Republic of the Philippines

University of Eastern Philippines

University Town, Northern Samar
Web: http://uep.edu.ph; Email: [email protected]

COLLEGE OF EDUCATION
LABORATORY SENIOR HIGH SCHOOL

GRADE: 12 SEMESTER: FIRST SEMESTER

SUBJEC TTITLE: PRACTICAL RESEARCH NO. OF HOURS/SEM.: 90 hours/semester
2
Reading and Writing
PREREQUISITE: English for Academic and
Professional Purposes

Subject Description: This course develops critical thinking and problem-solving

skills through qualitative research.

MODULE 2

IN

PRACTICAL RESEARCH 2
QUANTITATIVE RESEARCH

WEEK 3: Sept. 4 - 8, 2023

UNIT 1I
 Prepared by: Mr. Andy E. Arcilla, MAE
CURRICUM GUIDE

CONTENT PERFORMANCE LEARNING

CONTENT
STANDARD STANDARD COMPETENCIES

The learner demonstrates The learner is able to: The learner:

understanding of:

1. the importance of use appropriate kinds of 1. shares research

research in daily life research in making experiences and
2. the characteristics, decisions knowledge
processes, and ethics of
research 2. explains the importance of
3. quantitative and research in daily life
qualitative research
3. describes characteristics,
4. the kinds of research
processes, and ethics of
across the fields
Nature of Inquiry research
and Research
4. differentiates quantitative
from qualitative research
5. provide examples of
research in areas of
interest (arts, humanities,
sports, science, business,
agriculture and fisheries,
information and
communication
technology, and social
inquiry)
The learner demonstrates The learner is able to: The learner:
understanding of:
1. describes
1. the value of qualitative decide on suitable
qualitative research in characteristics,
Qualitative and research; its kinds,
Quantitative different areas of strengths, weaknesses,
characteristics, uses,
Research and Its strengths, and interest. and kinds of qualitative
Importance in weaknesses research
Daily Life 2. the importance of 2. illustrates the
qualitative research importance of
across fields of inquiry qualitative research
across fields
Identifying the The learner demonstrates The learner is able to: The learner:
Inquiry and understanding of:
Stating the
Problem 1. the range of research 1. formulate clearly 1. designs a research
topics in the area of statement of project related to daily
inquiry research life
2. the value of research problem 2. writes a research title
in the area of interest
3. the specificity and 3. describes the
justifications/reasons for
feasibility of the
conducting the research
 problem posed 4. states research questions

5. indicates scope and

delimitation of research
6. cites benefits and
beneficiaries of
research
7. presents written
statement of the
problem
The learner demonstrates The learner is able to: The learner:
understanding of:

1. the criteria in 1. select, cite, and 1. selects relevant

selecting, citing, and synthesize literature
synthesizing related properly related 2. cites related literature
literature literature using standard style
Learning from 2. ethical standards in 2. use sources (APA, MLA or Chicago
Others and writing related according to Manual of Style)
Reviewing the literature ethical standards 3. synthesizes information
Literature 3. present written from relevant literature
review of related 4. writes coherent review
literature of literature
5. follows ethical
standards in writing
related literature
6. presents written review
of literature
The learner demonstrates The learner is able to: The learner:
understanding of:

1. qualitative research 1. describe 1. chooses appropriate

designs qualitative qualitative research
2. the description of research designs, design
Understanding sample sample, and data 2. describes sampling
Data and Ways 3. data collection and collection and procedure and sample
To Systematically analysis procedures analysis 3. plans data collection
Collect Data such as survey, procedures and analysis procedures
interview, and 2. apply
imaginatively 4. presents written
observation research methodology
4. the application of art/design
principles to 5. utilizes materials and
creative design techniques to produce
principles for create artwork
creative work
execution
 UNIT II: IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

DECIDING ON A RESEARCH TOPIC AND

WRITING A RESEARCH TITLE

I. Choosing Your Research Topic (Marquez-Fong, S and Tigno, C. (2016))

 Looking for a research topic is similar to shopping. You may use both the market of the
library or the several electronic sources available in the internet. Follow the
recommendations below:

 Select a topic that you have a high degree of interests based on your curiosity or
your past experiences.
 Besides choosing a topic based on interest, consider the needs of other people,
your community and society as a whole. (e.g. traffic congestion, drug addiction,
dismal public services)
 Consider a topic that may be familiar but could be better investigate and you are
interested to know more about.
 Choose a topic within one’s level of experience and expertise.
 Consider the elements of time, location, and money.

II. Research Topics and their Sources (Prieto, N., Naval, V. and Carey, T. (2017))
 Research topics are as varied and numerous as the realities and complexities of daily life,
on a personal, institutional national or global level.

 Pressing Issues on an individual, organizational or societal level or success

stories.
 Individual Level: problem of low self-esteem
 Organizational Level: apathy of the majority of students towards Student
Council elections, success stories of groups or organizations in business,
and livelihood programs and entrepreneurship
 Societal Level: narcissism among millennials, the deteriorating art of
conversation, and the Pokemon search craze
 Wide reading/Critical Film Viewing
 Varied reading materials can crystallize a topic of interest for research.
 Films can spark off a research inquiry or a problem
 Social Networking
 As netizens voice out their observations and opinions, even condemnation
of the current happenings, they could be spark off a new inquiry on
possible research interest.
 Replication
 Theses and dissertations are good source of topic. A theory used in
previous study can still be further investigated.
 The thesis page showing “Recommendations for Further Study” is a must
to read as a critical literature review.
 Lectures, Talks and Seminars
  These are breeding grounds of ideas. Many researchers will claim that
their research topics were offshoots of ideas heard in seminars and the
like.
 Gray Areas
 These are points of interest but very little is known about them.

III. Narrowing Down of Broad Topics to Specific Topics

Broad Topic Specific Topic

Lack of self-confidence Lack of Self-confidence in Adolescents: Root
Causes, Manifestations, and Intervention
Smoking Hazards Health Hazards of Direct and Indirect
Smoking: Prevention and Cure
Marketable Popular Garment Brand Marketability of A Popular Garment Brand:
A Case Study
Human Immunodificiency Virus (HIV) HIV: Causes, Prevention, Treatment, and
Care
Source: Marquez-Fong, S and Tigno, C. (2016)

Further Narrowed
Broad Topic Narrowed Down Overly Specific
Down
Coffee Addiction
Coffee Addiction
Coffee Addiction Among Filipino
Among Filipino
Coffee Addiction Among Teenagers Teenagers in
Teenagers (by
(by subject) Quezon City (by
nationality)
city/location)
Single Parenthood
Single Parenthood Single Parenthood
Among Male High
Single Parenthood Among Men (by Among Male
School Students (by
sex) Students (by status)
educational level)
Bullying Among
Bullying Among Grade School Girls
Bullying Among Grade School Girls in Exclusive
Bullying
Girls (by sex) (by educational Catholic School (by
level) type of educational
upbringing)
Source: Prieto, N., Naval, V. and Carey, T. (2017)

NOTE: Avoid overnarrowing your topic. Unless you are researching a specific important
individual for a biography, qualitative research topics, especially in the social
sciences and humanities, that are too narrowly defined may not be significant to
pursue and would not contribute to our understanding of humanity.

 You can narrow down your research topics by asking basic Wh-questions (who, what,
where, when) related to your topics.
o “Who” questions limit the subject or people involved in your topic
o “When” questions limit the geographical scope of your study
o “When” questions define the time frame of your topic
 o “What” questions limit various categories that relate to your subjects. location,
and time frame (e.g. age, sex, gender, civil status, nationality, educational level)

 Other Topics of Interest

o Issues like poverty, informal settling in congested cities, the traffic issues, the
transportation problem, human rights
o Gender inequality or transgenders, sensitive issues like families or individuals
trapped in sibling rivalry, infidelity of spouse, financial crises brought about by
unemployment among others
o Online selling or online business from varied marketing aspects like what sells
online and what does not; consumer psychology or buyer behavior
o online games: perceived positive and negative effects on gamers
o behavioral problems like extreme shyness, being a loner or sociophobia

IV. Writing the Research Title (http://libguides.usc.edu/writingguide/title (2018))

 The title summarizes the main idea or ideas of your study.
 A good title contains the fewest possible words needed to adequately describe the content
and/or purpose of your research paper.

o Importance of Choosing a Good Title

 The title is the part of a paper that is read the most, and it is usually read first. It is,
therefore, the most important element that defines the research study. With this in
mind, avoid the following when creating a title:
 If the title is too long, this usually indicates there are too many unnecessary words.
Avoid language, such as "A Study to Investigate the...," or "A Review of the...." These
phrases are obvious and generally unnecessary unless they are necessary to covey the
scope, intent, or type of a study.

 On the other hand, a title which is too short often uses words which are too broad and
it does not tell the reader what is being studied. For example, a paper with the title,
"African Politics" is so non-specific; it could be the title of a book and could literally
examine anything associated with politics in Africa. A good title should provide
information about the focus of your research study.

 In academic writing, catchy phrases or non-specific language may be used if it's within
the context of the study (e.g., "Fair and Impartial Jury--Catch as Catch Can").
However, in most cases, you should avoid including words or phrases that do not help
the reader understand the purpose of your paper.

 Unlike everywhere else in a college-level social sciences research paper (except when
using direct quotes in the text), titles do not have to adhere to rigid grammatical or
stylistic standards. For example, it could be appropriate to begin a title with a
coordinating conjunction (i.e., and, but, or, nor, for, so, yet) if it makes sense to do so
and does not detract from the purpose of the study (e.g., "Yet Another Look at Mutual
Fund Tournaments") or beginning the title with an inflected form of a verb such as
those ending in -ing (e.g., "Assessing the Political Landscape: Structure, Cognition,
and Power in Organizations").
 Structure and Writing Style
o The following parameters can be used to help you formulate a suitable
research paper title:
 The purpose of the research
 The scope of the research
 The narrative tone of the paper [typically defined by the type of the
research]
 The methods used to study the problem
 The initial aim of a title is to capture the reader’s attention and to highlight
the research problem under investigation.

 Create a Working Title

o Typically, the final title you submit to your professor is created after the
research is complete so that the title accurately captures what has been
done. The working title should be developed early in the research process
because it can help anchor the focus of the study in much the same way
the research problem does. Referring back to the working title can help
you reorient yourself back to the main purpose of the study if you find
yourself drifting off on a tangent while writing.

 The Final Title

 Effective titles in academic research papers have several characteristics
that reflect general principles.
 Indicate accurately the subject and scope of the study
 Rarely use abbreviations or acronyms unless they are commonly
known
 Use words that create a positive impression and stimulate reader
interest
 Use current nomenclature from the field of study
 Identify key variables, both dependent and independent
 Reveal how the paper will be organized
 Suggest a relationship between variables which supports the major
hypothesis
 Is limited to 5 to 15 substantive words
 Does not include redundant phrasing, such as, "A Study of," "An
Analysis of" or similar constructions
 Takes the form of a question or declarative statement
 If you use a quote as part of the title, the source of the quote is
cited (usually using an asterisk and footnote)
 Use correct grammar and capitalization with all first words and last
words capitalized, including the first word of a subtitle. All nouns,
pronouns, verbs, adjectives, and adverbs that appear between the
first and last words of the title are also capitalized
 Rarely uses an exclamation mark at the end of the title

 Examples of Research Titles for Qualitative Research (Prieto, N., Naval, V. and
Carey, T. (2017))
 Experiences of Reaction and Coping of Filipino Fathers and Mothers:
During and After a Natural Disaster
  The Lived Experiences of Trauma and Post-traumatic Growth of Women
with History of Social Abuse
 Employee Commitment to Environmental Stewardship as a Component of
Corporate Social Responsibility
 The Meaning Behind the Journey Towards Acceptance: An Interpretative
Phenomenological Analysis of Accounts of Parents of Transgender
Women
 I Am Your Father: A Qualitative Study on the Perspective of a Father with
a Homosexual Son
 The Face of Cigarette Advertising: The Constitutionality of the Tobacco
Advertisement Ban
 Your Life Design: A Qualitative Study on the Contributions of Feng Shui
to Life Satisfaction
 A PWD’s Battle: A Qualitative Study on the Reactions and Experiences of
Persons with Disabilities
 Understanding Teacher Leadership in Elementary Schools in China

V. Justification and Reasons for Conducting Qualitative Research

(Prieto, N., Naval, V. and Carey, T. (2017))
 Conducting qualitative research is justified because it can help solve or shed light
on problems or issues encountered day to day by individuals, organizations,
communities, industries, and business

DO THIS!
A. In a 500-word essay, answer the following guide questions:
1. What interests you the most?
2. Which societal concerns are related to your interests?
3. What inquiries would you like to post to help solve/alleviate societal concern?
4. How do you think you can solve these societal concerns?

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B. In line with your own personal interests, you are to come up with three relevant topics
to be the possible subjects of their proposal.
TOPIC 1:
________________________________________________________________________
________________________________________________________________________
TOPIC 2:
________________________________________________________________________
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TOPIC 3:
________________________________________________________________________
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C. Come up with a research title for each topic personally chosen.

Research Title from TOPIC 1:
________________________________________________________________________
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Research Title from TOPIC 2:
________________________________________________________________________
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Research Title from TOPIC 3:

________________________________________________________________________
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 RESEARCH OBJECTIVES

I. What are Research Objectives?

 A research objective is a clear, concise, declarative statement which provides direction to
investigate the variables.
 Generally, research objective focus on the ways to measure the variables, such as to
identify or describe them.
 Sometimes, objectives are directed towards identifying the relationship or difference of
two variables.
 Research objectives are the results sought by the researcher at the end of the research
process i.e. what the researcher will be able to achieve at the end of the research study.
 The objectives of a research project summarize what is to be achieved by the study.
 Objectives should be closely related to the statement of the problem.
 Research objectives is a concrete statement describing what the research is trying to
achieve, It should be specific, measurable, attainable, realistic and time-bounded.
 Research objective should be Relevant, Feasible, logical, observable, unequivocal and
measurable.

II. Formulating the Research Objectives?

 In formulating your research objectives, follow the steps:
1. Formulate your general objectives.
2. Transform the objectives into an infinitive clause. An infinitive clause begins with
the infinitive form of a verb (to+verb)
3. From the general objectives, derive at least two or three specific objectives.
 The formulation of the research objectives will help the researcher to:
1. clearly define objectives where the researchers can focus
2. avoid the collection of data that are irrelevant to the problem to be solved.
3. organize the study in clearly defined parts or phrases.
4. facilitate the development of research methodology and will help to orient the
collection, analysis, interpretation and utilization of data.

(Source: https://websrv1.ctu.edu.vn/guidelines/scientific/thesis/part1/1.4%20research%20objectives.html )

 Some infinitives that you can use in formulating research objectives are:
to present to compare to analyze
to demonstrate to establish to interpret
to clarify to describe to assess
to determine to narrate to evaluate
to discuss to explain to identify
 DO THIS!

DIRECTIONS: Using the Research Agenda of the Springfield University below, devise three
possible research objectives if you were taking on the research as an academic research
exercise. Your answer should be fully justified with reference to the text. It is important to
stress that there is not one right answer but some are justifiably better solutions than others.
Use separate sheets of paper for your answer.

Springfield University Research Agenda

Title: Setting Research Objectives
Springfield University is one of over 150 universities in the UK. Well established, it has some
12,000 students on average per annum, both full and part time, studying a wide range of
courses such as medicine, biology, business studies, finance, history, law, creative writing,
etc. However, it was built in the 1940s and its infrastructure is beginning to become very
tired, often many facilities are broken or in need of repair and not up to what a student would
expect, especially given a change in government policy and rise in tuition fees across the
sector in 2008. The learning technology and catering facilities are also dated, both key
aspects in students’ learning environment. Many Undergraduate students with UCAS offers
who have achieved their grades are simply choosing to go elsewhere. Springfield is located
in a region that has many other Universities within travelling distance and it is therefore not
surprising that student intakes are gradually declining.
The Business School is at stake here and it is thought moving the whole of this department off
campus will not only provide room for other departments on campus but also enhance the
Business Schools’ branding with its own separate marketing entity. Many other Business
Schools in the UK have moved off campus to their own satellite campus over the past decade.
Moreover, the academics, some of many years’ service, are less than enthusiastic about the
move as they feel it would take them and their students away from the heart of campus life.
The new campus where the Business School would be housed would embrace the latest in
technology, teaching facilities, learning resources and, above all, be attractively located in
the City center. However, there are disadvantages, not least the lack of staff car parking
facilities and a paucity of teaching staff office space. The biggest threat to the vision at least
according to the University Executive, is the ‘mindset’ of the staff, which, in their view, would
need ratcheting up a fair few notches to embrace the philosophy of the new building as an
‘up market, quality’ establishment. In addition to being away from central campus, one of the
many things staff will need to embrace is shared office space. This, and other new
innovations, will be a steep learning curve for many staff.
The University has decided to initiate research to examine how they should prepare itself for
the change, position itself as a newly branded Business School in the market place and the
appropriate accompanying staff behavior.

III. Developing A Good Research Question

 Researchers should begin by identifying a broader subject of interest that lends itself to
investigation. For example, a researcher may be interested in childhood obesity.
 The next step is to do preliminary research on the general topic to find out what research has
already been done and what literature already exists. How much research has been done on
 childhood obesity? What types of studies? Is there a unique area that yet to be investigated
or is there a particular question that may be worth replicating? The following video may be
helpful in learning how to choose appropriate keywords and search online databases---
http://www.youtube.com/watch?v=2mPapN3XpDo
 Then begin to narrow the topic by asking open-ended "how" and "why" questions. For
example, a researcher may want to consider the factors that are contributing to childhood
obesity or the success rate of intervention programs. Create a list of potential questions for
consideration and choose one that interests you and provides an opportunity for exploration.
 Finally, evaluate the question by using the following list of guidelines:
 Is the research question one that is of interest to the researcher and potentially to
others? Is it a new issue or problem that needs to be solved or is it attempting to
shed light on previously researched topic.
 Is the research question researchable? Consider the available time frame and the
required resources. Is the methodology to conduct the research feasible?
 Is the research question measureable and will the process produce data that can be
supported or contradicted?
 Is the research question too broad or too narrow?

IV. Examples of Research Questions:

 Considering the information above, the following provides examples of flawed research
questions as well as questions that are well-designed:

Too narrow: What is the childhood obsesity rate Less narrow: How does the education level of the
in Pheonix, AZ? parents impact childhood obesity rates in Pheonix,
AZ?

This is too narrow because it can be answered with This question demonstrates the correct amount of
a simple statistic. Questions that can be answered specificity and the results would provide the
with a "yes" or a "no" should also typically be opportunity for an argument to be formed.
avoided.
Unfocused and too broad: What are the effects More focused: How does childhood obesity
of childhood obesity in the United States? correlate with academic performance in
elementary school children?

This question is so broad that research This question has a very clear focus for which data
methodology would be very difficult and the can be collected, analyzed, and discussed.
question is too broad to be discussed in a typical
research paper.
Too objective: How much time do young children More Subjective: What is the relationship
spend doing physical activity per day? between physical activity levels and childhood
obesity?

This question may allow the researcher to collect This is a more subjective question that may lead to
data but does not lend itself to collecting data that the formation of an argument based on the results
can be used to create a valid argument because the and analysis of the data.
data is just factual information.
Too simple: How are school systems addressing More Complex: What are the effects of
childhood obesity? intervention programs in the elementary schools on
the rate of childhood obesity among 3rd - 6th grade
students?
This information can be obtained without the need This question is more complex and requires both
to collect unique data. The question could be investigation and evaluation which will lead the
answered with a simple online search and does not research to form an argument that may be
provide an opportunity for analysis. discussed.

DO THIS!

DIRECTIONS: With reference to the same Research Agenda of the Springfield University,
provide at least five (5) research questions which may help you realize your previously
written/constructed research objectives. Provide separate sheets for your answers.

IMPORTANT NOTE:

KEEP THIS MODULE AS REFERENCE. FOR THE PARTS OF THIS MODULE THAT
ARE NEEDED TO BE ANSWERED, WRITE YOUR ANSWERS ON SEPARATE ANSWER
SHEETS FOR SUBMISSION ON THE DATES SPECIFICALLY FOR YOUR STRAND:

1. HUMSS A – Sept. 13
2. HUMSS B – Sept. 15
3. ABM A – Sept. 13
4. ABM B – Sept. 14
5. STEM A – Sept. 14
6. STEM B – Sept. 13
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