PRACTICAL RESEARCH 2 explanation of the relationship among

variables.
1st Quarter | 1st Semester
Made by Ezekiel Klein Ramos Conduct review of related literature -
Providing a major role for the literature
LESSON 1: QUANTITATIVE through justifying the research problem,
RESEARCH suggesting the research questions to be
asked, and creating a need for the
Characteristics of Quantitative Research direction of the study.

● Large sample size State the research question and

● Structured research method purpose - Creating purpose statements,
● Highly reliable outcome research questions, and hypotheses
● Reusable outcome that are specific, narrow, measurable,
● Close-ended questions and observable.
● Numerical outcome
● Generalization of outcome Collect the data - Collecting numeric
● Prior study data from a large number of people
using instruments with preset questions
Advantages and responses.

Data sets are large, and findings are Analyze the data - Analyzing trends,
representative of a population. comparing groups, or relating variables
using statistical analysis, and
Standardized approaches permit the interpreting results by comparing them
study to be replicated over time. with prior predictions and past research.

Data does not provide evidence for why Write the research findings and
populations think, feel, or act in certain conclusions - Writing the research
ways. report using standard, fixed structures
and evaluation criteria, and taking an
Specific demographic groups, objective, unbiased approach.
particularly vulnerable or disadvantaged
groups, may be difficult to reach.

Studies can be time-consuming and LESSON 2: QUANTITATIVE

require data collection over long periods RESEARCH DESIGN
of time.
Quantitative Research Design
Characteristics of a Good
Quantitative Research The framework of research methods
and techniques chosen by a researcher.
● Reliability
● Replicability Specific procedures involved in the
● Validity research process: data collection, data
● Generalizability analysis, and report writing.

Process of Research The research problem determines the

type of design you should use.
Describe the research problem -
Describing a research problem through Descriptive Design
a description of trends or a need for an
Survey - Intends to provide a numeric participants of the experimental group or
description of trends, attitudes, or control group.
opinions of a population by studying a
sample of that population. The most accurate type of experimental
design.
Evaluative - Refers to the study on the
efficiency or effectiveness of policies, Quasi-Experimental - "Quasi" means
instruments, or the variables being partial, half, or pseudo.
considered.
Bears resemblance to true experimental
Seeks to assess or judge in some way, research.
providing information beyond mere
Participants are not randomly assigned.
observation.

Elicits feedback to aid in decision

LESSON 3: VARIABLES
making or policy formation.

Developmental - Systematic study of Variables According to Functional

designing, developing, and evaluating Relationships
instructional programs, processes, and
Independent Variable - Not affected by
products that meet criteria of internal
changes in another variable but
consistency and effectiveness.
influences the value of another variable
(presumed cause).
Correlational - Examines the
relationship between two or more Also known as the predictor or
variables: predictor and criterion explanatory variable.
variables.
Dependent Variable - Its value may
Correlation does not mean causation. change due to changes in another
variable (presumed effect).
The correlation coefficient measures the
strength of the relationship between Also known as the criterion or response
variables. variable.

Causal-Comparative - Seeks to find Mediating Variable - Stands between

relationships between independent and the independent and dependent
dependent variables after an action or variables, influencing the dependent
event has already occurred. variable apart from the independent
variable.
Compares two or more groups to find
out whether the independent variable Also known as the intervening variable.
affected the outcome or the dependent
variable. Moderating Variable - Strengthens or
weakens the effect that the independent
The independent variable cannot be variable has on the dependent variable
manipulated. based on its value.

Experimental Design Control Variable - Measured to

eliminate its influence as a possibility
True Experimental - Uses random since it is not the central variable of
assignment in determining the concern in explaining the dependent
variables or outcomes.
Also known as the extraneous variable. 1. Use a single sentence.
2. Start with "The purpose of this
Variables According to the Level of study..."
Measurement 3. Use terms like "relate,"
"compare," or "describe" to
Nominal Variable - Deals with indicate how variables will
non-numeric variables or where interact.
numbers have no value. 4. Mention the participants and the
research site.
Least precise and informative among
the levels of measurement; it only Example:
categorizes the characteristics or
identity of the variable, and their order "The purpose of this study is to relate
does not matter. leadership style (independent variable)
to autonomy (dependent variable) for
Ordinal Variable - Categorizes the teachers (participants) in high schools in
characteristics or identity of the variable, State X (research site)."
with the order or rank of each category
mattering, although the distance State the specific questions to be
between the categories is unknown. answered:

Interval Variable - The order of the data These should be written in question
matters, and there is an equal distance form and lead to solving the research
between each interval. problem.

There is no true zero. Guidelines:

Ratio Variable - The most precise and 1. Begin with phrases like
informative level of measurement. "Specifically, this study aims to
answer the following..."
The order of the data matters, there is 2. Start questions with “how” or
an equal distance between each “what.”
interval, and the ratio between two sets 3. Identify the independent,
of data is meaningful. dependent, and control variables.
4. Use "describe," "compare," or
There is a true zero.
"relate" to define the relationship
between variables.
LESSON 4: STATEMENT OF THE
Mention participants and the research
PROBLEM
site.
Steps in Stating the Statement of the
Example:
Problem and Research Questions
Descriptive Question: "How frequently
State the objective or purpose of the
do African Americans feel isolated on
study:
college campuses?"
Begin by clearly stating the purpose or
Relationship Question: "How do
long-term goal of the research, as
feelings of isolation relate to ethnic
indicated by the research problem. This
identity for African Americans in the
will help guide the direction of the study.
United States?"
Guidelines:
Comparison Question: "How do Third Paragraph - Discuss the problem
African Americans and Euro Americans based on your immersion, supported by
compare in their perceptions of ethnic citations.
identity?"
Fourth Paragraph - Present the theory
that addresses the problem.
LESSON 5: BACKGROUND OF THE
STUDY Fifth Paragraph - Explain the general
objectives and rationale of your
Background of the Study - Provides research.
the context in which your research topic
was developed. It explains the situation Research Questions - This section
or circumstances that led to the presents the objectives and purpose of
research being conducted, ideally after your study, with clearly defined
a thorough literature review, which questions that need answering.
enables the researcher to see the topic
General - The general question is broad
clearly.
and addresses the main focus of the
Research Gap - These gaps can be research. It is derived from the research
related to unexplored variables, problem and usually encompasses the
populations, or methods. To identify overall purpose or objective of the study.
research gaps, an exhaustive literature
Specific - Specific questions are more
review is crucial, and reading the
focused and detailed, breaking down the
discussion, conclusion, or
general question into smaller,
recommendation sections of previous
researchable units. These questions
studies can help.
guide the research in addressing
THE BACKGROUND OF THE STUDY particular aspects of the general
ANSWERS problem.

1. What is already known about the Characteristics of Good Research

topic? Questions
2. What is not known about the
1. Feasible.
topic?
2. Clear.
3. Why is it important to address
3. Significant.
those gaps?
4. Ethical.
4. What is the rationale for your
study? Conceptual Framework - Refers to the
ideas, beliefs, and theories that support
STEPS IN WRITING THE
the study, often depicted as a graphical
BACKGROUND OF THE STUDY
representation of the research structure
First Paragraph - Broad to specific and relationships. It is narrower in scope
introduction about the topic with and directly related to the specific study.
citations.
Theoretical framework - Is based on
Second Paragraph - Summarize the pre-existing theories in the field,
first paragraph, relating it to the locale of providing a broader foundation
your study. applicable to various studies. Both
frameworks provide structure, guide the
research questions, justify assumptions,
and help in data collection and
interpretation. They work together to Historical Review - Investigates
support the research study and ensure research chronologically, from the
its validity. earliest to the most recent studies.

SIMILARITIES OF THEORETICAL Integrative Review - Summarizes

AND CONCEPTUAL FRAMEWORKS existing knowledge, emphasizing
agreements and disagreements among
● Provide an overview of the previous research.
research study.
● Anchor a theory that supports the Methodological Review - Gathers and
study. compares other studies with the current
● Guide the development of research.
relevant research questions or
objectives. Self-study Review - Demonstrates the
● Help justify assumptions or researcher's understanding of a specific
hypotheses. body of knowledge through evaluation of
● Aid in choosing the appropriate relevant research.
methodology.
Theoretical Review - Introduces and
● Assist in gathering and
compares several theories or concepts,
interpreting data.
establishing their relationships with the
● Guide the identification of
current study.
possible threats to validity.
Steps in Conducting a Systematic
Review
LESSON 6: REVIEW OF RELATED
LITERATURE 1. Clarify the research questions.
2. Plan the research based on these
The structure of a literature review questions.
typically consists of three main parts 3. Search for relevant literature.
4. List criteria for evaluating the
Introduction - This section introduces value of the written works.
the fundamental idea of the literature 5. Evaluate the quality of the studies
review, setting the stage for the topic. reviewed.
6. Summarize the knowledge
Main Body - Here, you summarize and collected.
synthesize various sources in an
organized discussion, demonstrating In-Text Citation and Referencing
how they relate to your study. Styles
Conclusions/Recommendations - In APA Style - Full surname followed by
this part, you highlight what you have initials, italicized title with only the first
learned from the literature and where word capitalized, and the copyright date
your study leads, suggesting potential written after the author's name.
directions.
MLA Style - Full surname followed by
TYPES OF LITERATURE REVIEW full first name, italicized or underlined
title with all content words capitalized,
Context Review - Focuses on merging and the copyright date written after the
the research within a broader publisher's name.
framework, determining its contribution
to the field.
Types of Sources for a Literature
Review

Books - Contain citation information.

Scholarly Journals - Peer-reviewed

research.

Dissertations - Original valuable

information.

Government Documents - Rarely

cataloged but informative.

Policy Reports and Presented Papers

- Target non-academic readers.

Periodicals - Summaries for general

readers.