Annex1B to DepEd Order No. 42, s.

2016

GRADES 1 TO 12 Timalang National High 12-Diamond (Humanities and Social Sciences, Home
School Grade Level
DAILY LESSON School Economics, and Industrial Arts)
LOG Teacher Sonny M. Cordova Learning Area Practical Research 2
November 6-10, 2023
Teaching Dates and
2:00 PM-3:00 PM Quarter 2
Time
(MTWTHF)
I.OBJECTIVES At the end of the lesson, the At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students should be able to: should be able to: students should be able to: students should be able to: students should be able to:

1. chooses appropriate 1. chooses appropriate 1. chooses appropriate 1. chooses appropriate 1. chooses appropriate
quantitative research quantitative research design. quantitative research quantitative research quantitative research design.
design. 2. describes sampling procedure design. design. 2. describes sampling
2. describes sampling and the sample. 2. describes sampling 2. describes sampling procedure and the sample.
procedure and the sample. 3. constructs an instrument and procedure and the procedure and the 3. constructs an instrument and
3. constructs an instrument establishes its validity and sample. sample. establishes its validity and
and establishes its validity reliability. 3. constructs an instrument 3. constructs an reliability.
and reliability. 4. describes intervention (if and establishes its instrument and 4. describes intervention (if
4. describes intervention (if applicable). validity and reliability. establishes its validity applicable).
applicable). 4. describes intervention (if and reliability.
applicable). 4. describes intervention
(if applicable).

WEEK 1 Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of... understanding of... understanding of... understanding of... understanding of...

1. quantitative research 1. quantitative research designs 1. quantitative research 1. quantitative research 1. quantitative research
designs 2. description of sample designs designs designs
2. description of sample 3. instrument development 2. description of sample 2. description of sample 2. description of sample
3. instrument development 4. description of intervention (if 3. instrument development 3. instrument development 3. instrument development
4. description of intervention applicable) 4. description of 4. description of 4. description of intervention
(if applicable) 5. data collection and analysis intervention (if intervention (if (if applicable)
5. data collection and analysis procedures such as survey, applicable) applicable) 5. data collection and analysis
procedures such as survey, interview, and observation. 5. data collection and 5. data collection and procedures such as survey,
interview, and observation. 6. guidelines in writing research analysis procedures such analysis procedures interview, and observation.
6. guidelines in writing methodology. as survey, interview, and such as survey, 6. guidelines in writing
research methodology. observation. interview, and research methodology.
6. guidelines in writing observation.
research methodology. 6. guidelines in writing
1
 research methodology.
B. Performance Standards The learner is able to... The learner... The learner... The learner... The learner...

describe adequately quantitative describe adequately quantitative describe adequately describe adequately describe adequately quantitative
research designs, sample, research designs, sample, quantitative research designs, quantitative research research designs, sample,
instrument used, intervention (if instrument used, intervention (if sample, instrument used, designs, sample, instrument instrument used, intervention (if
applicable), data collection, and applicable), data collection, and intervention (if applicable), used, intervention (if applicable), data collection, and
analysis procedures. analysis procedures. data collection, and analysis applicable), data collection, analysis procedures.
procedures. and analysis procedures.
C. Learning Competencies The learners... The learners... The learners... The learners... The learners...
/ Code:
1. chooses appropriate 1. chooses appropriate 1. chooses appropriate 1. chooses appropriate 1. chooses appropriate
quantitative research quantitative research design. quantitative research quantitative research quantitative research design.
design. CS_RS12-IIa-c-1 design. design. CS_RS12-IIa-c-1
CS_RS12-IIa-c-1 2. describes sampling procedure CS_RS12-IIa-c-1 CS_RS12-IIa-c-1 2. describes sampling
2. describes sampling and the sample. 2. describes sampling 2. describes sampling procedure and the sample.
procedure and the sample. CS_RS12-IIa-c-2 procedure and the procedure and the CS_RS12-IIa-c-2
CS_RS12-IIa-c-2 3. constructs an instrument and sample. sample. 3. constructs an instrument and
3. constructs an instrument establishes its validity and CS_RS12-IIa-c-2 CS_RS12-IIa-c-2 establishes its validity and
and establishes its validity reliability. 3. constructs an instrument 3. constructs an reliability.
and reliability. CS_RS12-IIa-c-3 and establishes its instrument and CS_RS12-IIa-c-3
CS_RS12-IIa-c-3 4. describes intervention (if validity and reliability. establishes its validity 4. describes intervention (if
4. describes intervention (if applicable). CS_RS12-IIa-c-3 and reliability. applicable).
applicable). CS_RS12-IIa-c-4 4. describes intervention (if CS_RS12-IIa-c-3 CS_RS12-IIa-c-4
CS_RS12-IIa-c-4 applicable). 4. describes intervention
CS_RS12-IIa-c-4 (if applicable).
CS_RS12-IIa-c-4

II.CONTENT Understanding Data and Understanding Data and

Understanding Data and Ways Understanding Data and Ways to Understanding Data and Ways to
Ways to Systematically Ways to Systematically
to Systematically Collect Data Systematically Collect Data Systematically Collect Data
Collect Data Collect Data
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None None None None
2. Learner’s Materials Practical Research 2 Quarter 4 Practical Research 2 Quarter 4 – Practical Research 2 Quarter Practical Research 2 Quarter Practical Research 2 Quarter 4 –
pages – Module 4: The Methods in Module 4: The Methods in 4 – Module 4: The Methods 4 – Module 4: The Methods Module 4: The Methods in
Quantitative Research Page 1- Quantitative Research Page 1-17 in Quantitative Research in Quantitative Research Quantitative Research Page 1-17
17 Page 1-17 Page 1-17
3. Textbooks pages None None None None None
4. Additional Materials None None None None None

2
 pages from learning
Resources (LR) portal
B. Other Learning Resource DepEd Schools Division of DepEd Schools Division of Negros DepEd Schools Division of DepEd Schools Division of DepEd Schools Division of
Negros Oriental Oriental Negros Oriental Negros Oriental Negros Oriental
Alternative Delivery Mode Alternative Delivery Mode (ADM) Alternative Delivery Mode Alternative Delivery Mode Alternative Delivery Mode
(ADM) Senior High School Senior High School (ADM) Senior High School (ADM) Senior High School (ADM) Senior High School
IV.PROCEDURES Inquiry-Based Learning Using 7Es Model
A. Reviewing previous
lesson or presenting the
new lesson.
ELICIT

B. Establishing a purpose
1.
for the lesson. I
ENGAGE
t is an action for the problem
1. It is an action for the problem tackled by the researcher/s. 1. It is an action for the 1. It is an action for the 1. It is an action for the problem
tackled by the researcher/s. 2. The researcher investigates the problem tackled by the problem tackled by the tackled by the researcher/s.
2. The researcher investigates the treatment of an intervention into researcher/s. researcher/s. 2. The researcher investigates the
treatment of an intervention the study group and then measures 2. The researcher investigates 2. The researcher treatment of an intervention
into the study group and then the outcomes of the treatment. the treatment of an investigates the treatment into the study group and then
measures the outcomes of the 3. Survey is used for collecting data intervention into the study of an intervention into the measures the outcomes of the
treatment. from a predefined group of group and then measures study group and then treatment.
3. Survey is used for collecting respondents to gain information the outcomes of the measures the outcomes of 3. Survey is used for collecting
data from a predefined group and insights into various topics of treatment. the treatment. data from a predefined group of
of respondents to gain interest. 3. Survey is used for 3. Survey is used for respondents to gain information
information and insights into 4. The entire population is involved collecting data from a collecting data from a and insights into various topics
various topics of interest. but for your research study, you predefined group of predefined group of of interest.
4. The entire population is need to select only apart from the respondents to gain respondents to gain 4. The entire population is
involved but for your research whole because it is doubtful that information and insights information and insights involved but for your research
study, you need to select only researcher should be able to collect into various topics of into various topics of study, you need to select only
apart from the whole because data from all cases. interest. interest. apart from the whole because it

3
 it is doubtful that researcher 5. Developing questionnaire proposed 4. The entire population is 4. The entire population is is doubtful that researcher
should be able to collect data by the researcher to obtain valid involved but for your involved but for your should be able to collect data
from all cases. information coming from different research study, you need to research study, you need from all cases.
5. Developing questionnaire sources is one of the critical select only apart from the to select only apart from 5. Developing questionnaire
proposed by the researcher to activities. whole because it is doubtful the whole because it is proposed by the researcher to
obtain valid information 6. Most researchers want to receive that researcher should be doubtful that researcher obtain valid information
coming from different sources credit for their contributions and do able to collect data from all should be able to collect coming from different sources
is one of the critical activities. not want to have their ideas stolen cases. data from all cases. is one of the critical activities.
6. Most researchers want to or disclosed prematurely. 5. Developing questionnaire 5. Developing questionnaire 6. Most researchers want to
receive credit for their 7. Capturing the quality evidence that proposed by the researcher proposed by the researcher receive credit for their
contributions and do not want then translates to rich data analysis to obtain valid information to obtain valid information contributions and do not want
to have their ideas stolen or and allows the building of a coming from different coming from different to have their ideas stolen or
disclosed prematurely. convincing and credible answer to sources is one of the critical sources is one of the disclosed prematurely.
7. Capturing the quality evidence questions that have been posed. activities. critical activities. 7. Capturing the quality evidence
that then translates to rich data 8. Choose the study design either 6. Most researchers want to 6. Most researchers want to that then translates to rich data
analysis and allows the questionnaire study or a laboratory receive credit for their receive credit for their analysis and allows the
building of a convincing and experiment? What kind of design contributions and do not contributions and do not building of a convincing and
credible answer to questions do you choose (descriptive, want to have their ideas want to have their ideas credible answer to questions
that have been posed. crosssectional, case-control)? stolen or disclosed stolen or disclosed that have been posed.
8. Choose the study design either 9. Response rate is the number of prematurely. prematurely. 8. Choose the study design either
questionnaire study or a cases agreeing to take part in the 7. Capturing the quality 7. Capturing the quality questionnaire study or a
laboratory experiment? What study. evidence that then translates evidence that then laboratory experiment? What
kind of design do you choose 10. Researchers must be equipped with to rich data analysis and translates to rich data kind of design do you choose
(descriptive, crosssectional, competence in providing and allows the building of a analysis and allows the (descriptive, crosssectional,
case-control)? selecting evidence on the convincing and credible building of a convincing case-control)?
9. Response rate is the number of components or construct of answer to questions that and credible answer to 9. Response rate is the number of
cases agreeing to take part in research to be used in his/her study. have been posed. questions that have been cases agreeing to take part in
the study. 8. Choose the study design posed. the study.
10. Researchers must be equipped either questionnaire study 8. Choose the study design 10. Researchers must be equipped
with competence in providing or a laboratory experiment? either questionnaire study with competence in providing
and selecting evidence on the What kind of design do you or a laboratory and selecting evidence on the
components or construct of choose (descriptive, experiment? What kind of components or construct of
research to be used in his/her crosssectional, case- design do you choose research to be used in his/her
study. control)? (descriptive, study.
9. Response rate is the number crosssectional, case-
of cases agreeing to take control)?
part in the study. 9. Response rate is the
10. Researchers must be number of cases agreeing
equipped with competence to take part in the study.
in providing and selecting 10. Researchers must be
evidence on the equipped with competence
components or construct of in providing and selecting
research to be used in evidence on the
his/her study. components or construct
of research to be used in
his/her study.
C. Presenting RESEARCH METHODOLOGY RESEARCH METHODOLOGY RESEARCH RESEARCH RESEARCH METHODOLOGY
Research methodology simply Research methodology simply refers to METHODOLOGY METHODOLOGY Research methodology simply refers
examples/instances of refers to the practical “how” of any the practical “how” of any given topic Research methodology simply Research methodology simply to the practical “how” of any given
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the new lesson. given topic of research. More of research. More specifically, it is refers to the practical “how” of refers to the practical “how” of topic of research. More specifically,
specifically, it is about how a about how a researcher systematically any given topic of research. any given topic of research. it is about how a researcher
ENGAGE researcher systematically designs a designs a study to ensure valid and More specifically, it is about More specifically, it is about systematically designs a study to
study to ensure valid and reliable reliable results that address the research how a researcher systematically how a researcher systematically ensure valid and reliable results that
results that address the research aims and objectives. designs a study to ensure valid designs a study to ensure valid address the research aims and
aims and objectives. For example, how did the researcher go and reliable results that address and reliable results that address objectives.
For example, how did the about deciding: the research aims and objectives. the research aims and For example, how did the researcher
researcher go about deciding: For example, how did the objectives. go about deciding:
What data to collect (and what data to researcher go about deciding: For example, how did the
What data to collect (and what data ignore) researcher go about deciding: What data to collect (and what data
to ignore) Who to collect it from (in research, this What data to collect (and what to ignore)
Who to collect it from (in research, is called “sampling design”) data to ignore) What data to collect (and what Who to collect it from (in research,
this is called “sampling design”) How to collect it (this is called “data Who to collect it from (in data to ignore) this is called “sampling design”)
How to collect it (this is called collection methods”) research, this is called “sampling Who to collect it from (in How to collect it (this is called “data
“data collection methods”) How to analyze it (this is called “data design”) research, this is called collection methods”)
How to analyze it (this is called analysis methods”) How to collect it (this is called “sampling design”) How to analyze it (this is called
“data analysis methods”) “data collection methods”) How to collect it (this is called “data analysis methods”)
What are the Methods of How to analyze it (this is called “data collection methods”)
What are the Methods of Quantitative Research? “data analysis methods”) How to analyze it (this is called What are the Methods of
Quantitative Research? The methods and techniques used in “data analysis methods”) Quantitative Research?
The methods and techniques writing research paper gauge to answer What are the Methods of The methods and techniques used
used in writing research paper the research questions and in collecting Quantitative Research? What are the Methods of in writing research paper gauge to
gauge to answer the research data. Realizing the appropriate design of The methods and techniques Quantitative Research? answer the research questions and in
questions and in collecting data. your research is an initial act of your used in writing research paper The methods and techniques collecting data. Realizing the
Realizing the appropriate design of study. gauge to answer the research used in writing research paper appropriate design of your research
your research is an initial act of questions and in collecting data. gauge to answer the research is an initial act of your study.
your study. Survey Realizing the appropriate design questions and in collecting
According to Sukamolson, (2007), of your research is an initial act data. Realizing the appropriate Survey
Survey Survey research includes the use of of your study. design of your research is an According to Sukamolson,
According to Sukamolson, scientific sampling method with a initial act of your study. (2007), Survey research includes the
(2007), Survey research includes designed questionnaire to quantify a Survey use of scientific sampling method
the use of scientific sampling given population's characteristics using According to Sukamolson, Survey with a designed questionnaire to
method with a designed statistical methods. (2007), Survey research includes According to Sukamolson, quantify a given population's
questionnaire to quantify a given More concisely Sukamolson, the use of scientific sampling (2007), Survey research characteristics using statistical
population's characteristics using (2007) further describes survey as a method with a designed includes the use of scientific methods.
statistical methods. form of quantitative research that is questionnaire to quantify a given sampling method with a More concisely Sukamolson,
More concisely Sukamolson, concerned with ‘sampling questionnaire, population's characteristics using designed questionnaire to (2007) further describes survey as a
(2007) further describes survey as a questionnaire design, questionnaire statistical methods. quantify a given population's form of quantitative research that is
form of quantitative research that is administration’ for the sake of gathering More concisely characteristics using statistical concerned with ‘sampling
concerned with ‘sampling information from the group/population Sukamolson, (2007) further methods. questionnaire, questionnaire design,
questionnaire, questionnaire design, under study, and then make analysis to describes survey as a form of More concisely questionnaire administration’ for the
questionnaire administration’ for better understand their behavior and quantitative research that is Sukamolson, (2007) further sake of gathering information from
the sake of gathering information characteristics. In addition, Kraemer concerned with ‘sampling describes survey as a form of the group/population under study,
from the group/population under (1991) outline three basic beliefs in questionnaire, questionnaire quantitative research that is and then make analysis to better
study, and then make analysis to survey research, such as survey which is design, questionnaire concerned with ‘sampling understand their behavior and
better understand their behavior used to describe quantitatively a administration’ for the sake of questionnaire, questionnaire characteristics. In addition, Kraemer
and characteristics. In addition, sectional aspect of a given populations gathering information from the design, questionnaire (1991) outline three basic beliefs in
Kraemer (1991) outline three basic that involves studying the relationship, group/population under study, administration’ for the sake of survey research, such as survey
beliefs in survey research, such as in survey research method, data are and then make analysis to better gathering information from the which is used to describe

5
survey which is used to describe obtained from people , and lastly, understand their behavior and group/population under study, quantitatively a sectional aspect of a
quantitatively a sectional aspect of survey sample a part of population characteristics. In addition, and then make analysis to given populations that involves
a given populations that involves which is later used to generalize the Kraemer (1991) outline three better understand their behavior studying the relationship, in survey
studying the relationship, in survey whole population, i.e a section of a basic beliefs in survey research, and characteristics. In addition, research method, data are obtained
research method, data are obtained population is sampled to represent the such as survey which is used to Kraemer (1991) outline three from people , and lastly, survey
from people , and lastly, survey whole population characteristics, describe quantitatively a basic beliefs in survey research, sample a part of population which is
sample a part of population which viewpoint as well as opinion as the case sectional aspect of a given such as survey which is used to later used to generalize the whole
is later used to generalize the whole maybe. populations that involves describe quantitatively a population, i.e a section of a
population, i.e a section of a studying the relationship, in sectional aspect of a given population is sampled to represent
population is sampled to represent Correlational survey research method, data are populations that involves the whole population characteristics,
the whole population A quantitative methodology used to obtained from people , and studying the relationship, in viewpoint as well as opinion as the
characteristics, viewpoint as well as determine whether, and to what degree, lastly, survey sample a part of survey research method, data case maybe.
opinion as the case maybe. a relationship exists between two or population which is later used to are obtained from people , and
more variables within a population (or a generalize the whole population, lastly, survey sample a part of Correlational
Correlational sample). The degree of relationships is i.e a section of a population is population which is later used A quantitative methodology
A quantitative methodology expressed by correlation coefficients. sampled to represent the whole to generalize the whole used to determine whether, and to
used to determine whether, and to Coefficients range from +1.00 to -1.00. population characteristics, population, i.e a section of a what degree, a relationship exists
what degree, a relationship exists Higher correlations (coefficients closer viewpoint as well as opinion as population is sampled to between two or more variables
between two or more variables to +1.00 or -1.00) indicate stronger the case maybe. represent the whole population within a population (or a sample).
within a population (or a sample). relationships. Positive correlations characteristics, viewpoint as The degree of relationships is
The degree of relationships is indicate that as the values associated Correlational well as opinion as the case expressed by correlation
expressed by correlation with one variable go up, so do the A quantitative methodology maybe. coefficients. Coefficients range from
coefficients. Coefficients range values associated with the other. used to determine whether, and +1.00 to -1.00. Higher correlations
from +1.00 to -1.00. Higher Negative correlations indicate that as the to what degree, a relationship Correlational (coefficients closer to +1.00 or -
correlations (coefficients closer to values associated with one variable go exists between two or more A quantitative 1.00) indicate stronger relationships.
+1.00 or -1.00) indicate stronger up, the values associated with the other variables within a population (or methodology used to determine Positive correlations indicate that as
relationships. Positive correlations go down. But tracing on this, Leedy & a sample). The degree of whether, and to what degree, a the values associated with one
indicate that as the values Ormrod (2010) remark that correlation relationships is expressed by relationship exists between two variable go up, so do the values
associated with one variable go up, method of research deals with the correlation coefficients. or more variables within a associated with the other. Negative
so do the values associated with the creating relationship amid two or more Coefficients range from +1.00 to population (or a sample). The correlations indicate that as the
other. Negative correlations variables in the same population. “The -1.00. Higher correlations degree of relationships is values associated with one variable
indicate that as the values first type of correlational design, (coefficients closer to +1.00 or - expressed by correlation go up, the values associated with the
associated with one variable go up, explanatory design, is conducted 1.00) indicate stronger coefficients. Coefficients range other go down. But tracing on this,
the values associated with the other whenresearchers want to explore the relationships. Positive from +1.00 to -1.00. Higher Leedy & Ormrod (2010) remark that
go down. But tracing on this, Leedy extents to which two or more variables correlations indicate that as the correlations (coefficients closer correlation method of research deals
& Ormrod (2010) remark that co- vary, that is, where changes in one values associated with one to +1.00 or -1.00) indicate with the creating relationship amid
correlation method of research variable are reflected in changes in the variable go up, so do the values stronger relationships. Positive two or more variables in the same
deals with the creating relationship other (Creswell, 2008, p. 358). The associated with the other. correlations indicate that as the population. “The first type of
amid two or more variables in the second type of correlational design, Negative correlations indicate values associated with one correlational design, explanatory
same population. “The first type of prediction design, is used by researchers that as the values associated with variable go up, so do the values design, is conducted
correlational design, explanatory when the purpose of the study is to one variable go up, the values associated with the other. whenresearchers want to explore the
design, is conducted predict certain outcomes in one variable associated with the other go Negative correlations indicate extents to which two or more
whenresearchers want to explore from another variable that serves asthe down. But tracing on this, Leedy that as the values associated variables co- vary, that is, where
the extents to which two or more predictor. & Ormrod (2010) remark that with one variable go up, the changes in one variable are reflected
variables co- vary, that is, where correlation method of research values associated with the other in changes in the other (Creswell,
changes in one variable are Experimental deals with the creating go down. But tracing on this, 2008, p. 358). The second type of
reflected in changes in the other In the experimental research, the relationship amid two or more Leedy & Ormrod (2010) correlational design, prediction
(Creswell, 2008, p. 358). The researcher investigates the treatment of variables in the same population. remark that correlation method design, is used by researchers when
second type of correlational design, an intervention into the study group and “The first type of correlational of research deals with the the purpose of the study is to predict

6
prediction design, is used by then measures the outcomes ofthe design, explanatory design, is creating relationship amid two certain outcomes in one variable
researchers when the purpose of the treatment. There are three types of conducted whenresearchers want or more variables in the same from another variable that serves
study is to predict certain outcomes exploratory approaches: to explore the extents to which population. “The first type of asthe predictor.
in one variable from another d. pre-experimental two or more variables co- vary, correlational design,
variable that serves asthe predictor. e. true experimental that is, where changes in one explanatory design, is Experimental
f. quasi-experimental variable are reflected in changes conducted whenresearchers In the experimental research,
Experimental According to Leedy & Ormrod, in the other (Creswell, 2008, p. want to explore the extents to the researcher investigates the
In the experimental research, (2001). The pre-experimental design 358). The second type of which two or more variables treatment of an intervention into the
the researcher investigates the involves an independent variable that correlational design, prediction co- vary, that is, where changes study group and then measures the
treatment of an intervention into does not vary or a control group that is design, is used by researchers in one variable are reflected in outcomes ofthe treatment. There are
the study group and then measures not randomly selected. Campbell and when the purpose of the study is changes in the other (Creswell, three types of exploratory
the outcomes ofthe treatment. Stanley (1963) endorsed the true to predict certain outcomes in 2008, p. 358). The second type approaches:
There are three types of exploratory experimental design, which provides a one variable from another of correlational design, m. pre-experimental
approaches: higher degree of control in the variable that serves asthe prediction design, is used by n. true experimental
a. pre-experimental experiment and produces a higher predictor. researchers when the purpose o. quasi-experimental
b. true experimental degree of validity. The true of the study is to predict certain According to Leedy & Ormrod,
c. quasi-experimental experimental designs result in a Experimental outcomes in one variable from (2001). The pre-experimental design
According to Leedy & systemic approach to quantitative data In the experimental another variable that serves involves an independent variable
Ormrod, (2001). The pre- collection involving mathematical research, the researcher asthe predictor. that does not vary or a control group
experimental design involves an models in the analyses. Whereas the investigates the treatment of an that is not randomly selected.
independent variable that does not quasi-experimental design involves intervention into the study group Experimental Campbell and Stanley (1963)
vary or a control group that is not nonrandom selection of study and then measures the outcomes In the experimental endorsed the true experimental
randomly selected. Campbell and participants. Therefore, control is ofthe treatment. There are three research, the researcher design, which provides a higher
Stanley (1963) endorsed the true limited, and true experimentation is not types of exploratory approaches: investigates the treatment of an degree of control in the experiment
experimental design, which possible. Since the variable cannot be g. pre-experimental intervention into the study and produces a higher degree of
provides a higher degree of control controlled, validity may be sacrificed. h. true experimental group and then measures the validity. The true experimental
in the experiment and produces a The factorial design focuses on two or i. quasi-experimental outcomes ofthe treatment. designs result in a systemic
higher degree of validity. The true more categories with the independent According to Leedy & There are three types of approach to quantitative data
experimental designs result in a variables as compared to the dependent Ormrod, (2001). The pre- exploratory approaches: collection involving mathematical
systemic approach to quantitative variable (Vogt, 1999). Key, (1997) experimental design involves an j. pre-experimental models in the analyses. Whereas the
data collection involving describes experimental research as a independent variable that does k. true experimental quasi-experimental design involves
mathematical models in the form of research whereby a researcher not vary or a control group that l. quasi-experimental nonrandom selection of study
analyses. Whereas the quasi- takes control and maintains the basic is not randomly selected. According to Leedy & participants. Therefore, control is
experimental design involves elements that might affect the result of Campbell and Stanley (1963) Ormrod, (2001). The pre- limited, and true experimentation is
nonrandom selection of study an experiment, by so doing; the endorsed the true experimental experimental design involves not possible. Since the variable
participants. Therefore, control is researcher predicts the outcome of an design, which provides a higher an independent variable that cannot be controlled, validity may
limited, and true experimentation is experiment. While experimental design degree of control in the does not vary or a control be sacrificed. The factorial design
not possible. Since the variable is the synopsis that guides a researcher experiment and produces a group that is not randomly focuses on two or more categories
cannot be controlled, validity may while testing his hypothesis inorder to higher degree of validity. The selected. Campbell and Stanley with the independent variables as
be sacrificed. The factorial design reach a tangible conclusion on the true experimental designs result (1963) endorsed the true compared to the dependent variable
focuses on two or more categories relationship concerning an independent in a systemic approach to experimental design, which (Vogt, 1999). Key, (1997) describes
with the independent variables as variable and a dependent variable. quantitative data collection provides a higher degree of experimental research as a form of
compared to the dependent variable Experiment deals with the process involving mathematical models control in the experiment and research whereby a researcher takes
(Vogt, 1999). Key, (1997) of supporting, rejecting, or validating a in the analyses. Whereas the produces a higher degree of control and maintains the basic
describes experimental research as hypothesis to get insight into the cause quasi-experimental design validity. The true experimental elements that might affect the result
a form of research whereby a and effect of something when certain involves nonrandom selection of designs result in a systemic of an experiment, by so doing; the
researcher takes control and factors are being manipulated. For study participants. Therefore, approach to quantitative data researcher predicts the outcome of
maintains the basic elements that example, someone may carry out a basic control is limited, and true collection involving an experiment. While experimental
might affect the result of an experiment to understand the existence experimentation is not possible. mathematical models in the design is the synopsis that guides a

7
experiment, by so doing; the of gravity while others basically Since the variable cannot be analyses. Whereas the quasi- researcher while testing his
researcher predicts the outcome of scientists carry out experiment for years controlled, validity may be experimental design involves hypothesis inorder to reach a
an experiment. While experimental depending on the subject matter to be sacrificed. The factorial design nonrandom selection of study tangible conclusion on the
design is the synopsis that guides a experimented. focuses on two or more participants. Therefore, control relationship concerning an
researcher while testing his categories with the independent is limited, and true independent variable and a
hypothesis inorder to reach a Causal-Comparative or Ex Post Facto variables as compared to the experimentation is not possible. dependent variable.
tangible conclusion on the According to Gay (1976), Ex post dependent variable (Vogt, 1999). Since the variable cannot be Experiment deals with the
relationship concerning an facto implies "from after the fact” which Key, (1997) describes controlled, validity may be process of supporting, rejecting, or
independent variable and a means ex-post facto research, where the experimental research as a form sacrificed. The factorial design validating a hypothesis to get insight
dependent variable. researcher investigates a problem by of research whereby a researcher focuses on two or more into the cause and effect of
Experiment deals with the studying the variables in survey. It is takes control and maintains the categories with the independent something when certain factors are
process of supporting, rejecting, or research in which the dependent basic elements that might affect variables as compared to the being manipulated. For example,
validating a hypothesis to get variable is immediately observable and the result of an experiment, by dependent variable (Vogt, someone may carry out a basic
insight into the cause and effect of now the main concern is to find out the so doing; the researcher predicts 1999). Key, (1997) describes experiment to understand the
something when certain factors are backgrounds that gave rise to this the outcome of an experiment. experimental research as a form existence of gravity while others
being manipulated. For example, consequence. – In addition, a While experimental design is the of research whereby a basically scientists carry out
someone may carry out a basic causalcomparative study is a form of synopsis that guides a researcher researcher takes control and experiment for years depending on
experiment to understand the study that tries to identify and determine while testing his hypothesis maintains the basic elements the subject matter to be
existence of gravity while others the cause and effect of the relationship inorder to reach a tangible that might affect the result of experimented.
basically scientists carry out between two or more groups where the conclusion on the relationship an experiment, by so doing; the
experiment for years depending on researcher attempts to determine the concerning an independent researcher predicts the outcome Causal-Comparative or Ex Post
the subject matter to be cause, or reason, for pre-existing variable and a dependent of an experiment. While Facto
experimented. differences in groups of individuals. variable. experimental design is the According to Gay (1976), Ex
Experiment deals with the synopsis that guides a post facto implies "from after the
Causal-Comparative or Ex Post Here are the differences and similarities process of supporting, rejecting, researcher while testing his fact” which means ex-post facto
Facto between causal-comparative and or validating a hypothesis to get hypothesis inorder to reach a research, where the researcher
According to Gay (1976), Ex correlational studies: insight into the cause and effect tangible conclusion on the investigates a problem by studying
post facto implies "from after the  The causal-comparative study of something when certain relationship concerning an the variables in survey. It is research
fact” which means ex-post facto looks at differences between factors are being manipulated. independent variable and a in which the dependent variable is
research, where the researcher groups whiles correlational study For example, someone may dependent variable. immediately observable and now the
investigates a problem by studying looks for relationships of variables carry out a basic experiment to Experiment deals with the main concern is to find out the
the variables in survey. It is within a single group. understand the existence of process of supporting, backgrounds that gave rise to this
research in which the dependent  Causal-comparative and gravity while others basically rejecting, or validating a consequence. – In addition, a
variable is immediately observable correlational studies are similar in scientists carry out experiment hypothesis to get insight into causalcomparative study is a form of
and now the main concern is to find that both used to examine for years depending on the the cause and effect of study that tries to identify and
out the backgrounds that gave rise relationships among variables. subject matter to be something when certain factors determine the cause and effect of the
to this consequence. – In addition, a  Causal comparative includes experimented. are being manipulated. For relationship between two or more
causalcomparative study is a form categorical independent and or example, someone may carry groups where the researcher
of study that tries to identify and dependent variable but the Causal-Comparative or Ex out a basic experiment to attempts to determine the cause, or
determine the cause and effect of correlational study only includes Post Facto understand the existence of reason, for pre-existing differences
the relationship between two or quantitative variables. According to Gay (1976), gravity while others basically in groups of individuals.
more groups where the researcher  Causal-comparative research Ex post facto implies "from after scientists carry out experiment
attempts to determine the cause, or provides better evidence of cause- the fact” which means ex-post for years depending on the Here are the differences and
reason, for pre-existing differences and-effect relationships than facto research, where the subject matter to be similarities between causal-
in groups of individuals. correlational research. researcher investigates a experimented. comparative and correlational
 Like correlational research, causal- problem by studying the studies:
Here are the differences and comparative research is sometimes variables in survey. It is research Causal-Comparative or Ex  The causal-comparative study
similarities between causal- treated as a type of descriptive in which the dependent variable Post Facto looks at differences between
comparative and correlational research since it too describes is immediately observable and According to Gay (1976), groups whiles correlational
8
studies: conditions that already exist. now the main concern is to find Ex post facto implies "from study looks for relationships of
 The causal-comparative study out the backgrounds that gave after the fact” which means ex- variables within a single group.
looks at differences between rise to this consequence. – In post facto research, where the  Causal-comparative and
groups whiles correlational addition, a causalcomparative researcher investigates a correlational studies are similar
study looks for relationships study is a form of study that tries problem by studying the in that both used to examine
of variables within a single to identify and determine the variables in survey. It is relationships among variables.
group. cause and effect of the research in which the  Causal comparative includes
 Causal-comparative and relationship between two or dependent variable is categorical independent and or
correlational studies are more groups where the immediately observable and dependent variable but the
similar in that both used to researcher attempts to determine now the main concern is to find correlational study only
examine relationships among the cause, or reason, for pre- out the backgrounds that gave includes quantitative variables.
variables. existing differences in groups of rise to this consequence. – In  Causal-comparative research
 Causal comparative includes individuals. addition, a causalcomparative provides better evidence of
categorical independent and or study is a form of study that cause-and-effect relationships
dependent variable but the Here are the differences and tries to identify and determine than correlational research.
correlational study only similarities between causal- the cause and effect of the  Like correlational research,
includes quantitative comparative and correlational relationship between two or causal-comparative research is
variables. studies: more groups where the sometimes treated as a type of
 Causal-comparative research  The causal-comparative researcher attempts to descriptive research since it too
provides better evidence of study looks at differences determine the cause, or reason, describes conditions that
cause-and-effect relationships between groups whiles for pre-existing differences in already exist.
than correlational research. correlational study looks groups of individuals.
 Like correlational research, for relationships of
causal-comparative research is variables within a single Here are the differences and
sometimes treated as a type of group. similarities between causal-
descriptive research since it  Causal-comparative and comparative and correlational
too describes conditions that correlational studies are studies:
already exist. similar in that both used to  The causal-comparative
examine relationships study looks at differences
among variables. between groups whiles
 Causal comparative correlational study looks
includes categorical for relationships of
independent and or variables within a single
dependent variable but the group.
correlational study only  Causal-comparative and
includes quantitative correlational studies are
variables. similar in that both used to
 Causal-comparative examine relationships
research provides better among variables.
evidence of cause-and-  Causal comparative
effect relationships than includes categorical
correlational research. independent and or
 Like correlational research, dependent variable but the
causal-comparative correlational study only
research is sometimes includes quantitative
treated as a type of variables.
descriptive research since it  Causal-comparative
too describes conditions research provides better
that already exist. evidence of cause-and-
9
 effect relationships than
correlational research.
 Like correlational
research, causal-
comparative research is
sometimes treated as a
type of descriptive
research since it too
describes conditions that
already exist.
D. Discussing new concepts SAMPLING METHODS SAMPLING METHODS SAMPLING METHODS SAMPLING METHODS SAMPLING METHODS
Sampling means selecting from Sampling means selecting from a Sampling means selecting Sampling means selecting Sampling means selecting from
and practicing new skills a huge number of respondents or huge number of respondents or from a huge number of from a huge number of a huge number of respondents or
#1. participants to answer your participants to answer your research respondents or participants to respondents or participants to participants to answer your research
EXPLORE research questions. The entire questions. The entire population is answer your research questions. answer your research questions. questions. The entire population is
population is involved but for your involved but for your research study, The entire population is involved The entire population is involved but for your research study,
research study, you need to select you need to select only apart from the but for your research study, you involved but for your research you need to select only apart from
only apart from the whole because whole because it is doubtful that need to select only apart from study, you need to select only the whole because it is doubtful that
it is doubtful that researcher should researcher should be able to collect data the whole because it is doubtful apart from the whole because it researcher should be able to collect
be able to collect data from all from all cases. Thus, there is a need to that researcher should be able to is doubtful that researcher data from all cases. Thus, there is a
cases. Thus, there is a need to select a sample. The entire set of cases collect data from all cases. Thus, should be able to collect data need to select a sample. The entire
select a sample. The entire set of from which researcher sample is drawn there is a need to select a from all cases. Thus, there is a set of cases from which researcher
cases from which researcher in called the population. Since, sample. The entire set of cases need to select a sample. The sample is drawn in called the
sample is drawn in called the researchers neither have time nor the from which researcher sample is entire set of cases from which population. Since, researchers
population. Since, researchers resources to analysis the entire drawn in called the population. researcher sample is drawn in neither have time nor the resources
neither have time nor the resources population so they apply sampling Since, researchers neither have called the population. Since, to analysis the entire population so
to analysis the entire population so technique to reduce the number of cases. time nor the resources to researchers neither have time they apply sampling technique to
they apply sampling technique to (Taherdoost, Hamed. 2016) analysis the entire population so nor the resources to analysis the reduce the number of cases.
reduce the number of cases. Figure 1 illustrates the stages that they apply sampling technique to entire population so they apply (Taherdoost, Hamed. 2016)
(Taherdoost, Hamed. 2016) are likely to go through when reduce the number of cases. sampling technique to reduce Figure 1 illustrates the stages
Figure 1 illustrates the stages conducting sampling in your research. (Taherdoost, Hamed. 2016) the number of cases. that are likely to go through when
that are likely to go through when Figure 1 illustrates the (Taherdoost, Hamed. 2016) conducting sampling in your
conducting sampling in your stages that are likely to go Figure 1 illustrates the research.
research. through when conducting stages that are likely to go
sampling in your research. through when conducting
sampling in your research.

Figure 1. Sampling Process

Steps
Figure 1. Sampling Process Steps Figure 1. Sampling Process https://www.researchgate.net/p
https://www.researchgate.net/publicatio Steps ublication/319998246_Samplin
n/319998246_Sampling_Methods_in_R https://www.researchgate.net/pu g_Methods_in_Research_M Figure 1. Sampling Process Steps
Figure 1. Sampling Process Steps esearch_M blication/319998246_Sampling_ ethodology_How_to_Choose_a https://www.researchgate.net/public
10
 https://www.researchgate.net/publi ethodology_How_to_Choose_a_Sampli Methods_in_Research_M _Sampling_Technique_for_Res ation/319998246_Sampling_Method
cation/319998246_Sampling_Meth ng_Technique_for_Research ethodology_How_to_Choose_a_ earch s_in_Research_M
ods_in_Research_M Stage 1: Clearly Define Target Sampling_Technique_for_Resea Stage 1: Clearly Define Target ethodology_How_to_Choose_a_Sa
ethodology_How_to_Choose_a_Sa Population rch Population mpling_Technique_for_Research
mpling_Technique_for_Research The first stage in the sampling Stage 1: Clearly Define Target The first stage in the Stage 1: Clearly Define Target
Stage 1: Clearly Define Target process is to clearly define target Population sampling process is to clearly Population
Population population. Population is commonly The first stage in the define target population. The first stage in the sampling
The first stage in the sampling related to the number of people living sampling process is to clearly Population is commonly related process is to clearly define target
process is to clearly define target ina particular country. In other words, define target population. to the number of people living population. Population is commonly
population. Population is this group of individuals, that the Population is commonly related ina particular country. In other related to the number of people
commonly related to the number of intervention intends to conduct research to the number of people living words, this group of living ina particular country. In
people living ina particular country. in and draw conclusions from. ina particular country. In other individuals, that the other words, this group of
In other words, this group of Stage2: Select Sampling Frame words, this group of individuals, intervention intends to conduct individuals, that the intervention
individuals, that the intervention A sampling frame is a list of the that the intervention intends to research in and draw intends to conduct research in and
intends to conduct research in and actual cases from which sample will be conduct research in and draw conclusions from. draw conclusions from.
draw conclusions from. drawn. The sampling frame must be conclusions from. Stage2: Select Sampling Frame Stage2: Select Sampling Frame
Stage2: Select Sampling Frame representative of the population. The Stage2: Select Sampling Frame A sampling frame is a list A sampling frame is a list of the
A sampling frame is a list of 'list' may be an actual listing of units, as A sampling frame is a list of of the actual cases from which actual cases from which sample will
the actual cases from which sample in a phone book from which phone the actual cases from which sample will be drawn. The be drawn. The sampling frame must
will be drawn. The sampling frame numbers will be sampled, or some other sample will be drawn. The sampling frame must be be representative of the population.
must be representative of the description of the population, such as a sampling frame must be representative of the The 'list' may be an actual listing of
population. The 'list' may be an map from which areas will be sampled. representative of the population. population. The 'list' may be an units, as in a phone book from
actual listing of units, as in a phone Stage 3: Choose Sampling Technique The 'list' may be an actual listing actual listing of units, as in a which phone numbers will be
book from which phone numbers Before examining the different of units, as in a phone book from phone book from which phone sampled, or some other description
will be sampled, or some other types of sampling method, it is which phone numbers will be numbers will be sampled, or of the population, such as a map
description of the population, such important to note on what is meant by sampled, or some other some other description of the from which areas will be sampled.
as a map from which areas will be sampling besides with reasons why description of the population, population, such as a map from Stage 3: Choose Sampling
sampled. researchers are likely to select a sample. such as a map from which areas which areas will be sampled. Technique
Stage 3: Choose Sampling Taking a division from chosen sampling will be sampled. Stage 3: Choose Sampling Before examining the different
Technique frame or entire population is called Stage 3: Choose Sampling Technique types of sampling method, it is
Before examining the different sampling. Technique Before examining the important to note on what is meant
types of sampling method, it is Sampling can be used to make Before examining the different types of sampling by sampling besides with reasons
important to note on what is meant inference about a population or to make different types of sampling method, it is important to note why researchers are likely to select a
by sampling besides with reasons generalization in relation to existing method, it is important to note on what is meant by sampling sample. Taking a division from
why researchers are likely to select theory. In essence, this depends on on what is meant by sampling besides with reasons why chosen sampling frame or entire
a sample. Taking a division from choice of sampling technique. Sampling besides with reasons why researchers are likely to select a population is called sampling.
chosen sampling frame or entire techniques can be divided into two researchers are likely to select a sample. Taking a division from Sampling can be used to make
population is called sampling. types: The Probability or random sample. Taking a division from chosen sampling frame or inference about a population or to
Sampling can be used to make sampling and the Non- probability or chosen sampling frame or entire entire population is called make generalization in relation to
inference about a population or to non- random sampling. This was clearly population is called sampling. sampling. existing theory. In essence, this
make generalization in relation to discussed in the previous modules in the Sampling can be used to Sampling can be used to depends on choice of sampling
existing theory. In essence, this Practical Research 1 in the First make inference about a make inference about a technique. Sampling techniques can
depends on choice of sampling Semester. population or to make population or to make be divided into two types: The
technique. Sampling techniques can generalization in relation to generalization in relation to Probability or random sampling and
be divided into two types: The Before choosing specific type of existing theory. In essence, this existing theory. In essence, this the Non- probability or non- random
Probability or random sampling sampling technique, it is needed to depends on choice of sampling depends on choice of sampling sampling. This was clearly discussed
and the Non- probability or non- decide broad sampling technique. Figure technique. Sampling techniques technique. Sampling techniques in the previous modules in the
random sampling. This was clearly 2 shows the various types of sampling can be divided into two types: can be divided into two types: Practical Research 1 in the First
discussed in the previous modules techniques. The Probability or random The Probability or random Semester.

11
in the Practical Research 1 in the sampling and the Non- sampling and the Non-
First Semester. probability or non- random probability or non- random Before choosing specific type of
sampling. This was clearly sampling. This was clearly sampling technique, it is needed to
Before choosing specific type of discussed in the previous discussed in the previous decide broad sampling technique.
sampling technique, it is needed to modules in the Practical modules in the Practical Figure 2 shows the various types of
decide broad sampling technique. Research 1 in the First Semester. Research 1 in the First sampling techniques.
Figure 2 shows the various types of Semester.
sampling techniques. Before choosing specific type of
sampling technique, it is needed Before choosing specific type
Figure 2. Shows the Sampling to decide broad sampling of sampling technique, it is
Techniques technique. Figure 2 shows the needed to decide broad
https://www.researchgate.net/publicatio various types of sampling sampling technique. Figure 2
n/319998246_Sampling_Methods_in_R techniques. shows the various types of
esearch_Met sampling techniques. Figure 2. Shows the Sampling
hodology_How_to_Choose_a_Sampling Techniques
Figure 2. Shows the Sampling _Technique_for_Research https://www.researchgate.net/public
Techniques Stage 4: Determine Sample Size ation/319998246_Sampling_Method
https://www.researchgate.net/publi In order to simplify from a random s_in_Research_Met
Figure 2. Shows the Sampling Figure 2. Shows the Sampling
cation/319998246_Sampling_Meth sample and avoid sampling errors or hodology_How_to_Choose_a_Samp
Techniques Techniques
ods_in_Research_Met biases, a random sample needs to be of ling_Technique_for_Research
https://www.researchgate.net/pu https://www.researchgate.net/p
hodology_How_to_Choose_a_Sam suitable size. What is suitable depends Stage 4: Determine Sample Size
blication/319998246_Sampling_ ublication/319998246_Samplin
pling_Technique_for_Research on several issues which often confuse In order to simplify from a
Methods_in_Research_Met g_Methods_in_Research_Met
Stage 4: Determine Sample Size people doing surveys for the first time. random sample and avoid sampling
hodology_How_to_Choose_a_S hodology_How_to_Choose_a_
In order to simplify from a This is because what is important here is errors or biases, a random sample
ampling_Technique_for_Resear Sampling_Technique_for_Rese
random sample and avoid sampling not the proportion of the research needs to be of suitable size. What is
ch arch
errors or biases, a random sample population that gets sampled, but the suitable depends on several issues
Stage 4: Determine Sample Size Stage 4: Determine Sample
needs to be of suitable size. What is absolute size of the sample selected which often confuse people doing
In order to simplify from a Size
suitable depends on several issues relative to the complexity of the surveys for the first time. This is
random sample and avoid In order to simplify from a
which often confuse people doing population, the aims of the researcher because what is important here is
sampling errors or biases, a random sample and avoid
surveys for the first time. This is and the kinds of statistical manipulation not the proportion of the research
random sample needs to be of sampling errors or biases, a
because what is important here is that will be used in data analysis. While population that gets sampled, but the
suitable size. What is suitable random sample needs to be of
not the proportion of the research the larger the sample the lesser the absolute size of the sample selected
depends on several issues which suitable size. What is suitable
population that gets sampled, but likelihood that findings will be biased relative to the complexity of the
often confuse people doing depends on several issues
the absolute size of the sample does hold, diminishing returns can population, the aims of the
surveys for the first time. This is which often confuse people
selected relative to the complexity quickly set in when samples get over a researcher and the kinds of statistical
because what is important here is doing surveys for the first time.
of the population, the aims of the specific size which need to be balanced manipulation that will be used in
not the proportion of the This is because what is
researcher and the kinds of against the researcher’s resources (Gill data analysis. While the larger the
research population that gets important here is not the
statistical manipulation that will be et al., 2010). To put it bluntly, larger sample the lesser the likelihood that
sampled, but the absolute size of proportion of the research
used in data analysis. While the sample sizes reduce sampling error but findings will be biased does hold,
the sample selected relative to population that gets sampled,
larger the sample the lesser the at a decreasing rate. Several statistical diminishing returns can quickly set
the complexity of the but the absolute size of the
likelihood that findings will be formulas are available for determining in when samples get over a specific
population, the aims of the sample selected relative to the
biased does hold, diminishing sample size. size which need to be balanced
researcher and the kinds of complexity of the population,
returns can quickly set in when Stage 5: Collect Data against the researcher’s resources
statistical manipulation that will the aims of the researcher and
samples get over a specific size After having a target population, (Gill et al., 2010). To put it bluntly,
be used in data analysis. While the kinds of statistical
which need to be balanced against sampling frame, sampling technique and larger sample sizes reduce sampling
the larger the sample the lesser manipulation that will be used
the researcher’s resources (Gill et sample size have been established, the error but at a decreasing rate.
the likelihood that findings will in data analysis. While the
al., 2010). To put it bluntly, larger next step is to collect data coming from Several statistical formulas are
be biased does hold, diminishing larger the sample the lesser the
sample sizes reduce sampling error the subjects of your research study. available for determining sample
returns can quickly set in when likelihood that findings will be
but at a decreasing rate. Several Stage 6: Assess Response Rate size.
samples get over a specific size
12
 statistical formulas are available for Response rate is the number of which need to be balanced biased does hold, diminishing Stage 5: Collect Data
determining sample size. cases agreeing to take part in the study. against the researcher’s returns can quickly set in when After having a target population,
Stage 5: Collect Data These cases are taken from original resources (Gill et al., 2010). To samples get over a specific size sampling frame, sampling technique
After having a target sample. In reality, most researchers put it bluntly, larger sample sizes which need to be balanced and sample size have been
population, sampling frame, never achieve a 100 percent response reduce sampling error but at a against the researcher’s established, the next step is to
sampling technique and sample size rate. Reasons for this might include decreasing rate. Several resources (Gill et al., 2010). To collect data coming from the
have been established, the next step refusal to respond, ineligibility to statistical formulas are available put it bluntly, larger sample subjects of your research study.
is to collect data coming from the respond, inability to respond, or the for determining sample size. sizes reduce sampling error but Stage 6: Assess Response Rate
subjects of your research study. respondent has been located but Stage 5: Collect Data at a decreasing rate. Several Response rate is the number of
Stage 6: Assess Response Rate researchers are unable to make contact. After having a target statistical formulas are cases agreeing to take part in the
Response rate is the number of In sum, response rate is important population, sampling frame, available for determining study. These cases are taken from
cases agreeing to take part in the because each nonresponse is liable to sampling technique and sample sample size. original sample. In reality, most
study. These cases are taken from bias the final sample. Clearly defining size have been established, the Stage 5: Collect Data researchers never achieve a 100
original sample. In reality, most sample, employing the right sampling next step is to collect data After having a target percent response rate. Reasons for
researchers never achieve a 100 technique, and generating a large coming from the subjects of population, sampling frame, this might include refusal to
percent response rate. Reasons for sample, in some respects can help to your research study. Stage 6: sampling technique and sample respond, ineligibility to respond,
this might include refusal to reduce the likelihood of sample bias. Assess Response Rate size have been established, the inability to respond, or the
respond, ineligibility to respond, Response rate is the number next step is to collect data respondent has been located but
inability to respond, or the of cases agreeing to take part in coming from the subjects of researchers are unable to make
respondent has been located but the study. These cases are taken your research study. Stage 6: contact. In sum, response rate is
researchers are unable to make from original sample. In reality, Assess Response Rate important because each nonresponse
contact. In sum, response rate is most researchers never achieve a Response rate is the is liable to bias the final sample.
important because each 100 percent response rate. number of cases agreeing to Clearly defining sample, employing
nonresponse is liable to bias the Reasons for this might include take part in the study. These the right sampling technique, and
final sample. Clearly defining refusal to respond, ineligibility cases are taken from original generating a large sample, in some
sample, employing the right to respond, inability to respond, sample. In reality, most respects can help to reduce the
sampling technique, and generating or the respondent has been researchers never achieve a 100 likelihood of sample bias.
a large sample, in some respects located but researchers are percent response rate. Reasons
can help to reduce the likelihood of unable to make contact. In sum, for this might include refusal to
sample bias. response rate is important respond, ineligibility to
because each nonresponse is respond, inability to respond, or
liable to bias the final sample. the respondent has been located
Clearly defining sample, but researchers are unable to
employing the right sampling make contact. In sum, response
technique, and generating a large rate is important because each
sample, in some respects can nonresponse is liable to bias the
help to reduce the likelihood of final sample. Clearly defining
sample bias. sample, employing the right
sampling technique, and
generating a large sample, in
some respects can help to
reduce the likelihood of sample
bias.
E. Discussing new concepts Developing an Instrument to Developing an Instrument to Measure Developing an Instrument to Developing an Instrument to Developing an Instrument to
Measure Research Skills Research Skills Measure Research Skills Measure Research Skills Measure Research Skills
and practicing new skills The main objective in The main objective in conducting The main objective in The main objective in The main objective in conducting
#2 conducting research for all students research for all students is to develop conducting research for all conducting research for all research for all students is to
EXPLORE is to develop them as competent them as competent researchers and students is to develop them as students is to develop them as develop them as competent
researchers and acquired the acquired the knowledge and skills of competent researchers and competent researchers and researchers and acquired the
13
knowledge and skills of conducting conducting and disseminating his or her acquired the knowledge and acquired the knowledge and knowledge and skills of conducting
and disseminating his or her research in a particular field of research. skills of conducting and skills of conducting and and disseminating his or her
research in a particular field of This has been the focus in most of the disseminating his or her research disseminating his or her research in a particular field of
research. This has been the focus in programmes by research (Dodani & in a particular field of research. research in a particular field of research. This has been the focus in
most of the programmes by LaPorte (2008), Murtonen (2005) & This has been the focus in most research. This has been the most of the programmes by research
research (Dodani & LaPorte Sveiby (2001). The following are the of the programmes by research focus in most of the (Dodani & LaPorte (2008),
(2008), Murtonen (2005) & Sveiby five-phase model for development of (Dodani & LaPorte (2008), programmes by research Murtonen (2005) & Sveiby (2001).
(2001). The following are the five- questionnaire: Murtonen (2005) & Sveiby (Dodani & LaPorte (2008), The following are the five-phase
phase model for development of Step I (2001). The following are the Murtonen (2005) & Sveiby model for development of
questionnaire: A review of literature on the five-phase model for (2001). The following are the questionnaire:
Step I development of ability to conduct development of questionnaire: five-phase model for Step I
A review of literature on the research was carried out in this step. Step I development of questionnaire: A review of literature on the
development of ability to conduct Therefore, researchers must be equipped A review of literature on the Step I development of ability to conduct
research was carried out in this with competence in providing and development of ability to A review of literature on research was carried out in this step.
step. Therefore, researchers must selecting evidence on the components or conduct research was carried out the development of ability to Therefore, researchers must be
be equipped with competence in construct of research to be used in in this step. Therefore, conduct research was carried equipped with competence in
providing and selecting evidence his/her study. researchers must be equipped out in this step. Therefore, providing and selecting evidence on
on the components or construct of The review revealed that there were with competence in providing researchers must be equipped the components or construct of
research to be used in his/her study. many components of research skills and selecting evidence on the with competence in providing research to be used in his/her study.
The review revealed that there involved. A few of the studies do components or construct of and selecting evidence on the The review revealed that there
were many components of research develop their own instruments to research to be used in his/her components or construct of were many components of research
skills involved. A few of the measure the skills (Gilmore & Feldon study. research to be used in his/her skills involved. A few of the studies
studies do develop their own (2010), Kardash (2000), Powers & The review revealed that study. do develop their own instruments to
instruments to measure the skills Enright (1987)). It is serious for this there were many components of The review revealed that measure the skills (Gilmore &
(Gilmore & Feldon (2010), study to measure adequately the research skills involved. A few there were many components Feldon (2010), Kardash (2000),
Kardash (2000), Powers & Enright knowledge and skills to conduct of the studies do develop their of research skills involved. A Powers & Enright (1987)). It is
(1987)). It is serious for this study research, so open ended items may not own instruments to measure the few of the studies do develop serious for this study to measure
to measure adequately the be suitable to adapt for the study. skills (Gilmore & Feldon (2010), their own instruments to adequately the knowledge and skills
knowledge and skills to conduct Similarly instruments that are to be Kardash (2000), Powers & measure the skills (Gilmore & to conduct research, so open ended
research, so open ended items may completed by an external observer to Enright (1987)). It is serious for Feldon (2010), Kardash (2000), items may not be suitable to adapt
not be suitable to adapt for the measure the student research abilities this study to measure adequately Powers & Enright (1987)). It is for the study. Similarly instruments
study. Similarly instruments that were also felt not appropriate. This is the knowledge and skills to serious for this study to that are to be completed by an
are to be completed by an external because an instrument that require conduct research, so open ended measure adequately the external observer to measure the
observer to measure the student student themselves to evaluate or self- items may not be suitable to knowledge and skills to student research abilities were also
research abilities were also felt not assessed their research knowledge and adapt for the study. Similarly conduct research, so open felt not appropriate. This is because
appropriate. This is because an skills is being required. Since none is instruments that are to be ended items may not be an instrument that require student
instrument that require student found suitable for the study, the completed by an external suitable to adapt for the study. themselves to evaluate or self-
themselves to evaluate or self- researchers decided to develop one. A observer to measure the student Similarly instruments that are assessed their research knowledge
assessed their research knowledge review was carried out to identify the research abilities were also felt to be completed by an external and skills is being required. Since
and skills is being required. Since constructs of research skills that are not appropriate. This is because observer to measure the student none is found suitable for the study,
none is found suitable for the study, deemed important to conduct research. an instrument that require research abilities were also felt the researchers decided to develop
the researchers decided to develop There were a range of skills necessary student themselves to evaluate or not appropriate. This is because one. A review was carried out to
one. A review was carried out to for research and there were different self-assessed their research an instrument that require identify the constructs of research
identify the constructs of research labels being used for similar constructs. knowledge and skills is being student themselves to evaluate skills that are deemed important to
skills that are deemed important to Step II required. Since none is found or self-assessed their research conduct research. There were a
conduct research. There were a After identifying the concept, and suitable for the study, the knowledge and skills is being range of skills necessary for research
range of skills necessary for defining it operationally, items were researchers decided to develop required. Since none is found and there were different labels being
research and there were different developed for each construct. Some of one. A review was carried out to suitable for the study, the used for similar constructs.
labels being used for similar the items from existing instruments identify the constructs of researchers decided to develop Step II

14
constructs. which are available in the literature research skills that are deemed one. A review was carried out After identifying the concept,
Step II were adapted. The rest of the items were important to conduct research. to identify the constructs of and defining it operationally, items
After identifying the concept, developed by the researchers based on There were a range of skills research skills that are deemed were developed for each construct.
and defining it operationally, items the operational definition of the necessary for research and there important to conduct research. Some of the items from existing
were developed for each construct. construct. A Liker-type of scale was were different labels being used There were a range of skills instruments which are available in
Some of the items from existing preferred where students were asked to for similar constructs. necessary for research and the literature were adapted. The rest
instruments which are available in tick against each item. Step II there were different labels of the items were developed by the
the literature were adapted. The rest Example: After identifying the being used for similar researchers based on the operational
of the items were developed by the concept, and defining it constructs. definition of the construct. A Liker-
researchers based on the Construct operationally, items were Step II type of scale was preferred where
operational definition of the The use of Protective Equipment in developed for each construct. After identifying the students were asked to tick against
construct. A Liker-type of scale TVL Some of the items from existing concept, and defining it each item.
was preferred where students were Sample of item for the construct instruments which are available operationally, items were Example:
asked to tick against each item. I am confident wearing of PPE during in the literature were adapted. developed for each construct.
Example: laboratory time The rest of the items were Some of the items from Construct
Step III developed by the researchers existing instruments which are The use of Protective Equipment in
Construct The draft items were then reviewed based on the operational available in the literature were TVL
The use of Protective Equipment in by the researcher and place the items definition of the construct. A adapted. The rest of the items Sample of item for the construct
TVL according to the constructs it belongs Liker-type of scale was preferred were developed by the I am confident wearing of PPE
Sample of item for the construct based using the operational definitions where students were asked to researchers based on the during laboratory time
I am confident wearing of PPE and sent to the subject teacher for tick against each item. operational definition of the Step III
during laboratory time validation. Example: construct. A Liker-type of scale The draft items were then
Step III Step IV The next phase, involved item was preferred where students reviewed by the researcher and place
The draft items were then analysis, using and the output of the Construct were asked to tick against each the items according to the constructs
reviewed by the researcher and analysis on inter-correlations between The use of Protective Equipment item. it belongs based using the
place the items according to the the items and its constructs. A few items in TVL Example: operational definitions and sent to
constructs it belongs based using were deleted if it is not in line with the Sample of item for the the subject teacher for validation.
the operational definitions and sent construct. construct Construct Step IV The next phase, involved
to the subject teacher for validation. Step V The reliability for each construct I am confident wearing of PPE The use of Protective item analysis, using and the output
Step IV The next phase, involved was again computed to see the during laboratory time Equipment in TVL of the analysis on inter-correlations
item analysis, using and the output reliabilities of the constructs were Step III Sample of item for the between the items and its constructs.
of the analysis on inter-correlations sufficiently high, the instrument is The draft items were then construct A few items were deleted if it is not
between the items and its readyfor use. reviewed by the researcher and I am confident wearing of PPE in line with the construct.
constructs. A few items were place the items according to the during laboratory time Step V The reliability for each
deleted if it is not in line with the constructs it belongs based using Step III construct was again computed to see
construct. the operational definitions and The draft items were then the reliabilities of the constructs
Step V The reliability for each sent to the subject teacher for reviewed by the researcher and were sufficiently high, the
construct was again computed to validation. place the items according to the instrument is readyfor use.
see the reliabilities of the constructs Step IV The next phase, constructs it belongs based
were sufficiently high, the involved item analysis, using using the operational
instrument is readyfor use. and the output of the analysis on definitions and sent to the
inter-correlations between the subject teacher for validation.
items and its constructs. A few Step IV The next phase,
items were deleted if it is not in involved item analysis, using
line with the construct. and the output of the analysis
Step V The reliability for each on inter-correlations between
construct was again computed to the items and its constructs. A
see the reliabilities of the few items were deleted if it is
constructs were sufficiently not in line with the construct.

15
 high, the instrument is readyfor Step V The reliability for each
use. construct was again computed
to see the reliabilities of the
constructs were sufficiently
high, the instrument is readyfor
use.
F. Developing mastery What is Research Intervention? What is Research Intervention? What is Research What is Research What is Research Intervention?
Research intervention is the Research intervention is the heart Intervention? Intervention? Research intervention is the
(Leads to Formative heart of the study where strategies of the study where strategies employed Research intervention is the Research intervention is heart of the study where strategies
Assessment 3) employed to minimize the problem to minimize the problem handled by the heart of the study where the heart of the study where employed to minimize the problem
EXPLAIN handled by the researcher. It is the researcher. It is the treatment for the strategies employed to minimize strategies employed to handled by the researcher. It is the
treatment for the problem tackled problem tackled by the researcher/s. It is the problem handled by the minimize the problem handled treatment for the problem tackled by
by the researcher/s. It is characterized by both the design and researcher. It is the treatment for by the researcher. It is the the researcher/s. It is characterized
characterized by both the design development of interventions. Design the problem tackled by the treatment for the problem by both the design and development
and development of interventions. involves the specification of an researcher/s. It is characterized tackled by the researcher/s. It is of interventions. Design involves the
Design involves the specification of intervention. This includes determining by both the design and characterized by both the specification of an intervention. This
an intervention. This includes the extent to which an intervention is development of interventions. design and development of includes determining the extent to
determining the extent to which an defined by explicit practice principles, Design involves the specification interventions. Design involves which an intervention is defined by
intervention is defined by explicit goals, and activities needed for of an intervention. This includes the specification of an explicit practice principles, goals,
practice principles, goals, and enhancement of the research conducted. determining the extent to which intervention. This includes and activities needed for
activities needed for enhancement Some interventions are highly an intervention is defined by determining the extent to which enhancement of the research
of the research conducted. Some responsive to dialogue and the explicit practice principles, an intervention is defined by conducted. Some interventions are
interventions are highly responsive hermeneutics of exchange between goals, and activities needed for explicit practice principles, highly responsive to dialogue and
to dialogue and the hermeneutics of intervention agents and participants enhancement of the research goals, and activities needed for the hermeneutics of exchange
exchange between intervention (Wolpe 1969). conducted. Some interventions enhancement of the research between intervention agents and
agents and participants (Wolpe The development of intervention is are highly responsive to dialogue conducted. Some interventions participants (Wolpe 1969).
1969). generally coming from the interest of and the hermeneutics of are highly responsive to The development of intervention
The development of the researcher/s to stop or help the exchange between intervention dialogue and the hermeneutics is generally coming from the interest
intervention is generally coming problem to be solved. agents and participants (Wolpe of exchange between of the researcher/s to stop or help the
from the interest of the researcher/s 1969). intervention agents and problem to be solved.
to stop or help the problem to be Data Collection & Analysis Procedure The development of participants (Wolpe 1969).
solved. Data collection is the process of intervention is generally coming The development of Data Collection & Analysis
gathering and measuring information on from the interest of the intervention is generally Procedure
Data Collection & Analysis variables of interest, in an established researcher/s to stop or help the coming from the interest of the Data collection is the process of
Procedure systematic fashion that enables one to problem to be solved. researcher/s to stop or help the gathering and measuring
Data collection is the process of answer stated research questions, test problem to be solved. information on variables of interest,
gathering and measuring hypotheses, and evaluate outcomes. The Data Collection & Analysis in an established systematic fashion
information on variables of interest, goal for all data collection is to capture Procedure Data Collection & Analysis that enables one to answer stated
in an established systematic fashion quality evidence that then translates to Data collection is the process Procedure research questions, test hypotheses,
that enables one to answer stated rich data analysis and allows the of gathering and measuring Data collection is the and evaluate outcomes. The goal for
research questions, test hypotheses, building of a convincing and credible information on variables of process of gathering and all data collection is to capture
and evaluate outcomes. The goal answer to questions that have been interest, in an established measuring information on quality evidence that then translates
for all data collection is to capture posed. An accurate data collection is systematic fashion that enables variables of interest, in an to rich data analysis and allows the
quality evidence that then translates essential to maintaining the integrity of one to answer stated research established systematic fashion building of a convincing and
to rich data analysis and allows the research (Kabir 2016). questions, test hypotheses, and that enables one to answer credible answer to questions that
building of a convincing and Quantitative data is numerical in evaluate outcomes. The goal for stated research questions, test have been posed. An accurate data
credible answer to questions that nature and can be mathematically all data collection is to capture hypotheses, and evaluate collection is essential to maintaining
have been posed. An accurate data computed. It measures the uses of quality evidence that then outcomes. The goal for all data the integrity of research (Kabir
collection is essential to different scales, which can be classified translates to rich data analysis collection is to capture quality 2016).
16
maintaining the integrity of as nominal scale, ordinal scale, interval and allows the building of a evidence that then translates to Quantitative data is numerical in
research (Kabir 2016). scale and ratio scale. Quantitative convincing and credible answer rich data analysis and allows nature and can be mathematically
Quantitative data is numerical approaches address the ‘what’ of the to questions that have been the building of a convincing computed. It measures the uses of
in nature and can be program. They use a systematic posed. An accurate data and credible answer to different scales, which can be
mathematically computed. It standardized approach and employ collection is essential to questions that have been posed. classified as nominal scale, ordinal
measures the uses of different methods such as surveys and ask maintaining the integrity of An accurate data collection is scale, interval scale and ratio scale.
scales, which can be classified as questions. These approaches have an research (Kabir 2016). essential to maintaining the Quantitative approaches address the
nominal scale, ordinal scale, advantage that they are cheaper to Quantitative data is integrity of research (Kabir ‘what’ of the program. They use a
interval scale and ratio scale. implement and consistent so numerical in nature and can be 2016). systematic standardized approach
Quantitative approaches address comparisons can be easily made, and the mathematically computed. It Quantitative data is and employ methods such as surveys
the ‘what’ of the program. They size of the effect can usually be measures the uses of different numerical in nature and can be and ask questions. These approaches
use a systematic standardized measured. However, it is limited in the scales, which can be classified as mathematically computed. It have an advantage that they are
approach and employ methods such capacity for the investigation and nominal scale, ordinal scale, measures the uses of different cheaper to implement and consistent
as surveys and ask questions. These explanation of similarities and interval scale and ratio scale. scales, which can be classified so comparisons can be easily made,
approaches have an advantage that unexpected differences. Quantitative approaches address as nominal scale, ordinal scale, and the size of the effect can usually
they are cheaper to implement and The Quantitative data collection the ‘what’ of the program. They interval scale and ratio scale. be measured. However, it is limited
consistent so comparisons can be methods trust on random sampling and use a systematic standardized Quantitative approaches in the capacity for the investigation
easily made, and the size of the structured data collection instruments approach and employ methods address the ‘what’ of the and explanation of similarities and
effect can usually be measured. that fit diverse experiences into such as surveys and ask program. They use a systematic unexpected differences.
However, it is limited in the programmed response categories. They questions. These approaches standardized approach and The Quantitative data collection
capacity for the investigation and produce results that are easy to have an advantage that they are employ methods such as methods trust on random sampling
explanation of similarities and summarize, compare, and generalize. If cheaper to implement and surveys and ask questions. and structured data collection
unexpected differences. the intent is to generalize from the consistent so comparisons can be These approaches have an instruments that fit diverse
The Quantitative data research participants to a larger easily made, and the size of the advantage that they are cheaper experiences into programmed
collection methods trust on random population, the researcher will employ effect can usually be measured. to implement and consistent so response categories. They produce
sampling and structured data probability sampling to select However, it is limited in the comparisons can be easily results that are easy to summarize,
collection instruments that fit participants. capacity for the investigation made, and the size of the effect compare, and generalize. If the
diverse experiences into and explanation of similarities can usually be measured. intent is to generalize from the
programmed response categories. Characteristic quantitative data and unexpected differences. However, it is limited in the research participants to a larger
They produce results that are easy gathering strategies include: The Quantitative data capacity for the investigation population, the researcher will
to summarize, compare, and 1. Experiments/clinical trials. collection methods trust on and explanation of similarities employ probability sampling to
generalize. If the intent is to 2. Observing and recording well- random sampling and structured and unexpected differences. select participants.
generalize from the research defined events (e.g., counting the data collection instruments that The Quantitative data
participants to a larger population, number of patients waiting in fit diverse experiences into collection methods trust on Characteristic quantitative data
the researcher will employ emergency at specified times of the programmed response random sampling and gathering strategies include:
probability sampling to select day during the Pandemic). categories. They produce results structured data collection 1. Experiments/clinical trials.
participants. 3. Obtaining relevant data from that are easy to summarize, instruments that fit diverse 2. Observing and recording well-
management information systems. compare, and generalize. If the experiences into programmed defined events (e.g., counting
Characteristic quantitative data 4. Administering surveys with closed- intent is to generalize from the response categories. They the number of patients waiting
gathering strategies include: ended questions (e.g., face-to face research participants to a larger produce results that are easy to in emergency at specified times
1. Experiments/clinical trials. and telephone interviews, population, the researcher will summarize, compare, and of the day during the
2. Observing and recording well- questionnaires etc). employ probability sampling to generalize. If the intent is to Pandemic).
defined events (e.g., counting 5. In quantitative research (survey select participants. generalize from the research 3. Obtaining relevant data from
the number of patients waiting research), interviews are more participants to a larger management information
in emergency at specified structured than in Qualitative Characteristic quantitative data population, the researcher will systems.
times of the day during the research. In a structured interview, gathering strategies include: employ probability sampling to 4. Administering surveys with
Pandemic). the researcher asks a standard set 1. Experiments/clinical trials. select participants. closed-ended questions (e.g.,
3. Obtaining relevant data from of questions and nothing more. 2. Observing and recording face-to face and telephone
management information Face -to -face interviews have a well-defined events (e.g., Characteristic quantitative data interviews, questionnaires etc).

17
 systems. distinct advantage of enabling the counting the number of gathering strategies include: 5. In quantitative research (survey
4. Administering surveys with researcher to establish rapport with patients waiting in 1. Experiments/clinical trials. research), interviews are more
closed-ended questions (e.g., potential participants and therefore emergency at specified 2. Observing and recording structured than in Qualitative
face-to face and telephone gain their cooperation. times of the day during the well-defined events (e.g., research. In a structured
interviews, questionnaires 6. Paper-pencil-questionnaires can be Pandemic). counting the number of interview, the researcher asks a
etc). sent to many people and saves the 3. Obtaining relevant data patients waiting in standard set of questions and
5. In quantitative research researcher time and money. People from management emergency at specified nothing more. Face -to -face
(survey research), interviews are more truthful while responding information systems. times of the day during the interviews have a distinct
are more structured than in to the questionnaires regarding 4. Administering surveys with Pandemic). advantage of enabling the
Qualitative research. In a controversial issues since their closed-ended questions 3. Obtaining relevant data researcher to establish rapport
structured interview, the responses are anonymous. (e.g., face-to face and from management with potential participants and
researcher asks a standard set telephone interviews, information systems. therefore gain their
of questions and nothing questionnaires etc). 4. Administering surveys cooperation.
more. Face -to -face 5. In quantitative research with closed-ended 6. Paper-pencil-questionnaires can
interviews have a distinct (survey research), questions (e.g., face-to be sent to many people and
advantage of enabling the interviews are more face and telephone saves the researcher time and
researcher to establish rapport structured than in interviews, questionnaires money. People are more
with potential participants and Qualitative research. In a etc). truthful while responding to the
therefore gain their structured interview, the 5. In quantitative research questionnaires regarding
cooperation. researcher asks a standard (survey research), controversial issues since their
6. Paper-pencil-questionnaires set of questions and nothing interviews are more responses are anonymous.
can be sent to many people more. Face -to -face structured than in
and saves the researcher time interviews have a distinct Qualitative research. In a
and money. People are more advantage of enabling the structured interview, the
truthful while responding to researcher to establish researcher asks a standard
the questionnaires regarding rapport with potential set of questions and
controversial issues since their participants and therefore nothing more. Face -to -
responses are anonymous. gain their cooperation. face interviews have a
6. Paper-pencil-questionnaires distinct advantage of
can be sent to many people enabling the researcher to
and saves the researcher establish rapport with
time and money. People are potential participants and
more truthful while therefore gain their
responding to the cooperation.
questionnaires regarding 6. Paper-pencil-
controversial issues since questionnaires can be sent
their responses are to many people and saves
anonymous. the researcher time and
money. People are more
truthful while responding
to the questionnaires
regarding controversial
issues since their
responses are anonymous.

G. Finding practical Activity 4: Let us do it… Activity 4: Let us do it… Activity 4: Let us do it… Activity 4: Let us do it… Activity 4: Let us do it…
applications of concepts Directions. Answer each Directions. Answer each question in Directions. Answer each Directions. Answer each Directions. Answer each
question in your your notebook/activity sheets. question in your question in your question in your
and skills in daily living
18
 ELABORATE notebook/activity sheets. 1. Identify the research notebook/activity sheets. notebook/activity sheets. notebook/activity sheets.
1. Identify the research methodology used in your 1. Identify the research 1. Identify the research 1. Identify the research
methodology used in your research. methodology used in methodology used in methodology used in your
research. 2. Why is research methodology your research. your research. research.
2. Why is research important? 2. Why is research 2. Why is research 2. Why is research
methodology important? 3. Is research intervention methodology important? methodology methodology important?
3. Is research intervention significant? Prove your answer. 3. Is research intervention important? 3. Is research intervention
significant? Prove your significant? Prove your 3. Is research intervention significant? Prove your
answer. answer. significant? Prove your answer.
answer.
H. Making generalization Activity 5 Activity 5 Activity 5 Activity 5 Activity 5
and abstractions about Directions. Write a short Directions. Write a short reflection Directions. Write a short Directions. Write a short Directions. Write a short
reflection in your Activity in your Activity Notebook. reflection in your Activity reflection in your Activity reflection in your Activity
the lesson Notebook. Notebook. Notebook. Notebook.
ELABORATE Today I have learned that _____
Today I have learned that _________________________ Today I have learned that Today I have learned that Today I have learned that _____
_____ The lesson made me feel that __ _____ _____ _________________________
_________________________ _________________________ The lesson made me feel that The lesson made me feel The lesson made me feel that __
The lesson made me feel that __ The lesson will be useful when __ that __ _________________________
_________________________ _________________________ The lesson will be useful The lesson will be useful The lesson will be useful when
The lesson will be useful when when when ________________ _________________________
_________________________ ______________________

I. Evaluating learning
EVALUATE

J. Additional activities for Activity 6 Activity 6 Activity 6 Activity 6 Activity 6

Directions. Revisit your research Directions. Revisit your research draft Directions. Revisit your research Directions. Revisit your Directions. Revisit your research
application or draft and discuss the following: and discuss the following: draft and discuss the following: research draft and discuss the draft and discuss the following:
remediation A. ______________________(R A. ______________________(Resear A. ______________________ following: A. ______________________(Re

19
 EXTEND esearch Title) ch Title) (Research Title) A. _____________________ search Title)
B. Study design B. Study design B. Study design _(Research Title) B. Study design
C. Selection of research location C. Selection of research location C. Selection of research B. Study design C. Selection of research location
D. Subjects or participants D. Subjects or participants location C. Selection of research D. Subjects or participants
E. Sample size E. Sample size D. Subjects or participants location E. Sample size
F. Study instruments F. Study instruments E. Sample size D. Subjects or participants F. Study instruments
G. Data Collection G. Data Collection F. Study instruments E. Sample size G. Data Collection
Data analysis H. Data analysis G. Data Collection F. Study instruments H. Data analysis
H. Data analysis G. Data Collection
H. Data analysis
V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation
B. No. Of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. Of learners
who have caught up with
the lesson.
D. No. Of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

20
Prepared by: Noted by:

SONNY M. CORDOVA EDDIE K. VILLAFLORES, EdD

Teacher II School Principal II

21