ABM
I. STEM
_____ 5. Relationship of Verbally Aggressive Behavior
to the Physical Aggression of a Person
_____ 6. Factors Affecting Crime Rates in Manila
_____ 7. Video Integration in Teaching Science in
Grade 12 of National Senior High School
_____ 8. Communicative Behaviors Associated in
Different Stages of a Romantic Relationship
_____ 9. Ethnographic Study: Changes of Aeta
Behaviors in past 5 years
_____ 10. Relationship of Physical Activity to the
Amount of Adipose Tissue and Endurance
Fitness of Children Aged 16 – 21 in Metro
Manila

Activity 2: NON-STOP WRITING!

Directions: How important quantitative research across fields? Cite at least five fields
and explain how quantitative research is interconnected with it.
1. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 5. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 3. MIND CHALLENGE!

Directions: Answer the following questions. Write your concise learning about the
following.
1. Explain the importance of Quantitative research.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Choose two disciplines enumerated in Activity 1 and explain how quantitative

research was used in these disciplines.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Have Learned

1. Quantitative research is widely used in both the natural and social sciences,
from physics and biology to sociology and journalism.
2. The objective of quantitative research is to develop and employ mathematical
models, theories and hypotheses pertaining to natural phenomena.
3. The process of measurement is central to quantitative research because it
provides the fundamental connection between empirical observation and mathematical
expression of quantitative relationships.

What I Can Do
You have already learned about the importance of quantitative research and its
functions across areas of disciplines or fields. In your own locality, relate the importance
of using quantitative research to provide answers to research problems.

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 Module 3 Variables in Quantitative Research

Most Essential Learning Competencies

Differentiates kinds of variables and their uses.

What’s In

Variable stands for a variation within a group of objects or persons. It is simply

the difference that occurs naturally in the world. Examples of this may be academic
performance, anxiety levels, socioeconomic status, height, age, score and so on.
Anything that can vary can be considered a variable.
In the research title, “The Online Learning Platforms and Learning Strategy of
the Senior High School Students”, can you name the research variables? If your
answers are “online learning platforms” and “learning strategy” then you are right.
How about “The Relationship between Parents’ Engagement and Students’ Outcomes
In Junior High School”, What are the variables here? It is the “parents’ engagement”
and the “students’ outcomes”.
Variables are names that we give to the variance we wish to explain in our
research. In the inquiry process, these are important. Every researcher should know
how they can be quantified and measured, and how are they related to each other.
Researchers organize variables into different categories:
• according to their statistical type; and,
• according to their roles play in research.

Statistical Type

Numerical Variables
These variables are usually expressed in numbers like age, weight, temperature,
grade, score, and others. These can be classified further to discrete if the variable
can have countable numbers or continuous if the variable can have an infinite numbers
or value within a range.

Examples:
Discrete Variables Continuous Variables
1. Number of students in a class 1. Distance
2. Tracks or strands 2. Height
3. Number of cars parked in the quadrangle 3. Weight

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Categorical Variables
Categorical variables can take names or label as values. These variables can
be further classified into nominal or ordinal variables and dichotomous or
polychotomous variables.
Nominal variables have values without placing them in some sort of order.
Examples are the color of skin, religion, and place of birth. Unlike nominal, ordinal
variables involve order. For example, is performance (poor, below average, average,
very good and excellent).
A dichotomous variable can have two possible values when observed or
measure like sex (male or female), academic status (passed or failed), and completion
status (yes or no), while a polychotomous variable can have more than two possible
values.
And so, the following categorical variables can be classified as follows:
• Skin color → Nominal, Polychotomous
• Sex → Nominal, Dichotomous
• Educational Attainment → Ordinal, Polychotomous
• Religion → Nominal, Polychotomous

Number of Variables in Research

A study is univariate if it involves only one variable in the conduct of study,
bivariate if two variables, and polyvariate if more than two variables.

Roles in Research
Research is not possible without taking into consideration measurable variables
that subject to change due to circumstances. Identifying and classifying these variables
would help researchers organize the elements of their research to discover relevant
and meaningful results.
Independent and Dependent Variables
Generally, variables can be classified into independent and dependent
variables. The main difference between the two is that the value of a dependent
variable relies on the independent variable, while an independent variable relies on
external manipulation by the researcher experimenting.
Example: The Effects of Online Learning Platforms on the Senior High School
Students’ Learning Process
In the above research title, the “online learning platforms” is the independent
variable and the “students’ learning process” is the dependent variable. Another
classification of variables according to its role in research is the predictor and criterion
variables.

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 Predictor variable is used in predicting the value of the response variable. It is
predominantly used in regression. Oftentimes, it is confused with independent variable
and used interchangeably, but these two are different concepts. The predictor does
not cause the change in the response variable.
Criterion variable is the response variable, or the variable being predicted. For
example, in the study entitled “Factors affecting the Senior High School Manuyo
Campus Performance”, the criterion variable is the performance of Senior High School
Manuyo Campus, and the predictor variable is the factors which includes the result of
the incoming grade 11’s entrance test, or their general average in grade 10.
Moderator variable is the variable which is measured, manipulated, or selected
by the researcher to determine if it affects the relationship of the independent variable
to the dependent variable. Another term for moderator variable is intervening
variable. For example, a study on a particular teaching method (independent variable)
and numeracy skills (dependent variable). With a specific group of high-performing
math students, students with low anxiety levels tend to perform better. Anxiety can be
a moderator variable since it changes the relationship between the independent and
dependent variable.

What’s More
Activity 1: Name the Variable

A. Directions: Identify two (2) variables in the given research titles. Write your answer
on the space provided.

1. The Impact of the Standardized Testing on the Learning Experiences of

Senior High School Students
Variable 1: _______________________ Variable 2: __________________________
2. Relationship between TV Viewing and Academic Performance of Grade Six
Pupils
Variable 1: _______________________ Variable 2: __________________________
3. The Extent of Participation in School Activities of Senior High School
Students in Las Piñas City
Variable 1: _______________________ Variable 2: __________________________

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4. Exposure to Advertising and Expenditures Patterns of High School
Students
Variable 1: _______________________ Variable 2: __________________________
5. A Comparative Study on the School-Based and Field-Based Work
Immersion Activities
Variable 1: _______________________ Variable 2: __________________________
6. The Use of Gadgets and Teenagers’ Behavior during the Covid-19
Outbreak
Variable 1: _______________________ Variable 2: __________________________
7. Factors that Influence the Career Decision of GAS Students in Las Piñas
Senior High School
Variable 1: _______________________ Variable 2: __________________________
8. The Parental involvement and Children’s Academic Performance in Senior
High School
Variable 1: _______________________ Variable 2: __________________________
9. The Correlation between Social Media Use and Mental Health among High
School Students
Variable 1: _______________________ Variable 2: __________________________
10. A Comparative Analysis of Students Performance in the Online and
Modular Learning Modality
Variable 1: _______________________ Variable 2: __________________________

B. Directions: Read the statements carefully. Choose the letter of the correct answer
and write it on the space before the number.

1. A researcher wants to figure out if a particular sitting arrangement in a

classroom will increase the students’ participation. What is the dependent
variable?
A. Number of Students C. Sitting Arrangements
B. Students’ Participation D. Classroom

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 2. You want to know the social effects of watching television among children aging
7 to 10 years old. If you will conduct a study on this, what will be your
independent variable?
A. Social Effects C. Number of Hours watching TV
B. Number of Children D. Children’s Age

3. The school administrator would like to know the ideal class size to improve the
students’ performance. What is the predictor?
A. Class Size C. Students’ Performance
B. School Administrator D. Number of Sections

4. A group of ABM students conducted a study on the influence of advertisements

to the consumers’ behavior. What is their dependent variable?
A. ABM Students C. Advertisements
B. Consumers’ Behavior D. Product

5. Suppose I used the students’ attendance record to determine their Grade Point
Average (GPA) at the end of the semester. What is my criterion variable?
A. Number of Students C. Semester
B. Attendance Record D. Grade Point Average (GPA)

Activity 3: Situation Analysis

Directions: Identify and classify the variables in the given research cases.

1. The teacher would like to know which among the available online learning
platforms is the most effective: The Google Classroom, Schoology, or the
Edmodo.
Identified Variables: ___________________________________________________
Classifications: _______________________________________________________

2. The school administrator conducted a study to determine the school’s

performance in national assessment in the coming years. He considered the
students’ general average and result of the school’s year-end assessment.
Identified Variables: ___________________________________________________
Classifications: _______________________________________________________

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 What I Have Learned

The concept map of research variables is shown below.

What I Can Do
Directions: Write a research title in the blanks provided, then analyze it by identifying
and classifying the research variables. Write these variables in the chart below.
Research Title:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Independent Variable / Dependent Variable/

Predictor Variable Criterion Variable

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 Module 4 Designs a research used in daily life

Most Essential Learning Competencies

A. Designs a research used in daily life
B. Writes a research title
C. Describes background of research

What’s In
A. Designs a research used in daily life
A research problem is a specific issue, difficulty, contradiction, or gap in
knowledge that you will aim to address in your research. You might look for practical
problems aimed at contributing to change, or theoretical problems aimed at expanding
knowledge.
Researchable research problems are problems that can be answered through
the scientific process. For qualitative research, problems require instruments or survey
questionnaires to answer the problem. In terms of experimental research, it could be
a hypothesis that needed to be tested. Non-researchable research problems on the
other hand, are questions that are metaphysical, impossible and can never be
accomplished. Furthermore, according to Matthews (2010) and Schreiber (2012) as
cited by Baraceros (2016) non-researchable research problems are quantitative
research problems that are “more inclined to explaining or describing the people’s
views, values, attitudes, opinions, and other subjective traits”.

Guidelines in choosing a research problem

1. Select a research problem.
2. Research problems must reflect the “importance of carrying out the research
for finding answers or solutions to a problem” (Baraceros, 2016).
3. Check your ideas, variables, or research problems on the internet.
4. Avoid research problems that are answerable only by yes or no. (Baraceros,
2016).
5. Research problems can be expressed into interrogative or declarative form.
(Babbie 2013; Punch 2014; Walliman 2014 as cited in Baraceros, 2016)

B. Writes a research title

One of the parts, perhaps the most single important unit of your research paper
is the title. The title is the first thing that the readers or your critiques will see when they
look at your paper. It is also a piece of important information that your fellow
researchers will see in a database or search engine query. Therefore, making sure that

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the title will capture the interest of your audience and making sure it will grasp all the
relevant aspects of your study is one of the challenges that you will encounter.

Elements of a Research Title

The title summarizes the main focus of your study. A good research title doesn’t
need to be long just to describe the purpose or give the problem of your research.

Below are the elements/characteristics of a good research title.

● Realistic - as a researcher, you need to view your work from a practical point of
view.
● Measurability – your title is achievable in context.
● Current – A good research title should be acceptable in the present time.
● Relevance- a good topic shows the expertise of the researcher. It also presents
the significance of the overall ideas of the study undertaken.
● Repetitiveness - It’s important to consider having a topic that has not been done
and published previously, not unless you’re doing a review and even with that
you need to tweak it a little.
● Causality and destination - it’s very important to show the cause-and-effect
relationship in your study as well as the destination focus or rather unit of study
straight from the topic.
● Usual jargon - Avoid common words in your title such as “influence of,” “factors
affecting,” and etcetera. Be unique with your title.
● Number of words - Try to limit it from 10 to 15 substantive words only.
● Avoid using abbreviations.
● Use current nomenclature from the field of study.
● Make titles in a form of a phrase, but you can also create one in the form of a
question.
● Use correct grammar and right capitalization. Words such as nouns, pronouns,
verbs, adjectives, and adverbs should be capitalized.

Guidelines in Writing a Research Title

In the previous lesson, you already learned about the guidelines on how to
choose a good research problem. You can use those guidelines in writing your
research title. Below are the guidelines in writing a research title:

1. First, ask yourself some questions about what your paper seeks to answer
and what it accomplishes. Examples are: What is my paper all about? What
methods did I use to perform my study? What or who was the subject of my study?
and What I want to see in the results?

2. Identify and list keywords and phrases. From your answers in step 1, you have
to identify the keywords and phrases that are essential to your study. These
keywords will form the foundation of your title.
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 3. Once you have identified and listed keywords, you may now begin
constructing a long sentence. From the identified keywords, make a long
sentence. This sentence will serve as your research problem.

4. Next, create a working title and remove the elements that make it a complete
sentence. But keep everything that is most important to what the study is
about. Delete all unnecessary or redundant words. Make sure that your title
will follow the minimum 10 words to a maximum of 15 words only.

5. Delete all extra words, phrases; put keywords at the beginning and end of
your title. It means that you have to arrange the keywords (variables) in order.
Independent variable should be mentioned first followed by the dependent
variable. All nouns and pronouns should be capitalized properly.

C. Describes background of research

Research Introduction is composed of the first paragraphs of an investigatory
project paper on which the proponent provides a brief or concise discussion on the
nature, related works, and rationale of the study. It tackles the social significance of
addressing the observed social problems or concerns. Further, the introductory
paragraph needs to be reader-friendly and catches the attention of its audience.

What are the Key Indicators in writing an Introduction of a Research Project?

Listed below are the key indicators in writing an introduction of a research project:
1. Research introduction is reader-friendly and catches the attention of its
audience
2. It discusses recent and related works on the nature of the study.
3. It states the particular issue and problem statement to be answered in the study.
4. It clearly tackles the social significance of addressing the observed social
problems or concerns and the rationale of study.
5. It mentions the coverage of the sections in the research chapter.

The information which Can be Tackled in the Background

Readers should have a complete understanding of the topic and the purpose of
the study. The length and depth of the discussion of the background should be
sufficient to be able to establish complete understanding and be able to communicate
how the study is different and beneficial to the target population and industry.
Below is the possible information which can help establish the background of
the study.
1. Theories, concepts, terms, and ideas that may be unfamiliar to the target
audience which requires additional explanation.
2. Historical data that needs to be shared to provide context on why the current
issue emerged
3. Concepts that may have been borrowed from other disciplines that may be
unfamiliar to the reader and need an explanation.
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 What’s More

Activity 1: Decision Making

Directions: Read the statements carefully and answer the questions. You can write
your answers on a separate sheet/s of paper.

1. Joey is a grade 12 STEM student who wanted to study about the potential of local
berries to prevent Alzheimer's disease. He found out that the cell line is not available
in any laboratories in their area. In this case, are there any options to test the possible
effect of the local berries to the said disease? If you are a researcher, what are you
going to do?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. In this time of pandemic, people are minimizing outdoor activities. Thus, Mildred, the
leader of the ABM group finds the customer’s satisfaction in purchasing the goods and
services over the internet an interesting topic to study. During brainstorming with her
members, concerns like online platforms to be assessed, how they will know the
customer of their chosen online platform, and how they are going to gather the data
appears. If you are a member of ABM group, how are you going to address the
concerns in your study? Are you going to support the topic or change your topic?
Explain your answer.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Activity 2: Research Title vs Research Problem
Directions: Carefully read the following statements below. Try to complete each
sentence by writing the words “research title” or “research problem.”

1. A ___________________ summarizes the main idea or ideas of your study.

2. A ___________________ is a statement about an area of concern.
3. A good ___________________ contains the fewest possible words that
adequately describe the contents and/or purpose of your research paper.
4. A ___________________ is a statement about a troubling question that exists in
scholarly literature, in theory, or in practice that points to the need for meaningful
understanding and deliberate investigation.
5. A ___________________ indicates accurately the subject and scope of the study.
6. In some social science disciplines, the ___________________ is typically posed
in the form of a question.
7. A ___________________ identifies key variables, both dependent and
independent.
8. A ___________________ does not state how to do something, offer a vague or
broad proposition, or present a value question.
9. A ___________________ use words that create a positive impression and
stimulate reader interest.
10. A ___________________ places the problem into a particular context that defines
the parameters of what is to be investigated.

Activity 3: Analyzing Research Manuscript

I. Directions: Read and analyze the introductory paragraphs of the given research
project. Then to complete the table below, supply the bibliographic information and
identify how the given indicator manifests in the (excerpt of) given research project.

RESEARCH PROJECT
APPROPRIATE SEXUALITY EDUCATION: AN ANALYSIS OF TEENAGE
PREGNANCY PREVENTION PROGRAM
Maria Elanie D. Bucayo and Judy Mae G. Pantolla
LPCNSHS - Dona Josefa Campus and LPNHS - Main
June 2018

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 Teenage pregnancy substantially gained its popularity as one of the global issues
that both the Third World and developed nations are facing nowadays, consequently
worst than the existing predicament of soaring population across the globe.

Pregnancy among teenagers leads to the disruption of young people’s educational

achievement and career goals, affecting their earning potentials and future family
finances that contributes to the cycle of poverty.

Adolescent period for the teenager is the transitional stages of physical, biological
and psychological changes (Soe, 2017). It is a stage of development where each
growing individual considers it both challenging and exciting. In the article, Adolescent
Pregnancy by the World Health Organization (WHO) 2018, where it has been mentioned
that there are approximately 16 million girls age 15 to 19 years and 2.5 million girls
under age 16 years gives birth in developing regions worldwide. In the Philippines, the
2013 National Demographic and Health Survey (NDHS) results show that one in ten
young Filipino women age 15-19 has begun childbearing: 8 percent are already mothers
and another 2 percent are pregnant with their first child. Data from the Philippine
Statistics Authority (PSA) revealed that every hour, 24 babies are delivered by teenage
mothers.

Although teenage pregnancy turned out to be prevalent in highly dense

communities comprising of low-income families in a semi-squatter dwellings, there has
been no national policy in preventing teen pregnancy that institutionalize social
protection among teenage mothers. Recently, Senate Bill No. 1482 by Senator Riza
Hontiveros entitled: Prevention of Adolescent Pregnancy Act of 2017 was filled last May
30, 2017. It primarily aims to recognize, promote, and strengthen the role of young
people in the socio-economic development of our country. The implementation
structure of the bill tap government agencies such as Department of Health (DOH),
Department of Education (DepEd), National Youth Commision (NYC), Department of
Social Welfare and Development (DSWD), Department of Interior and Local
Government (DILG) and Local Government Unit (LGU). It is expected that the bill will
serve as the leading light in resolving the crisis brought by teenage pregnancy.
However, the bill is still on pending status while the numbers of teenagers at risk on
becoming teenage mother continue to increase dramatically.

In 2013, students in T.S. Cruz High School through the adviser of Project Citizen,
Mr. Alan O. Aragon and his co-adviser Florita Cabug conducted a study
about “Escalation of Teenage Pregnancy in Almanza Dos”. The project disclosed that
in 2012, there are 172 cases of pregnancies among female adolescents which elevated
to 181 cases in 2013. The number of pregnant teenagers is from the highly populated
communities of Almanza Dos, City of Las Pinas. In addition to that, most of the youth
who liberally engaged in the early sexual activities do not clearly understand the effects
of their actions. The former study lead to the conduct of another research in 2017
entitled: An Assessment of Teenage Motherhood in T.S. Cruz High School: Basis for

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School-based Pregnancy Prevention Program. This further studied the issues related to
teen pregnancy among students as one of the factors leading to absenteeism and
dropping out of school. With this, the researchers would like to analyze the said studies
to develop a prevention plan that promotes gender role, family life, career planning,
courtship and dating as well as abstinence and contraception and to respond to the
need of preventing cases of teenage pregnancy. To triangulate the data, the researcher
applied qualitative and quantitative approach which utilized open-ended questions and
survey questionnaire using Likert scale respectively.

Source: Bucayo, M.E. D. and Pantolla, J.M. G. (2018). Appropriate Sexuality Education: An Analysis of Teenage
Pregnancy Prevention Program. Department of Education - Basic Education Research Fund 2016

Analysis of the Introductory Paragraphs of a Research Project

Bibliographic Information
Title
Author/s
Year
Indicators Introductory Paragraphs in the Research Paper

It states the
particular issue and
problem statement
to be answered in
the study.

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II. Directions: Based on the research background, fill in the box with information which
fall under each category:

RESEARCH PROJECT
LEARNING STYLES OF GRADE 12 STUDENTS IN SCIENCE AS A PREDICTOR OF
ACADEMIC PERFORMANCE: BASIS FOR PRE-INSTRUCTION
LEARNING STYLES IDENTIFICATION
Rodolfo F. Bumanglag
May 2020

Background of the Study

While there are a handful of sets of learning styles as identified by various

psychologists, this study utilizes the set of learning styles proposed by Honey and
Mumford. Kolb, being one of the pioneers and probably the most popular figure in
the field has influenced a great majority of researchers here and abroad to utilize his
set of learning styles.
Learning styles developed by Peter Honey and Alan Mumford were also
based from the work of Kolb. They identified four distinct learning styles or
preferences: Activist, Theorist, Pragmatist and Reflector. According to Honey and
Mumford, these are the learning approaches that individuals naturally prefer, and
they recommend that in order to maximize one’s personal learning, each learner
needs to understand his/her learning style and seek out opportunities to learn using
that style.
Activists are those people who learn by doing. They need to get their hands
dirty, to dive in with both feet first. They also have an open-minded approach to
learning, involving themselves fully and without bias in new experiences. Theorists
are learners who like to understand the theory behind the actions. They need
models, concepts and facts in order to engage in the learning process. They prefer
to analyze and synthesize and draw new information into a systematic and logical
theory. Pragmatists are those who need to be able to see how to put the learning
into practice in the real world. Abstract concepts and games are of limited use unless
they can see a way to put the ideas into action in their lives. Experimenters, trying
out new ideas, theories and techniques to see if they work. Reflectors are those who
learn by observing and thinking about what happened. They avoid leaping in and
prefer to watch from the sidelines. They prefer to stand back and view experiences
from a number of different perspectives, collecting data and taking the time to work
towards an appropriate conclusion.
In contrast with Honey and Mumford’s, Kolb’s (being the reference of Honey
Mumford) learning styles were: the converger, diverger, assimilator and
accommodator. Convergers are those with dominant abilities in the areas of Abstract
Conceptualization and Active Experimentation. They are highly skilled in the
practical application of ideas. They tend to do best in situations where there is a
single best solution or answer to a problem. The Divergers are those with dominant

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abilities in the areas of Concrete Experience and Reflective Observation, essentially
the opposite strengths of the Converger. People with this learning style are good at
seeing the “big picture” and organizing smaller bits of information into a meaningful
whole. The Divergers tend to be emotional and creative and enjoy brainstorming to
come up with new ideas. Artists, musicians, counselors and people with a strong
interest in the fine arts, humanities and liberal arts tend to have a learning style. The
Assimilators are skilled in the areas of Abstract Conceptualization and Reflective
Observation. Understanding and creating theoretical models is one of their greatest
strengths. They tend to be more interested in abstract ideas than in people, but they
are not greatly concerned with the practical application of theories. Individuals who
work in math and the basic sciences tend to have this type of learning style. The
accommodators are the strongest in Concrete and Active Experimentation. This
style is basically the opposite of the assimilator style. Accommodators are doers;
they enjoy performing experiments and carrying out plans in the real world. Out of
all the four learning styles, Accommodators tend to be the greatest risk-takers. They
are good at thinking on their feet and changing their plans spontaneously in
response to a new formation.
In essence, the two sets of learning styles are similar and can be the same
such that each learning style has similar or the same characteristic and description.
Kolb’s Accommodators is similar if not exactly the same as that of Honey and
Mumford’s
Activists; Theorists with Assimilators; Convergers with Pragmatists and
Divergers with Reflectors. Technically, with Kolb’s and Mumford’s sets of learning
styles, they are closely similar rather than being far-off different. The researcher’s
decision to use Honey and Mumford’s set of learning styles is due to the fact that
the majority of “made” studies have already explored if not exploited the Kolb’s
learning styles. This study, trying to be different, the researcher hopes to find out
something new and unique which the other researchers have not uncovered yet.

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 CATEGORIES

A. Theories, concepts, B. Historical data that C. Concepts that may have

terms, and ideas that may needs to be shared to been borrowed from other
be unfamiliar to the target provide context on why the disciplines that may be
audience which requires current issue emerged unfamiliar to the reader and
additional explanation need an explanation

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 What I Have Learned

A. Designs a research used in daily life

A research problem is a specific issue, difficulty, contradiction, or gap in
knowledge that you aim to address in your research.
1. Researchable research problems are problems that can be answered through the
scientific process.
2. Non-research problems are questions that are more inclined to explaining or
describing people’s views, values, attitudes, opinions, and other subjective traits.
3. Good research problems must be feasible, clear, significant, and ethical.

B. Writes a research title

1. A research title summarizes the ideas of a study.
2. A research title must be specific, measurable, attainable, realistic, and time-
bounded.
3. A research title must be relevant to the present.
4. Well-done research must have repetitiveness.
5. A research title must use 15 words as the maximum.
6. Use words that create a positive impression and stimulate reader interest.
7. Avoid using abbreviations.
8. Use current nomenclature from the field of study.
9. Identify key variables, both dependent and independent.
10. May reveal how the paper will be organized.
11. Titles are usually in the form of a phrase but can also be in the form of a question.
12. Use correct grammar and capitalization in writing a research title.
13. A title or subtitle can be in the form of a question.
14. In writing the research title, you have to answer some basic questions such as
its objective, methods and results.
15. You have to identify and list the keywords.
16. Write a long sentence for your title using the keywords identified.
17. Delete unnecessary words and redundant words.
18. Delete extra elements to meet suitable word count, put key terms in the
beginning and the end.

C. Describes background of research

In this module, you learned the following:
1. The functions of research background.
2. Information that can be tackled in the background.
3. The differences between introduction and background.

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 What I Can Do
Directions: Carefully read the statements and answer the questions. You can answer
on a the blanks provided or on a separate sheet/s of paper.

A. Designs a research used in daily life

You have learned the characteristics of a good research problem. You already
know the guidelines for choosing a research problem. As a student, (1) what are the
problems that you encountered that you want to address? What can you do to start
the change? Plan your action in assessing the problem.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

B. Writes a research title

Observe your home. What are the issues/problems/relationships you want to
solve/establish/explore? Using the same template in activity number 3, make a
researchable title.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

C. Describes background of research

As all the essential information about the research background has been
discussed, write a brief research background considering all the relevant concepts
discussed in this module.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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