RSCH 1

1
[SH – PR2 / Practical Research 2] [Nature of Inquiry and Research]

Course
Module
Nature of Inquiry and
Research
There are many things you want to know in this world. Living and
nonliving things including the events – their nature or qualities make you
wonder continuously, frequently or quickly. Marveling at them, you put to
continue yourself in a course of situation where you seem to be grappling
with different problems. Questions after questions on the different
aspects of the things of your curiosity prod you to move, act, or do
something to find answers to your questions or to discover truths about
your inferences or speculations on such thing. Behaving like an
investigator, asking and seeking answers, to some questions about the
thing you find puzzling indicates the true nature of inquiry research.
(Baraceros, 2017)
At the end of the topic the students should be able

to:
1. Discuss the characteristics, strengths, weaknesses and kinds of
quantitative research; 2. Discuss the importance of quantitative research across the
field; and 3. Discuss the nature of variables.
Based on your knowledge and understanding. Define the following

words below.
a. Probe b.
Ponder c.
Random d.
Inquiry e.
Research
The Characteristics, Strengths, Weaknesses and Kinds of

Quantitative Research
Quantitative research makes you focus your mind on specific things by
means of statistics that involve collection and study of numerical data.
Thus, to give the basic meaning of quantitative research is to say that
research is a way of making any phenomenon or any sensory
experience clearer or more meaningful by gathering and examining facts
and information about such person, thing, place, or event appealing to
your senses (Baraceros, 2017)
Since quantitative research uses numbers and figures to denote a

particular thing, this kind of research requires you to focus your full
attention on the object of your study. This is why quantitative research is
described as objective research in contrast to qualitative research that is
subjective.
The importance of quantitative research lies realty in the production of
results that should reflect precise measurement and an in-depth analysis
of data. It is also useful in obtaining an objective understanding of people,
things, places, and events in this world; meaning, attaching accurate or
exact meanings to objects or subjects, rather than inflated meanings
resulting from the researcher’s bias or personal attachment to things
related to the research.
Quantitative research is of two

kinds:
a. Experimental – these are under this kind of research true
experimental,
quasi-experimental, and single subject, and pre-experimental. b.
Non-experimental – on the other hand these are sub type survey,
historical, observational, correlational, descriptive, and
comparative research
The Importance of Quantitative Research across the

Field
1. More reliable and objective 2. Can use statistics to generalise a finding

3. Often reduces and restructures a complex problem to a limited number
of
variables 4. Looks at relationships between variables and can establish cause and
effect in
highly controlled circumstances 5. Tests theories or hypotheses 6. Assumes sample is
representative of the population 7. Subjectivity of researcher in methodology
is recognised less 8. Less detailed than qualitative data and may miss a
desired response from the
participant.
(http://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%2
0and%20Managing%20Information%20Leicester/page_45.htm)
The Nature of
Variables
Variables are “changing or characteristics” of persons or things like age,
gender, intelligence, ideas, achievements, confidence, and so on that
are involved in your research study. Made up of the root or base word
“vary” which means undergo changes or to differ from, variables have
different or varying values in relation to time and situation. For instance,
as years go by, your age or intelligence increases. But placed in a
situation where you are afflicted with a disease or have no means of
reading or no access to any sources of knowledge, your intelligence
tend to decrease. (Sutter, 2013)
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[SH – PR2 / Practical Research 2] [Nature of Inquiry and Research]
Glossar
y
Experimental Research – an attempt by the researcher to maintain
control over-all factors that may affect the result of an experiment.
Quantitative Research - s the systematic empirical investigation of

observable phenomena via statistical, mathematical or
computational techniques.
Variable – a logical set of
attributes
1
[SH – PR2 / Practical Research 2] [The Research Process]
Course
Module
The Research
Process
Generally speaking, a research process starts with a research problem,

which the researcher has identified as researchable and has implications
to government trusts. Based on is identified major problem, he formulates
the specific problems/objectives of the study. He constructs a theoretical
framework or conceptual framework as basis for describing properly the
relationships of variables to the used in the study. He sates the
assumptions vividly to provide the foundation of the study.

to:
1. Discuss the essential phases of the research
process; 2. Discuss the guide in conducting research;
and 3. Discus the flowchart of the research process.
Essential Phases of the Research

Process
If one would like to have truthful information on world around, on nature,
on human being, he/she have to look for convincing data. Collecting such
data is process complicated, and complex and due to this very difficult.
For layman or even for medical student at the beginning of her/his
professional career can seem this statement hypertrophic, overshot, and
not very probable. Their view will change quickly when they are involved
in research (even very simple). It is generally accepted that reliable
information on human health state are necessary for prevention of disease
development and disease treatment. Only way how to obtain such
information is research in which are used scientific methods and it is done
by qualified and experienced scientists.
Generally, research is understood as systematic, controlled, empiric

and critical investigation of hypothetic statements on supposed
relationships among phenomenon. It is a process in which thinking is
dominant. Characteristic features of research are:
– Systematic solving of scientific problems
– using scientific methods – System of
interconnecting phases and steps
The research process should be understood as one of ongoing

planning, searching, discovery, reflection, synthesis, revision, and
learning.
Guide in Conducting
Research
To conduct proper research, one needs to realize that conducting research

cannot be done in a haphazard manner. To organize or focus the search,
the process needs to be keyword driven; what you retrieve from a search will
be dependent upon the computations you put on the search field. Therefore;
It is advisable to put your topic in question form first Then ask some basic
questions ¬ What is the main idea of my paper? ¬ What specific ideas am I
trying to describe or prove? ¬ What academic discipline does my topic fit
into? ¬ What specific aspect of the topic do I wish to consider? Also try to
answer the where, when who why and how of your topic.
Flow Chart of the Research

Process
This is the flow of the research
process
First –
Problems/Objectives
Second – Theoretical/Conceptual
Framework
Third –
Assumptions
Fourth –
Hypothesis
Fifth – Review of the Related

Literature
Sixth – Research
Design
Seventh – Data
Collection
Eighth – Data Processing and Statistical

Treatment
Ninth – Analysis and
Interpretation
Tenth – Summary, Conclusions and

Recommendations
Glossar
y
Research process – this is a process wherein you need to have different
skills like planning, organizing and the like in order to come up good
research.
[SH – PR2 / Practical Research 2] [Identifying the Inquiry and Stating the Problem]
1
Course
Module
Identifying the Inquiry and Stating the
Problem
In research, you are prone to thinking in various levels that range from
the simplest to the most complex modes or patterns of thinking. Your
initial acts here pertain to what you want to research on or what you
intend to subject more to higher levels of thinking as you go through
several stages of research. The kind or quality of thinking and attention
you give to your acts of choosing your research topic and of specifying
questions you want your research study to find answers to strongly
determine the success of your research work. (Baraceros, 2017)

to:
1. Discuss the range of research topics in the area of

inquiry; 2. Discuss the value of research in the area of
interest; and 3. Discuss the specificity and feasibility of the
problem posed
The Range of Research Topics in the Area of

Inquiry
The Inquiry/Research approach to professional development is one
which practitioners use to conduct systematic, intentional, field-based
inquiry into their own daily practices. The approach builds on the “real-
world” experiences practitioners bring to the field and is grounded in
analytical and reflective practice. Practitioners: (a) reflect critically upon
their own instructional practices; (b) review related research in their area
of interest; (c) pose problems for inquiry arising from their own settings,
their prior experience, and their goals for teaching and learning; and (d)
develop analytical approaches for resolving problems. Practitioners, in
addition, develop and investigate theories about what works and why. A
range of activities fall under the umbrella of Inquiry/Research, including
study groups, curriculum writing, case studies, program evaluation, and
trying out new practices. All are grounded in the interaction of
practitioners with their environment, with them asking real questions,
analyzing and learning new information, and working collaboratively with
others to explore a range of possible responses to the questions they
pose (Fingeret and Cockley, 1992).
The Value of Research in the Area of

Interest
According to Leann Zarah (2017) this is the six value of research in the different
area of interest.
1. A Tool for Building Knowledge and Efficient

Learning
Research is required not just for students and academics, but for all
professionals. It is also important for budding and veteran writers, both offline
and online.
Among professionals and scribes, finding an interesting topic to discuss and/or

to write about should go beyond personal experience. Determining either what
the general public may want to know about or what researchers want others to
realize or to think about can serve as a reason to do research.
2. An Aid to Business Success and Job

Search
Research has a vital role in business. Many successful companies, such as

those that produce consumer goods or mass-market items, invest in research
and development or R&D. Different business industries with science and
engineering processes like agriculture, food and beverage, manufacturing,
healthcare and pharmaceuticals, computer software, semiconductor, information
and communication technology, construction, robotics, aerospace, aviation, and
energy have high R&D expenditure because it is critical to product innovation
and to improving services.
3. Means to Understand Various

Issues
Television shows and movies ooze with research - both on the part of the
writer(s) and the actors. Though there are hosts who rely on their researchers,
there are also those who exert effort to do their own research. This helps them
get information that hired researchers missed, build a good rapport with the
interviewee, and conduct a good interview in the process.
4. A Way to Prove Lies and to Support

Truths
Ever experienced feeling that your mate is having an affair behind your back?
Some people would overlook that and say that it's better not to know; others
though would take discreet action, hiring detectives to do the work. What does
research have to do with that situation? A lot.
Doing research to reveal lies or truths involving personal affairs contributes in

either making a relationship work or in breaking away from a dysfunctional one.
For the monogamous lot, doing research to disprove or prove infidelity is not
simply a trust issue, but a right to find out the truth - unless one's intimate partner
has already admitted being polyandrous even before the relationship started.
When a person dislikes answering relationship-related questions, including her or
his whereabouts, it is better to see that as a red flag and take baby steps to save
yourself from what could become a more serious emotional mess later.
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5. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable

Information
Research entails both reading and writing. These two literacy functions
help enable computation and comprehension. Without these skills, it is
less likely for anyone to appreciate and get involved in research. Reading
opens the mind to a vast horizon of knowledge, while writing helps a
reader use her/his own perspective and transform this into a more
concrete idea that s/he understands.
6. Nourishment and Exercise for the

Mind
Curiosity may kill not just the cat, but the human as well. Yet, it is the
same curiosity that fuels the mind to seek for answers. Indeed, research
and doing research encourage people to explore possibilities, to
understand existing issues, and to disclose truths and fabricated ones.
Without research, technological advancement and other developments
could have remained a fantasy. Reading, writing, observing, analyzing,
and interacting with others facilitate an inquisitive mind's quest for
knowledge and efficient learning. Research serves as an instrument to
achieve that goal.
The Specificity and Feasibility of the Problem

Posed
The ultimate goal of the research is not only to propose ways of studying things,
people, places, and events, but also to discover and introduce new practices,
strategies, techniques in solving a problem. The word problem makes you worry
and pushes you to exert considerable effort in finding a solution for it. When you
feel perplexed or anxious about what to do about something you are doubtful of
or about a question you are incapable of answering, you then come to think of
conducting research, an investigation, or inquiry. You consider research as the
remedy for getting over any problem.
Glossar
y
Inquiry - is a dynamic process of being open to wonder and puzzlement
and coming to know and understand the world
1
Course
Module
Problem

to:

problem posed

Inquiry

Interest
area of interest.

Learning
and online.


Search


Issues

Truths

3

Information

Mind
achieve that goal.

Posed
Glossar
y
Reference
s
Baraceros, Esther L. (2017), Practical Research 2, Rex Book Store,
Inc., First Edition
Baraceros, Esther L. (2017), Practical Research 1, Rex Book Store,

Inc., First Edition
Sarno, Emerlita G. (2010), Tips and Techniques in Writing Research,
Rex Book Store, Inc.
Course
Module
1
Course
Module
Problem

to:

problem posed

Inquiry

Interest
area of interest.

Learning
and online.


Search


Issues

Truths

3

Information

Mind
achieve that goal.

Posed
Glossar
y
The Problem
Learning Objectives: At
the end of the topic the students
should be able to:
• Discuss the introduction;
• Discuss the statement of the
problem;
• Discuss the significance of the
study; and
• Discuss the scope and
limitations of the study.
The Introduction General Format
in Writing the Introduction
• Discussion at once follows after the
chapter title, No introduction of the
chapter.
• Discussions are in paragraph form
starting from macro to micro
development that gives an
overview of the research.

• It includes the legal bases of the
study and the personal justifications
of the researcher.
• It may also include concepts and
ideas from other sources.
Acknowledgement of sources is
done in journal form.
An introduction is the first paragraph

of a written research paper, or the
first thing you say in an oral
presentation, or the first thing
people see, hear, or experience
about your project.

Another tips for writing an introduction
(https://www.scribendi.com/advice/how_to_w
rite_an_introduction.en.html) 1. Start with a

bang!
• If you really want to draw readers in, you have
to start your introduction with something
attention grabbing. This can be a startling
fact, an interesting anecdote, or a relevant
quote from an expert. 2. Be general before

you're specific.
• You must provide your readers with a little
background or basic information about the topic
you are covering. Start with the broader
subject and lead your readers to your
specific topic. This is especially important
when writing a book report. Show them how
your topic relates to the bigger picture. 3. Lay

it on 'em.
• After providing your readers with some
background, use your essay introduction to
outline what you are going to discuss. Lay
out your main points and arguments,
preferably in the order in which you are
going to discuss them.

4. What's your point?
• The most important thing to include when writing
an introduction is your thesis! A thesis statement is
the main point of your paper; it is narrow,
focused, and specific. A thesis can be
something you are arguing for or it can be
something you are arguing against. Whatever
the case, be sure to include it. The thesis can
come before your outline or at the very end of

your essay introduction. 5. Length matters.
• There is no rule for exactly how long an
introduction should be. You must consider the
length of your overall paper when writing your
introduction. An appropriate length for a five-
page essay is about half a page, but if you are
writing a 40-page paper, your introduction will
span several pages and multiple paragraphs.

Check out our example introduction to an essay to
get a better understanding of how to best lay out
your first paragraph. One final tip: write the
introduction when it's easiest for you. Some
writers find introductions extremely hard to
write. It may be easier for them to write the
introduction last (and maybe even write the

conclusion and back matter first). Other writers
find introductions help them find the direction of
their paper and write them very early in the
writing process. If you are struggling with your
essay introduction, put it aside for a while and
continue with the body of the paper.

The Statement of the Problem
• General Format in Writing the Statement
of the Problem
1. The section should have an introductory
statement. 2. It should enlist the specific
questions answered by the research.
• A problem statement is a brief overview of
the issues or problems existing in the
concerned area selected for the

research. It is an explanation of the
issues prevalent in particular sectors
which drives the researcher to take
interest in that sector for in-depth study
and analysis, so as to understands and
solve them (Saunders et al. 2009)

• “The problem statement describes the
context for the study and it also identifies
the general analysis approach”
(Wiersma, 1995, p. 404).
• “A problem might be defined as the issue

that exists in the literature, theory, or
practice that leads to a need for the
study” (Creswell, 1994, p. 50).

• It is important in a proposal that the
problem stand out—that the reader can
easily recognize it. Sometimes, obscure
and poorly formulated problems are
masked in an extended discussion. In
such cases, reviewers and/or committee
members will have difficulty recognizing
the problem.
• A problem statement should be presented

within a context, and that context should
be provided and briefly explained,
including a discussion of the conceptual

or theoretical framework in which it is
embedded. Clearly and succinctly identify
and explain the problem within the
framework of the theory or line of inquiry
that undergirds the study. This is of
major importance in nearly all proposals

and requires careful attention. It is a key
element that associations such as
AERA and APA look for in proposals. It

is essential in all quantitative research and
much qualitative research.
• State the problem in terms intelligible to
someone who is generally sophisticated
but who is relatively uninformed in the
area of your investigation.
• Effective problem statements answer the

question “Why does this research need to
be conducted.” If a researcher is unable to
answer this question clearly and
succinctly, and without resorting to
hyper speaking (i.e., focusing on problems

of macro or global proportions that certainly
will not be informed or alleviated by the
study), then the statement of the
problem will come off as ambiguous and

diffuse.
The Significance of the Study
• General Format in Writing the Significance
of the Study
1. The discussion of the problem situation
as observed and experienced by the
researcher. 2. Concepts and ideas related

to the problem
• Discussion of existing or present
conditions and what is aimed to be in the
future or the gap to filled – in by the
research.
•• Essentially, the section on
significance of the study provides

information to the reader on how the
study will contribute. It must be
specifically stated, however, what the
study will contribute and who will benefit
from it.
• You can figure out several important
contributions of your research paper if you
let your mind flow. But I find the
following tips helpful in writing the
significance of the study.
(http://simplyeducate.me/2015/02/09/tw
o-tips-on- how-to-write-the-significance-
of-the-study/
Tips in Writing the
Significance of the Study 1.
Refer to the statement of the problem
• Your problem statement can guide you in
identifying the specific contribution of your
study. You can do this by observing a
one-to-one correspondence between
the statement of the problem and the
significance of the study.

• For example, if you ask the question “Is
there a significant relationship between the
teacher’s teaching style and the

students’ long quiz scores in
Mathematics?” then the contribution of
your research would probably be a
teaching style or styles (among say,
three teaching styles you evaluated) that
can help students perform better in
Mathematics. Your research will

demonstrate that that teaching style really
works. That could be a ground breaking
approach that will change the way
teachers teach Mathematics which
many students abhor.

2. Write from general to specific
contribution
• I learned this technique from a former
professor while in pursuing my master’s
degree. It works this way:

• Write the significance of the study by
looking into the general contribution of your
study, such as its importance to society
as a whole, then proceed downwards—

towards its contribution to individuals and
that may include yourself as a researcher.
You start off broadly then taper off
gradually to a specific group or person.

1
[SH – PR2 / Practical Research 2] [Related Theories and Concepts]
Course
Module
Related Theories and
Concepts
Theories and concepts are view of how concepts are structured, acquired,
and deployed. Concepts, as they will be understood here, are mental
representations that are implicated in many of our higher thought
processes, including various forms of reasoning and inference,
categorization, planning and decision making, and constructing and
testing explanations. The view states that concepts are organized within
and around theories, that acquiring a concept involves learning such a
theory, and that deploying a concept in a cognitive task involves
theoretical reasoning, especially of a causal- explanatory sort.
(http://www.iep.utm.edu/th-th-co/)
Theory is a model or framework for observation and understanding, which

shapes both what we see and how we see it. Theory allows the
researcher to make links between the abstract and the concrete; the
theoretical and the empirical; thought statements and observational
statements etc. π Theory is a generalized statement that asserts a
connection between two or more types of phenomena – any generalized
explanatory principle. π Theory is a system of interconnected abstractions
or ideas that condenses and organizes knowledge about the world. π
Theory explains and predicts the relationship between variables.
Theory guides research and organizes its ideas. The analogy of bricks
lying around haphazardly in the brickyard: ‘facts’ of different shapes and
sizes have no meaning unless they are drawn together in a theoretical or
conceptual framework. π Theory becomes stronger as more supporting
evidence is gathered; and it provides a context for predictions. π Theory
has the capacity to generate new research. π Theory is empirically
relevant and always tentative.

to:
1. Discuss the functions of the review of related literature and
studies; 2. Discuss the characteristics of the materials cited; and 3.
Discuss how to organize the review.
The Functions of the Review of Related Literature and
Studies
A Research project begins with a thesis, usually consisting of a
statement or an equation, which then needs to be analyzed through the
research. Even before a thesis can take shape, one need to undertake a
lot of reading and go through a lot of past work already available. Those
works that remain significantly relevant for the research are usually
included as Review of Literature..
Every piece of ongoing research needs to be connected with the work

already done, to attain an overall relevance and purpose. The review of
literature thus becomes a link between the research proposed and the
studies already done. It tells the reader about aspects that have been
already established or concluded by other authors, and also gives a
chance to the reader to appreciate the evidence that has already been
collected by previous research, and thus projects the current research
work in the proper perspective.
A large part of review of literature actually needs to be done even before

the research project is formalized. This is essential to make sure that you
are not repeating the work that someone has already done earlier.
Sometimes, if the research proposed has already been undertaken earlier,
then it provides an option of modifying the work by adding a new
perspective or altering some of the methods of research to obtain a
perspective that will be different from earlier works and thus more
valuable. Occasionally, a research work may be an exact repetition of the
work done earlier, but with a different set of data or sources of facts, and
purpose of the research may just be to see if the results with a new set of
data are similar to earlier works or otherwise.
An introduction is the first paragraph of a written research paper, or the

first thing you say in an oral presentation, or the first thing people see,
hear, or experience about your project.
(http://vkumar.expertscolumn.com/article/importance-review-related-
literature-research-paper)
One of the essential preliminary tasks when you undertake a research

study is to go through the existing literature in order to acquaint yourself
with the available body of knowledge in your area of interest. Reviewing
the literature can be time consuming, daunting and frustrating, but it is
also rewarding. The literature review is an integral part of the research
process and makes a valuable contribution to almost every operational
step. It has value even before the first step; that is, when you are merely
thinking about a research question that you may want to find answers to
through your research journey. In the initial stages of research it helps you
to establish the theoretical roots of your study, clarify your ideas and
develop your research methodology. Later in the process, the literature
review serves to enhance and consolidate your own knowledge base and
helps you to integrate your findings with the existing body of knowledge.
Since an important responsibility in research is to compare your findings
with those of others, it is here that the literature review plays an extremely
important role. During the write-up of your report it helps you to integrate
your findings with existing knowledge - that is, to either support or
contradict earlier research.
3
Course
Module
The higher the academic level of your research, the more important a
thorough integration of your findings with existing literature becomes.
In summary, a literature review has the following functions:
• It provides a theoretical background to your

study.
• It helps you establish the links between what you are proposing to examine and what has
already been studied.
• It enables you to show how your findings have contributed to the existing body of
knowledge in your profession. It helps you to integrate your research
findings into the existing body of knowledge.
In relation to your own study, the literature review can help in four ways.
It can: 1 bring clarity and focus to your research problem; 2 improve
your research methodology; 3 broaden your knowledge base in your
research area; and 4 contextualize your findings.
The Characteristics of the Materials

Cited
Writing or citing any related literature and studies is not as simple as
just copying any related thing you find. Of course, it should follow
some nice rules. Here are some of good characteristics of the
materials cited:
It should be as recent/new, as possible. We are now living in a fast-
paced world and everything changes almost in an instant. Topics
including social, political, scientific and technology have rapid changes,
improvements and updates. Even discoveries in historical and
archaeological research are experiencing some changes on historical
facts. Unlike mathematical and statistical procedure, other materials are
not stable. What can we learn from this? It is recommended to cite
materials or findings that are 5 years old or later. Most of the time, the
newer is the better.
It should be objective and unbiased, as possible. Do not cite materials

and literatures that discuss things in a one-sided way. If it’s political or
religion, it should not obviously make favorable statement to a certain
people, group, party, sect or anything.
OF COURSE, it should be relevant to the study. If the materials have

some similarity to or bearing on the problem researched, then go for it!
Enough said.
It should not be too few or too many. Materials should be sufficient

enough. This is to give the researcher insight into his problem, or to
indicate the nature of the present investigation. Sometimes, the number
of related
materials may depend upon its availability. If you are making a study
that is first of its kind or rare, you may find few or even no related studies
for it. Ordinarily, you can cite ten to fifteen related materials for your
undergraduate thesis, fifteen to twenty-five for a master’s thesis and
above twenty for a doctoral dissertation. Remember, those numbers are
just recommendation.
Sources you can consider in preparing the Related Literature and

Studies:
1. Books, encyclopaedias, almanacs and other similar references.

2. Articles published in professional journals, magazines,
periodicals,
newspapers and other publications. 3. Unpublished theses and dissertations. 4.
Records of schools, public and private, especially reports of their
activities. 5. Reports from seminars, educational or otherwise.
You can locate those sources on the following: 1. Libraries,

either government, school, or other private libraries 2.
Government and private offices. 3. The national library.
How to Organize the

Review
There are numerous ways to organize the material in a lit. review.
For example, one might organize the selected readings by
1. different theoretical approaches 2. specific concepts or

issues 3. different methodologies employed 4. level of
support or otherwise that they lend to one’s own
hypothesis/theory.
Such methods are generally better than organizing chronologically or

by author. The latter often result in a boring review or one lacking
clarity or direction.
5
Glossar
y
Concept – is a word pertaining to an abstract idea representing the
fundamental characteristics of what it represents. ... In informal use
the word concept often just means any idea, but formally it involves
the abstraction component.
Theory – is a well-substantiated explanation of some aspect of the natural

world, based on a body of facts that have been repeatedly confirmed
through observation and experiment.
1
[SH – PR2 / Practical Research 2] [The Research Paradigms]
Course
Module
The Research
Paradigms
Webster Dictionary defines paradigm as "an example or pattern: small, self-

contained, simplified examples that we use to illustrate procedures, processes,
and theoretical points." The most quoted definition of paradigm is Thomas
Kuhn's (1962, 1970) concept in The Nature of Science Revolution, i.e.
paradigm as the underlying assumptions and intellectual structure upon which
research and development in a field of inquiry is based. The other definitions in
the research literature include:
1. Patton (1990): A paradigm is a world view, a general perspective, a way

of
breaking down the complexity of the real world. 2. Paradigm is an interpretative framework,
which is guided by "a set of beliefs and
feelings about the world and how it should be understood and studied."
(Guba, 1990). Denzin and Lincoln (2001) listed three categories of those
beliefs:
• Ontology: what kind of being is the human being. Ontology deals with
the question of what is real.
• Epistemology: what is the relationship between the inquirer and the known:
"epistemology is the branch of philosophy that studies the nature of
knowledge and the process by which knowledge is acquired and validated"
(Gall, Borg, & Gall, 1996)
• Methodology: how do we know the world, or gain knowledge of it?
When challenging the assumptions underlying positivism, Lincoln and Guba

(2000) also identified two more categories that will distinguish different
paradigms, i.e. beliefs in causality and oxiology. The assumptions of causality
asserts the position of the nature and possibility of causal relationship; oxiology
deals with the issues about value. Specific assumptions about research include
the role of value in research, how to avoid value from influencing research, and
how best to use research products (Baptiste, 2000).
Dill and Romiszowski (1997) stated the functions of paradigms as

follows:
• Define how the world works, how knowledge is extracted from this world,
and how one is to think, write, and talk about this knowledge
• Define the types of questions to be asked and the methodologies to be used
in answering
• Decide what is published and what is not published
• Structure the world of the academic worker
• Provide its meaning and its significance
to:
1. Discuss the conceptual framework of the study;

and 2. Discuss the theoretical framework of the
study.
The Conceptual Framework of the

Study
General Guidelines in Writing the Conceptual Framework of the
Study
1. The framework is the researcher’s own conceptualization of the

research
using a
model.
2. The conceptual model is a figurative representation of the

research
framework drawn in a separate whole page in the middle of
discussion.
3. In the discussion, the researcher describes and explains the model,

the
meaning of the figures, the contents and the process
involved.
4. All the variables involved should be written in the conceptual

model.
A conceptual framework represents the researcher’s synthesis of

literature on how to explain a phenomenon. It maps out the actions
required in the course of the study given his previous knowledge of other
researchers’ point of view and his observations on the subject of
research.
In other words, the conceptual framework is the researcher’s

understanding of how the particular variables in his study connect with
each other. Thus, it identifies the variables required in the research
investigation. It is the researcher’s “map” in pursuing the investigation.
As McGaghie et al. (2001) put it: The conceptual framework “sets the
stage” for the presentation of the particular research question that drives
the investigation being reported based on the problem statement. The
problem statement of a thesis presents the context and the issues that
caused the researcher to conduct the study. The conceptual framework
lies within a much broader framework called theoretical framework. The
latter draws support from time-tested theories that embody the findings
of many researchers on why and how a particular phenomenon occurs.
Step by Step Guide on How to Make the Conceptual

Framework
Before you prepare your conceptual framework, you need to do the

following things:
1. Choose your topic. Decide on what will be your research topic.

The
topic should be within your field of specialization. 2. Do a literature review. Review
relevant and updated research on the theme that you decide to work
on after scrutiny of the issue at hand. Preferably use peer-reviewed
and well-known scientific journals as these are reliable sources of
information.
3
[SH – PR2 / Practical Research 2] [The Research Paradigms]
Course
Module
3. Isolate the important variables. Identify the specific
variables
described in the literature and figure out how these are related. Some
abstracts contain the variables and the salient findings thus may serve
the purpose. If these are not available, find the research paper’s
summary. If the variables are not explicit in the summary, get back to
the methodology or the results and discussion section and quickly
identify the variables of the study and the significant findings. Read the
TSPU Technique on how to skim efficiently articles and get to the
important points without much fuss. 4. Generate the conceptual
framework. Build your conceptual
framework using your mix of the variables from the scientific
articles you have read. Your problem statement serves as a
reference in constructing the conceptual framework. In effect, your
study will attempt to answer a question that other researchers
have not explained yet. Your research should address a
knowledge gap.
The Theoretical Framework of the

Study
General Guidelines in Writing the Theoretical Framework of the
Study
1. The section presents a theory or theories in a maximum of three,

which
served as framework of the research. 2. Discussion of the main idea of the theory is
first given followed by the
discussion of its relation to the study. The researcher should be
able to anchor the research to the theory or establish its
relationship.
A theoretical framework consists of concepts and, together with their

definitions and reference to relevant scholarly literature, existing theory
that is used for your particular study. The theoretical framework must
demonstrate an understanding of theories and concepts that are relevant
to the topic of your research paper and that relate to the broader areas of
knowledge being considered.
The theoretical framework is most often not something readily found within
the literature. You must review course readings and pertinent research
studies for theories and analytic models that are relevant to the research
problem you are investigating. The selection of a theory should depend on
its appropriateness, ease of application, and explanatory power.
The theoretical framework strengthens the study in the following

ways:
1. An explicit statement of theoretical assumptions permits the reader to

evaluate them critically. 2. The theoretical framework connects the researcher to existing
knowledge. Guided by a relevant theory, you are given a basis for your
hypotheses and choice of research methods. 3. Articulating the theoretical
assumptions of a research study forces you to address questions of why
and how. It permits you to intellectually
transition from simply describing a phenomenon you have observed to
generalizing about various aspects of that phenomenon. 4. Having a
theory helps you identify the limits to those generalizations. A theoretical
framework specifies which key variables influence a phenomenon of
interest and highlights the need to examine how those key variables might
differ and under what circumstances.
Glossar
y
Conceptual Framework – presents specific and well-defined concepts
which are called construct.
Paradigm - is a distinct set of concepts or thought patterns, including

theories, research methods, postulates, and standards for what
constitutes legitimate contributions to a field.
Theoretical Framework – shapes the justification of the research problems
in order to provide the legal basis for defining its parameters.
[SH – PR2 / Practical Research 2] [Learning from Others and Reviewing the Literature]
1
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Learning from Others and Reviewing
the Literature
Several reasons are behind your choice of a particular topic to research on.
Your curiosity or familiarity about an animate creature or inanimate object its
functionally inspire you to discover more about such person or thing. Whatever
experience or background knowledge you have about your chosen topic
becomes valuable believable only as regards your acts of proving the validity or
truthfulness of your claims about your topic, if these ideas of yours are related to
what the world or other people already know or have already discovered or done
about your chosen topic. Aligning your thinking with other people’s ideas
displayed legally and professionally in varied literary works lends credibility to
whatever ideas you have about your research study. (Baraceros, 2017)

to:
1. Discuss the criteria in selecting, citing, and synthesizing related
literature; 2. Discuss the ethical standards in writing related literature; 3.
Discuss the formulation of conceptual framework; and 4. Discuss the
definition of terms as used in the study
The Criteria in Selecting, Citing, and Synthesizing Related

Literature
Systematic review of related literature happens through the
following sequential steps:
1. Clarifying the research

questions;
2. Planning the research based on your understanding of the

research
questions
;
3. Searching for literature;

4. Listing criteria for considering the values of written works;
5. Evaluating the quality of previous research studies;

and
6. Summarizing the various forms of knowledge

collected.
Obtaining results of the review of related literature by means of

systematic review that takes place in a step-by-step method is a scientific
way of conducting a re-examination of reading materials that have close
connection with your research. Adopting a systematic review of related
literature prevents you from being bias in dealing with the varied form of
literature. The adherence of systematic review to scientific method makes
it the apt
review of related literature method for quantitative research that
likewise follows the scientific method of looking into the truthfulness of
something (Babbie, 2013; Russel, 2013; Jesson, 2011)
All reading materials related to your research that you intend to review or
re-examine offer you concepts, ideas, or information belonging to other
people. Having honesty, respect, or courtesy to the owners of these
varied forms of knowledge as well as gratefulness for their valuable
contribution to the field, you see to it that the names of these idea owners
or authors appear in the appropriate sections of your research paper
(Baraceros, 2017)
Other people’s ideas incorporated in the central section or main body of

your paper are to be cited or referred to the true owners of borrowed
ideas. Referring to authors within the main body of the paper is called
Citation or In-text Citation; at the end of the paper, it is called Bibliography
or References. The two most commonly used referencing styles are the
MLA (Modern Language Association) and the APA (American
Psychological Association). The following shows you how these two
referencing styles differ in some aspects.
1. Writing the Author’s name
APA System – full surname first, then followed by initials of first

and middle name
MLA System – full surname first, followed by full first name, and
optional initial of the middle name
2. Writing the title of the Reading Material
APA System – Italicized title with only the beginning word

capitalized (exception: capital for every proper noun)
MLA System - underlined or italicized title with all content

words capitalized
3. Writing the copyright date
APA System – written the author’s

name
MLA System – written after the publisher’s

name
3
The Ethical Standards in Writing Related

Literature
There are lots of reasons why researchers conduct literature reviews, so
here we will focus only on issues relation to research ethics. It is ethical
practice to consider how your research can best build upon work that has
already been done. Research literature can be used, for example, to
develop arguments about what needs to be studied, and why. After
exploring existing studies, you might even decide that a research question
has already been answered - and so it could be unethical to research the
issue again. In a systematic review, the findings of existing studies
themselves become raw data for analysis and interpretation. Reports of
research studies vary in how much detail they provide, and so study
authors sometimes also act as sources of information about the detail of
existing research. One reason why ethics is an important consideration in
systematic and literature reviews is that it may not always be possible for
the reviewer to identify the procedures - for example around consent - that
were used to ensure ethical practice in the study being reviewed.
The Formulation of Conceptual

Framework
Coming up with a conceptual framework requires reading and
understanding theories that explain relationships between things. A
comprehensive understanding of the research issue, therefore, can be
achieved through an exhaustive review of literature.
Since research or thesis writing involves the explanation of complex

phenomena, there is a need to simplify or reduce the complexity of
the phenomena into measurable items called variables. Only a
portion of the phenomena can be explained at a time.
A conceptual framework is a bit like a recipe or a blueprint. It provides

an outline of how you plan to conduct the research for your thesis, but it
goes further than that by also positioning your work within the larger
field of research. Writing a conceptual framework can not only help to
guide your thesis to ensure that your research stays on track, but it also
helps to guide fellow researchers or advisers who are analysing your
thesis. (http://education.seattlepi.com/make-conceptual-framework-
thesis- 7029.html)
1. This consists of concepts that are placed with a logical and

sequential
design
.
2. Represents less formal structure and used for studies in which

existing
theory is inapplicable or
insufficient
Course
Module
3. Based on specific concepts and
prepositions
4. Derived from empirical observation and intuition
5. May deduce theories from a conceptual

framework
The Definition of Terms Used in the
Study
General Guidelines in Writing the Definition of
Terms
1. This section should have introductory

statement.
2. Terms or variables are enlisted and arranged alphabetically written

in
bold capital letter lower
case.
3. Each variable is given a definition written immediately after each term

in sentence form and on hanging indentions. Operational definitions are
necessary.
In order to come up with a definition of terms, the student must identify his
interest areas. The student may start by examining his childhood and the
way he was brought out to search for significant events that may have had
a strong influence on him in the formative years. This may aid him in
discovering his bias on a particular subject or it may aid him in
determining a core conflict or a central life question. This question or
conflict can help the student to determine his bias on that particular
subject and give birth to the area in which he wants to specify his
definition of terms. A life question or core conflict can easily be turned into
a set of questions merely by submitting it to a series of inquiries. The
student may continually ask himself why this is important to him. As he
asks questions about his core conflict(s) or life question, a mere
reformulation of the syntax can turn them into definition of terms.
5
Glossar
y
Citing – is an abbreviated alphanumeric expression embedded in the
body of an intellectual work that denotes an entry in the bibliographic
references section of the work for the purpose of acknowledging the
relevance of the works of others to the topic of discussion at the spot
where the citation appears.
Selecting - is the process of highlighting text or picking an object. For

example, a user may select text to copy, cut, or move that text to an
alternate location or select a file they want to view. If something is
selected, you can deselect text or another object by clicking somewhere
else on the screen.
Synthesizing - involves merging new information with existing knowledge

to create an original idea, see a new perspective, or form a new line of
thinking to achieve insight. Synthesizing is the most complex of
comprehension strategies.
1
[SH – PR2 / Practical Research 2] [The Variables, Hypothesis and Assumptions]
Course
Module
The Variables, Hypothesis and
Assumptions
You won't be able to do very much in research unless you know how to
talk about variables. A variable is any entity that can take on different
values. OK, so what does that mean? Anything that can vary can be
considered a variable. For instance, age can be considered a variable
because age can take different values for different people or for the same
person at different times. Similarly, country can be considered a variable
because a person's country can be assigned a value.
(https://www.socialresearchmethods.net/kb/variable.php)
Every true experimental design must have this statement at the core of
its structure, as the ultimate aim of any experiment.
The hypothesis is generated via a number of means, but is usually the

result of a process of inductive reasoning where observations lead to the
formation of a theory. Scientists then use a large battery of deductive
methods to arrive at a hypothesis that is testable, falsifiable and realistic.
During the process of writing your thesis or dissertation, you might

suddenly realize that your research has inherent flaws. Don’t worry!
Virtually all projects contain restrictions to your research. However, being
able to recognize and accurately describe these problems is the difference
between a true researcher and a grade-school kid with a science-fair
project. Concerns with truthful responding, access to participants, and
survey instruments are just a few of examples of restrictions on your
research. In the following sections, the differences among delimitations,
limitations, and assumptions of a dissertation will be clarified.
(https://www.phdstudent.com/Choosing-a- Research-Design/stating-the-
obvious-writing-assumptions-limitations-and- delimitations)

to:
1. Discuss the independent variable; 2. Discuss the dependent variable;
3. Discuss the intervening variable; 4. Discuss the moderate variable; 5.
Discuss the control variable; 6. Discuss the manipulate variable; 7.
Discuss the null hypothesis and the steps on how to write a hypothesis;
and 8. Discuss the importance of assumptions.
The Independent and Dependent

Variable
General Guidelines in Writing the Variables, Their Definitions
and Importance to the Study
1. Theories, concepts and ideas that will explain the meaning of

every
variable are included. 2. The section provides for the related literature and studies for
each of the
variables included in the research. 3. Related studies for each variable are also
presented without discussion
on its parallelism to the present study. 4. The discussion also included how the variables
were used in the present
research to explain its importance. 5. The variables are arranged based on its presentation
in the model. 6. A minimum of two related literature and two related
studies are required
for each
variable.
Another important distinction having to do with the term 'variable' is the

distinction between an independent and dependent variable. This
distinction is particularly relevant when you are investigating cause-effect
relationships. It took me the longest time to learn this distinction. (Of
course, I'm someone who gets confused about the signs for 'arrivals' and
'departures' at airports -- do I go to arrivals because I'm arriving at the
airport or does the person I'm picking up go to arrivals because they're
arriving on the plane!). I originally thought that an independent variable
was one that would be free to vary or respond to some program or
treatment, and that a dependent variable must be one that depends on my
efforts (that is, it's the treatment). But this is entirely backwards! In fact the
independent variable is what you (or nature) manipulates -- a treatment or
program or cause. The dependent variable is what is affected by the
independent variable -- your effects or outcomes. For example, if you are
studying the effects of a new educational program on student
achievement, the program is the independent variable and your measures
of achievement are the dependent ones.
The dependent variable is the variable a researcher is interested in.
The changes to the dependent variable are what the researcher is
trying to measure with all their fancy techniques. In our example, your
dependent variable is the person's ability to throw a ball. We're trying to
measure the change in ball throwing as influenced by hunger.
An independent variable is a variable believed to affect the dependent

variable. This is the variable that you, the researcher, will manipulate to
see if it makes the dependent variable change. In our example of hungry
people throwing a ball, our independent variable is how long it's been
since they've eaten.
To reiterate, the independent variable is the thing over which the
researcher has control and is manipulating. In this experiment, the
researcher is controlling the food intake of the participant. The dependent
variable is believed to be dependent on the independent variable.
3
Course
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Your experiment's dependent variable is the ball throwing, which will
hopefully change due to the independent variable. So now, our
scientific sentence is, 'You are going to manipulate an independent
variable to see what happens to the dependent variable.'
(http://study.com/academy/lesson/research-variables-dependent-
independent-control-extraneous-moderator.html)
The Intervening
Variables
Intervening variables are hypothetical internal states that are used to
explain relationships between observed variables, such independent and
dependent variables.
Intervening variables are not real things. They are interpretations of observed facts, not
facts themselves. But they create the illusion of being facts.
Example
s:
learning, memory, motivation, attitude, personality, traits,

knowledge, understanding, thinking, expectation, intelligence,
intention.
The Moderate
Variable
A mediator variable is the variable that causes mediation in the
dependent and the independent variables. In other words, it explains the
relationship between the dependent variable and the independent
variable. The process of complete mediation is defined as the complete
intervention caused by the mediator variable. This results in the initial
variable no longer affecting the outcome variable. The process of partial
mediation is defined as the partial intervention.
The mediation caused by the mediator variable is developed as a
mediation model. This model that develops due to the mediation is a
causal model. In other words, this means that the mediator variable has
been assumed to cause the affect in the outcome variable and not vice
versa. In the field of psychology, the mediator variable explains how the
external physical events affect the internal psychological significance.
The mediation caused by the variable cannot be defined statistically. On

the contrary, statistics can be utilized to assess an assumed
meditational model developed by the mediator variable.
Baron and Kenny have given steps for conducting meditational
hypotheses. A variable plays a role on the mediator variable under some
specific conditions. The conditions of being the mediator variable are as
follows:
If the change in the level of the independent variable significantly
accounts for variation in the other variable, then the variable is
considered a mediator variable.
If the change in the other variable significantly accounts for the variation
in the dependent variable, then the other variable is considered a
mediator variable.
If the other variable strongly dominates the significant relationship
between the dependent and the independent variable, then the other
variable is termed as a mediator variable. In other words, if the
relationship between the dependent and the independent variable no
longer exists and their variations are controlled by some other variable,
then that variable is termed as the mediator variable.
In general, the mediation model examines the relationship between the

dependent variable and the independent variable, the relationship
between the independent variable and the mediator variable and the
relationship between the dependent variable and the mediator variable.
If the mediator variable is measured with less than perfect consistency,

then the effects caused are likely to be biased. In other words, the effect
of the mediator variable is likely to be underestimated and the effect of
the independent variable and the independent variable is likely to be
overestimated. This bias in the variation of the variable is generally due
to measurement error. An Instrumental variable is then used to solve this
problem of bias in the variability of the mediator variable. If this approach
does not work, then the researcher working on the mediator variable is
required to explain that since the reliability of the mediator variable is
very high, the bias caused is fairly minimal.
If the mediation caused by the mediator variable is perfect in nature, then
the independent variable and the mediator variable are correlated to each
other. This correlation between the mediator variable and the independent
variable is termed as collinearity. If the independent variable explains all
the variation caused by the mediator variable, there will not be any unique
variation that would explain the dependent variable, and this will thus
result in multicollinearity.
Multicollinearity is generally expected in the mediational analysis of
the mediator variable and the dependent and the independent
variable, and therefore it cannot be avoided by the researcher.
(http://www.statisticssolutions.com/mediator-variable/)
The Control
Variable
The control variable (or scientific constant) in scientific experimentation is
the experimental element which is constant and unchanged throughout
the course of the investigation. The control variable strongly influences
experimental results, and it is held constant during the experiment in
order to test the relative relationship of the dependent and independent
variables. The control variable itself is not of primary interest to the
experimenter.
A variable in an experiment which is held constant in order to assess

the relationship between two other variables, is the control variable. A
control
5
Course
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variable is the one element that is not changed throughout an
experiment, because its unchanging state allows the relationship
between the other variables being tested to be better understood.
Essentially, a control variable is what is kept the same throughout the

experiment, and it is not of primary concern in the experimental
outcome. Any change in a control variable in an experiment would
invalidate the correlation of dependent variables (DV) to the
independent variable (IV), thus skewing the results.
(https://en.wikipedia.org/wiki/Control_variable)
The Manipulative
Variable
It is easy to see how cause and effect work in the world around us.
You've probably noticed that if you knock a glass of water over, the
water spills all over the surrounding area. If you've forgotten to apply
sunscreen and then spent the day in the sun, you know how miserable
you will feel later that night! Scientists are always looking for new ideas
to test and new ways to explain phenomena they observe in the world
around us. Often, it's easy to see how changing something on purpose
can cause an effect. For example, you can place your fingers on your
wrist to measure your heart rate and observe that it increases as you go
from relaxing to exercising.
Scientists make changes in experiments to see if those changes will
cause an effect in something they observe. The thing that is changed on
purpose is called the manipulated variable. Sometimes it is also called
the independent variable.
In an experiment, there are many variables for a scientist to keep track of.
A variable is anything that can change in an experiment. Some examples
of variables include the heart rate of a runner, how many bees visit a
flower in a day, the temperature of water in a fish tank, and how much
yeast is added to bread dough. The experimenter starts with a question to
answer, such as 'Which kind of exercise is most effective at increasing
heart rate?' After doing some research, they make a prediction, called the
hypothesis. In this case, they might predict, 'If a person does jumping
jacks, then their heart rate will increase more than walking, jogging, or
playing catch.' In this example the manipulated variable is the type of
exercise: jumping jacks, walking, jogging, and playing catch.
Designing the manipulated variable is a critical part of the experiment.

Research is done in advance so that the scientist knows which values of
the manipulated variable to select and how much to change each one in
the experiment. It would not have made sense to use an activity such as
fishing or knitting in this case, because the participant would be seated
and not moving around. In other experiments, such as changing the
concentration of oxygen in a room where athletes are performing,
research is critical because oxygen is necessary for survival! The scientist
would need to know what is a safe range for oxygen to be for humans and
then all values for the experiment would need to be within that range.
Many times it makes sense to include a control. A control is something
used as a basis for comparison. In the exercise example, a control would
be a person just standing. The heart rate would be measured just to see if
perhaps other factors, such as extreme heat or cold, caused a heart rate
change in anyone in the area. In some experiments, the control is referred
to as a control group, such as an area in a garden where fertilizer was not
applied. This control group can be used to compare the results of
changing the manipulated variable.
The Null Hypothesis and the Steps How to Write a

Hypothesis
General Guidelines in Writing the Hypothesis 1. The section should
have an introductory statement 2. It should enlist the hypotheses in the
research. Hypotheses are stated in
the null
hypothesis.
There are five steps in hypothesis

testing:
1. Making assumptions 2. Stating the research and null hypotheses
and selecting (setting) alpha 3. Selecting the sampling distribution and
specifying the test statistic 4. Computing the test statistic 5. Making a
decision and interpreting the results
If you learn these five basic steps, it will help you greatly in hypothesis
testing. It gives you a procedure to follow, regardless of the particular
problem you are working with. (https://learn.bu.edu/bbcswebdav/pid-
826908-dt-content-rid-
2073693_1/courses/13sprgmetcj702_ol/week04/metcj702_W04S01T05_fi
v esteps.html)
Tips for Writing
Hypotheses
When you state your hypotheses, be sure that the content of the
hypothesis matches the experimental procedure. What you write should
be the best estimation of the outcome of the lab procedure. Along with the
hypothesis, you should write several sentences which explain the
scientific reasoning that led you to that hypothesis.
(https://www.bcps.org/offices/lis/researchcourse/develop_write_introducti
on_hypothesis.html)
The Importance of
Assumptions
Assumptions are things that are accepted as true, or at least plausible, by
researchers and peers who will read your dissertation or thesis. In other
words, any scholar reading your paper will assume that certain aspects of
your study is true given your population, statistical test, research design,
or other delimitations. For example, if you tell your friend that your favorite
restaurant is an Italian place, your friend will assume that you don’t go
there for the sushi. It’s assumed that you go there to eat Italian food.
Because most assumptions are not discussed in-text, assumptions that
are discussed in-text are discussed in the context of the limitations of your
study, which is typically in the discussion section. This is important,
because both assumptions and limitations affect the inferences you can
draw from your
7
Course
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study. One of the more common assumptions made in survey research is
the assumption of honesty and truthful responses.
However, for certain sensitive questions this assumption may be more

difficult to accept, in which case it would be described as a limitation of
the study. For example, asking people to report their criminal behavior in
a survey may not be as reliable as asking people to report their eating
habits. It is important to remember that your limitations and assumptions
should not contradict one another. For instance, if you state that
generalizability is a limitation of your study given that your sample was
limited to one city in the United States, then you should not claim
generalizability to the United States population as an assumption of your
study. Statistical models in quantitative research designs are
accompanied with assumptions as well, some more strict than others.
These assumptions generally refer to the characteristics of the data, such
as distributions, correlational trends, and variable type, just to name a
few. Violating these assumptions can lead to drastically invalid results,
though this often depends on sample size and other considerations.
Activities and
Exercises
Activity Sheet
017
Directions: Explain briefly the following

questions:
1. Discuss the following and give each at least two
examples
1.1 Dependent Variable and Independent Variable
1.2 Intervening and moderate variable 1.3 Control
and manipulative variable 2. Discuss on how to
write the null hypothesis.
Rubri
c
Criteria 5points 3points 1point

correct and
Content The explanation is
with justification Organization The organization
or example. of thoughts and
The explanation ideas are
is seems lacking excellent
or the justification The
and example has organization of
lacking. thoughts and
The explanation ideas are
is inconsistent missing
and not based The
form the given organization of
definition and the thoughts and
example is not ideas are
congruent. inconsistent and
The explanation erratic
is inconsistent The
and not based organization of
form the given thoughts and
definition and the ideas are
example is not inconsistent and
congruent. erratic
The explanation The
is inconsistent organization of
and not based thoughts and
form the given ideas are
definition and the inconsistent and
example is not erratic
congruent.
Activity Sheet 018

Directions: Cite example for the following:
1. Null Hypothesis 2. Assumptions

Rubric
Criteria 5points 3points 1point

or the justification
Content The explanation is and example has
correct and lacking.
with justification The explanation
or example. is inconsistent
The explanation and not based
is seems lacking form the given
definition and the erratic
example is not
congruent.
The explanation Glossar
is inconsistent y
and not based
form the given
definition and the
example is not
congruent.
The explanation
is inconsistent
and not based
form the given
definition and the
example is not
congruent.
Organization The organization

of thoughts and
ideas are
excellent
The
organization of
thoughts and
ideas are
missing
The
organization of
thoughts and
ideas are
inconsistent and
erratic
The
organization of
thoughts and
ideas are
inconsistent and
erratic
The
organization of
thoughts and
ideas are
inconsistent and
Dependent variable – a variable that can stand
alone.
Hypothesis - an educated
guess.
Independent variable – the opposite of dependent

variable.

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1

[SH – PR2 / Practical Research 2] [Nature of Inquiry and Research]

At the end of the topic the students should be able

Based on your knowledge and understanding. Define the following

The Characteristics, Strengths, Weaknesses and Kinds of

Since quantitative research uses numbers and figures to denote a

Quantitative research is of two

The Importance of Quantitative Research across the

1. More reliable and objective 2. Can use statistics to generalise a finding

Quantitative Research - s the systematic empirical investigation of

Generally speaking, a research process starts with a research problem,

At the end of the topic the students should be able

Essential Phases of the Research

Generally, research is understood as systematic, controlled, empiric

The research process should be understood as one of ongoing

To conduct proper research, one needs to realize that conducting research

Flow Chart of the Research

Fifth – Review of the Related

Eighth – Data Processing and Statistical

Tenth – Summary, Conclusions and

At the end of the topic the students should be able

1. Discuss the range of research topics in the area of

The Range of Research Topics in the Area of

The Value of Research in the Area of

1. A Tool for Building Knowledge and Efficient

Among professionals and scribes, finding an interesting topic to discuss and/or

2. An Aid to Business Success and Job

Research has a vital role in business. Many successful companies, such as

3. Means to Understand Various

4. A Way to Prove Lies and to Support

Doing research to reveal lies or truths involving personal affairs contributes in

5. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable

6. Nourishment and Exercise for the

The Specificity and Feasibility of the Problem

At the end of the topic the students should be able

1. Discuss the range of research topics in the area of

The Range of Research Topics in the Area of

The Value of Research in the Area of

1. A Tool for Building Knowledge and Efficient

Among professionals and scribes, finding an interesting topic to discuss and/or

2. An Aid to Business Success and Job

Research has a vital role in business. Many successful companies, such as

3. Means to Understand Various

4. A Way to Prove Lies and to Support

Doing research to reveal lies or truths involving personal affairs contributes in

5. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable

6. Nourishment and Exercise for the

The Specificity and Feasibility of the Problem

Baraceros, Esther L. (2017), Practical Research 1, Rex Book Store,

At the end of the topic the students should be able

1. Discuss the range of research topics in the area of

The Range of Research Topics in the Area of

The Value of Research in the Area of

1. A Tool for Building Knowledge and Efficient

Among professionals and scribes, finding an interesting topic to discuss and/or

2. An Aid to Business Success and Job

Research has a vital role in business. Many successful companies, such as

3. Means to Understand Various

4. A Way to Prove Lies and to Support

Doing research to reveal lies or truths involving personal affairs contributes in