1st QTR

Mass Training of Teachers in Applied
Subject (Practical Research 2)
Tagaytay International Convention Center

May, 2017
OBJECTIVES
To make the participants prepared and competent to
teach the subject matter in their respective schools
Specifically, they are expected to:
explain the components of the Curriculum Guide such

as content, content standards, performance standards,
learning competencies and coding;
exhibit ways or strategies on how to train teachers in
the subject matter; and
analyze the possible issues and concerns relevant to
the subject matter that may arise in the mass training.
DEPARTMENT OF EDUCATION
GETTING ACQUAINTED WITH THE CURRICULUM GUIDE
Grade Level Subject or Area

of Specialization
Semester it No. of Hours Prerequisites

should be
offered
Grade Level Subject or Area

of Specialization
Semester it No. of Hours Prerequisites

should be
offered
Learning Area/Strand/Subject Area/Grade Level
Quarter
Weeks (a-c)
Competency
CURRICULUM GUIDE FOR PRACTICAL RESEARCH 2
ACTIVITY
WRAP UP
WRAP UP
Nature and Inquiry of Research

May, 2017
OBJECTIVES
The learner demonstrates understanding of
the following:
• characteristics, strengths and weaknesses
and kinds of quantitative research
• the importance of quantitative research
across fields
• the nature of variables
•Review of Research
APPROACHES Qualitative
IN
RESEARCH
Quantitative
Mixed
Workshop 1
• Form a group with 5 members. Each group
will do the following:
1. List the characteristics of quantitative
research
2. Using T-bar, list the strengths and
weaknesses of a quantitative research
(10 minutes)
Characteristics of Quantitative Data
• DATA
= numerical
• EMPHASIS
= objective, empirical observation
• OBJECTIVE
=draws exact ideas from the sample population
in order to explain and predict phenomenon
of interest
 HYPOTHESES
Specifically stated at the outset and tested
 SAMPLE/SAMPLING TECHNIQUES
Comes in large number of samples (representative)
Probability sampling (randomized)
 DATA COLLECTION
Structured procedures
 DATA ANALYSIS
Analyzed deductively
Statistical analysis
OUTCOME
= conclusive
= used to recommend a course of
action
GENERALIZATION
Findings are only generalizable to all
situations
Types of Quantitative Research
33
Descriptive Research Method
These are non-experimental designs
which aims to describe existing
conditions, opinions, attitudes,
impressions, perceptions, and
description trending.
34
1. Descriptive Survey
Involve studying populations or
universes based on the data
gathered from a sample drawn from
them. The data are often gathered
such as a questionnaire completed
by the study subjects.
35
Examples
• Public opinion Surveys
• Follow – up Studies
• Questionnaire Surveys Studies
• Test Score Analysis
36
2.Descriptive Correlational Survey
• It is designed to discover the direction
and magnitude of relationships among
variables in a particular population of
subjects.
• concerned with determining the
extent of relationship existing
between variables
• the extent of relationship is
determined by the magnitude of
coefficients 37
Examples
• Mathematics Anxiety and Academic
Performance of Selected Freshmen
Students of St. Paul University School
Year 2016 –2017.
• The relationship between IQ and
academic performance
38
3. Descriptive Evaluative
• It judges the goodness of an existing
program.
• It is directed to whether or not a
program achieved its goal.
39
3. Descriptive Evaluative
• Its purpose is to find out whether set
criterion were met or not
• to provide ongoing feedback to
people who are responsible for
carrying out a plan or a program or to
evaluate the effectiveness of the
outcome of the plan or program.
40
Example
The Implementation of Spiral Approach in
the Mathematics Curriculum
41
4. Descriptive Comparative
• It provides an explanation on the
extent of relationship between two
or more variables
• It is used to compare or contrast
representative samples from two or
more groups of subjects in relation to
certain designated variables.
42
4. Descriptive Comparative
• compares the characteristics of
groups according to some selected
variables since the main purpose is to
determine the difference without
determining the cause .
43
Examples
• Leadership aspirations” among
graduates of baccalaureate and
associate degree programs.
• Sexual maturity in asthmatic and
non-asthmatic adolescent
44
5. Trends/Projective Studies
– used to project the demands that will
be made in the future
- regression equations are formed and
the probable behavior of a variable can be
projected
45
Examples
• Forecasting sales of beverages in
Tuguegarao City
• Determining Housing Project by the

year 2018.
46
6. Ex – Post facto Research Studies
 attempts to determine the
possible reason or cause for
existing differences in the
behavior of groups or individuals.
 Same as causal comparative
design.
47
Examples
Mathematical ability of students who
have enrolled in SPUP and students
who have not been in SPUP
Frequency of students’ misbehaviors at
schools which don’t use corporal
punishment and compared that to
schools which use corporal
punishment.
48
Experimental Method
A method that uses the single-variable
approach in problem-solving, whether the
experiment is carried on in the laboratory,
classroom or field, i.e., all other factors are
kept constant except a single factor called
the variable, which is manipulated in
various ways in order to determine the
results of its functions.
49
Characteristics of True Experimental Design
1 .manipulation –refers to the presence of an
experimental variable which can be
introduced in the experiment and its
effects determined
2.control –the researcher is able to control
one or more variables
50
A.Post – test Only Control Group Design
• This design is sometimes called after

only control group design.
• This is composed on two randomly
assigned groups, but neither of which
is pretested or premeasured in “the
before” period of time.
51
Post – test Only Control Design
Control Group : R 02
Experimental Group : R X 02
52
B. Pre test - Post test Control Group Design
• In this design, subjects have been
designed randomly to the experimental or
control group
• The experimental treatment is given only
to those in the experimental group, and
the pre tests and post tests are those
measurements of the dependent
variables that are made before and after
the experimental treatment is performed.
53
B. Pre Test - Post test Control
Group Design
Control Group :R 02
Experimental Group : R 01 X 02
54
C. Solomon Four Group Design
• This design employs two experimental groups
and two control groups. Initially, the
investigator randomly assigns subjects to the
four groups.
• Those in the experimental group 1 are pre
tested and are tested again after the
treatment.
• Those in the experimental group 2 also receive
the treatment but are observed only after the
treatment, but not before. 55
C. Solomon Four Group Design
• Those in control group 1 are
observed, on occasions 1 and 2, but
they are not given the experimental
treatment.
• Those in control group 2 are
observed only on the second
occasion without previous
observation or treatment.
56
Control Group 1 :R 02
Control Group 2 : R 01 02
Experimental Group1 : R X 02
Experimental Group2 : R 01 X 02
57
Quasi – Experimental Design
• A quasi-experimental design is one

that looks a bit like an experimental
design but lacks the key ingredient --
random assignment
58
Workshop 2
• Form a group with 5 members.
• Assign each group their respective field.
• Each group will cite an instance how
quantitative research is applied in their
respective field.
• Each group will present their output.
Kinds of Variables
Based on Causal Relationships
(2 or more variables)
• Independent Variables(manipulated variable that
cause a change to another variable)
• Dependent Variables (variables affected by
another variable)
• Confounding or Extraneous Variables ( not
included in the study but could affect the
independent variable, hence, to lessen the
impact, it must be minimized
Which is the dependent/independent variable?
• Road width, number of accidents

• Sugar level, blood pressure
• Problem solving skills, knowledge on
Mathematics
• Income, length of service hours
Kinds of Variables
Qualitative Variables are considered as
CATEGORICAL variables.
A CATEGORICAL VARIABLE characterizes
and describes the quality of data. This
include nominal and ordinal data ( to be
discussed under level of measurements).
Kinds of Variables
Types of Quantitative Variables

Discrete Variables(countable values
which are obtained through counting)
Continuous Variables(values
obtained by measuring which falls
along a continuum)
Variables and their Level of Measurement
The Level of Measurement associated with a
variable is important for the following
reasons:
1. Proper interpretation of data related to
the variable.
2. Decisions about the proper statistical
analysis to be used.
LEVEL OF MEASUREMENT
• NOMINAL SCALES are concerned with

names and categories of responses.
They do not intend to qualify.
Qualitative and categorical variables
are nominal.
Examples: Nationality and hair colors

• ORDINAL SCALES are variables that can

be ranked, can be compared and
expressed in sequence and order
• With ordinal scales, it is the order of
the values is what’s important and
significant, but the differences
between each one is not really known
Examples: Good, Better, Best
• Interval scales are numeric scales in

which we know not only the order, but
also the exact differences between the
values.
• It does not use zero as its base point.
• it is impossible to compute ratios.
Examples: temperature, attitude and IQ

• RATIO SCALES are the highest level of

measurement. Its uses zero as base
point. It permits the comparison of
both differences in scores.
Examples: height, weight, age

Summary
Levels of Measurement
Exercise 1
• Identify the level of measurement used in the following
variables
1. Level of Anxiety
2. Test Scores
3. Annual Income
4. Job Satisfaction Rating
5. Civil Status
6. Speed of the car
7. Teaching Position
8. Row
9. Favorite Sport
10. Number of Steps
THANK
YOU…
Identifying the inquiry and stating the

problem
May, 2017
Let’s have a review!
SIMON SAYS!..
Research Design
This describes the research mode
whether it is a true experimental or
quasi-experimental design,
descriptive or survey research,
historical research, qualitative
research and etc.
Characteristics of a
Good Research Design
1.Objectivity
2.Reliability
3.Validity
4.Generalization
A good research paper title:
•Condenses the paper’s content
in a few words
•Captures the readers’ attention
•Differentiates the paper from
other papers of the same
subject area
Basic tips to keep in mind while
writing a title:
1] Keep it simple, brief and attractive -
• Avoid: Drug XYZ has an effect of muscular

contraction for an hour in snails of Achatina
fulcia species
• Better: Drug XYZ induces muscular

contraction in Achatina fulcia snails
Sneha Kulkarni | Oct 17, 2013

2] Use appropriate descriptive words:
• Avoid: Effects of drug A on schizophrenia

patients: study of a multicenter mixed group
• Better: Psychosocial effects of drug A on

schizophrenia patients: a multicenter
randomized controlled trial

3] Avoid abbreviations and jargon:
• Avoid: MMP expression profiles cannot

distinguish between normal and early
osteoarthritic synovial fluid
• Better: Matrix metalloproteinase protein

expression profiles cannot distinguish
between normal and early osteoarthritic
synovial fluid

A research Title must be....
• Reflective of the research problem
• It means answering the following questions:
“What Questions”
a. What are you trying to investigate?
b. What are you trying to find out, determine, or
discover?
“Who Questions” will answer who are the respondents
or subjects of the study.
“Where Questions” will indicate the research location,
or the place where the research study will be
conducted.
WORKSHOP NO. 1. Out of the
video each group will construct
their own Research title.
Does it answer the following questions

My research title is of a research title?
_______________ “What questions”
“Who questions”
“Where questions”
Yes, Because
Background of the Study
• Description that makes reader understand
the research questions and appreciate why
they are asked.
• Cites most important study/literature -
includes most important teaching-learning
condition justifying variables under study -
briefly introduces new variables under study
Vivien M. Talisayon DepEd National Training of

Trainers Practical Research 2 May 2017
Example:
• Internet access in the 21st Century gave rise to
social media like Facebook, Tweeter, and Instagram.
In recent years, use of social media has become
increasingly popular (Reyes, 2016*).
• The mass media noted the rise of bashing or use of
hurtful, impolite, and false statements about
celebrities and political leaders (Philippine Daily
Inquirer, March 12, 2016, p. A5)* To the knowledge
of the research team, no study has been done on
attitude of millenials on social media bashing.
*fictitious
Vivien M. Talisayon DepEd National Training of

Trainers Practical Research 2 May 2017
Research questions:
• What is a research question?
A research question is a clear, focused,
concise, complex and arguable question
around which you center your research.
You should ask a question about an
issue that you are genuinely curious
about.
Why is a research question essential to the
research process?
Research questions help writers focus
their research by providing a path
through the research and writing
process. The specificity of a well-
developed research question helps
writers avoid the “all-about” paper and
work toward supporting a specific,
arguable thesis.
Sample Research Questions
• Unclear: Why are social networking sites

harmful?
• Clear: How are online users experiencing or

addressing privacy issues on such social
networking sites as MySpace and Facebook?
Scope and delimitation
• This sections explains the nature,
coverage, and the time frame of the
study.
• It presents briefly the subject area of
investigation, the place, the time period,
school year covered.
• It indicates the extent of capability of
results arising from the sampling
population.
Significance of the Study
• This section describes the contribution of the study
to the knowledge as a whole.
• It discusses the importance of the study to the
society, country, the government, the community,
the institution, the agency concerned, the
curriculum planners and developers, and to the
researchers.
• It expounds on the study’s probable impact to
education, science, technology, on-going
researches etc.
Statement of the Problem
•This should be and
introductory statement
that reflects the main
problem of the study.
Statement of the Problem
• Format: “This study (or research) aims to…” (make
congruent with title).
• New paragraph: “Specifically, this research (or
study) seeks to answer the following questions:” -
Phrase questions with the data to be collected in
mind. Answer the questions and rephrase question,
if your intended answer does not match the
question.
Workshop no. 2:
• Workshop no. 3: With the title you have in the
previous activity construct your own chapter 1
using Tree clipart.
1. Title
2. background of research
3. Research questions
4. Scope and delimitation
5. Significance of the study
6. Statement of the problem.
Make a representation function of some parts of
research using the Tree below
Background of Research questions________

Research___________
Title___________
Scope and
Delimitation__________
Significance of the
study_________
Statement of the
Problem___________
Scoring rubrics
CRITERIA Outstanding Very Satisfactory Fair Needs

5 Satisfactory 3 2 Improvement
4 1
Grammar
(Sentence
Const)
Content/Subst
ance
Organization
Clarity/Precis
ion
Activity 3: Critiquing
Group 1 and 2
Group 2 and 3
Group 3 and 4
Group 4 and 5
Group 5 and 1
Activity no. 4: Looking Back
• One representative from of each
group will share their reflections on
their research experience.
LEARNING FROM OTHERS AND REVIEWING

THE LITERATURE
May, 2017
LEARNING FROM OTHERS AND REVIEWING
THE LITERATURE
May 15-19, 2017

National Training of Trainers on Applied Subjects
Literature Review
• An evaluative report of studies
found in the literature related to the
researcher’s selected area
• Should describe, summarize,
evaluate and clarify the literature
Source: http://www.library.cqu.edu.au/tutorials/litreviewpages/
Literature Review
• Should give a theoretical basis for the
research and help determine the nature
of your own research
• Goes beyond the search for information
and includes the identification and
articulation of relationships bet. the
literature and your field of research
Basic Purposes
• Provide a context for the research
• Justify the research
• Ensure the research hasn’t been done
before
• Show where the research fits into the
existing body of knowledge
Boote & Beile (2005)

Basic Purposes
• Enable the researcher to learn from
previous theory on the subject
• Illustrate how the subject has been
studied previously
• Highlight flaws in previous research

Basic Purposes
•Show that the work is adding to
the understanding and
knowledge of the field
•Help refine, refocus or even
change the topic

Specific Purposes
•Provide a theoretical framework
for the specific topic under
study
•Define relevant or key terms
and important variables used
for a study
Baker, J. D. (2016)
Specific Purposes
•Provide a synthesized overview of
current evidence for practice to
gain new perspectives and
support assumptions and
opinions presented in a study
Baker, J. D. (2016)
Specific Purposes
•Identify the main methodology
and research techniques
previously used
•Demonstrate the gap
Baker, J. D. (2016)
Levy & Ellis (2006)
“A Systematic Approach to
Conduct an Effective Literature
Review in Support of
Information Systems Research”
Research Gap?
•Distinguishes what has been
done from what needs to be
done
•Points to the significance of the
problem and need for the study
Baker, J. D. (2016)
Literature Review?
• One that creates a firm foundation for
advancing knowledge. It facilitates
theory development, closes areas
where a plethora of research exists,
and uncovers areas where research is
needed. (Webster & Watson, 2002)
Levy & Ellis (2006)

Literature Review?
• The use of ideas in the literature is
to justify the particular approach to
the topic, the selection of methods,
and demonstration that the
research contributes something
new (Hart, 1998)
Levy & Ellis (2006)

Chars. of Effective L.R.
1. Methodologically analyze and synthesize quality literature
2. Provide a firm foundation to a research topic
3. Frame the valid research methodologies, approach, goals, and
research questions for the proposed study.
4. Justify the proposed study as one that contributes something
new to the BOK.
Levy & Ellis (2006)

Stages of Review Process
Levy & Ellis (2006)

Stage 1: Inputs
• Where to look for quality literature?
• How to find?
• When are you done with your
literature search?
Levy & Ellis (2006)

Stage 2: Processing
“The data obtained in the sources
identified must be processed into
information that can serve as a
foundation upon which new research
can be built (Bem, 1995).”
Levy & Ellis (2006)

Stage 2: Processing
How can the researcher effectively
use the articles he or she locates to
build the necessary foundation?
Levy & Ellis (2006)

Stage 2: Processing
•Know the literature
•Comprehend the literature
•Apply
•Analyze
•Synthesize
•Evaluate Levy & Ellis (2006)
Stage 3: Outputs
• Writing arguments and
argumentation theory
• Writing the literature review
• Summary of the impact of the Body
of literature as a whole on your
study
Levy & Ellis (2006)

Stage 3: Outputs
1.Keep an annotated copy of ALL
articles (hard/electronic)
2.Summary of findings
Levy & Ellis (2006)

Stage 3: Outputs
Initial Outputs:
•Literature matrix
•Thematic review
Violations
 Falsification: Misrepresenting
the work of others
 Fabrication: Presenting
speculations or general claims of
others as if they were facts
 Sloppiness:
Not providing correct citations
Levy & Ellis (2006)
Violations
 Nepotism: Citing reference of
scholars that are not directly
addressing the point that the
citation is used for
 Plagiarism: The act of knowingly
using another person’s work as
passing it off as your own
Levy & Ellis (2006)
When is the review completed?
Literature review is not completed
until a study is completed
Throughout the course of a study,
one should remain alert to
applicable research being reported
Levy & Ellis (2006)

Literature Review
•“The success of a research is
dependent on a thorough
review of the related literature
at the outset.”
Literature Review
If problem/proposal is not
literature-based (i.e., VALID
PUBLICATIONS), the output
is not also literature-bound
(not PUBLISHABLE).
Activity
• Fill Out the LRM Template using the Journal
uploaded
–SAMPLE
• Send your output to
genesisjagcaoili@gmail.com
Activity
Go to http://gg.gg/ntotpr2
Access the following:
LRM Template
Journal for Review

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Mass Training of Teachers in Applied

Subject (Practical Research 2)

Tagaytay International Convention Center

explain the components of the Curriculum Guide such

Grade Level Subject or Area

Semester it No. of Hours Prerequisites

Grade Level Subject or Area

Semester it No. of Hours Prerequisites

Learning Area/Strand/Subject Area/Grade Level

Nature and Inquiry of Research

Tagaytay International Convention Center

• Determining Housing Project by the

• This design is sometimes called after

• A quasi-experimental design is one

• Road width, number of accidents

Types of Quantitative Variables

• NOMINAL SCALES are concerned with

Examples: Nationality and hair colors

• ORDINAL SCALES are variables that can

• Interval scales are numeric scales in

Examples: temperature, attitude and IQ

• RATIO SCALES are the highest level of

Examples: height, weight, age

Identifying the inquiry and stating the

• Avoid: Drug XYZ has an effect of muscular

• Better: Drug XYZ induces muscular

Sneha Kulkarni | Oct 17, 2013

• Avoid: Effects of drug A on schizophrenia

• Better: Psychosocial effects of drug A on

Sneha Kulkarni | Oct 17, 2013

• Avoid: MMP expression profiles cannot

• Better: Matrix metalloproteinase protein

Sneha Kulkarni | Oct 17, 2013

Does it answer the following questions

Vivien M. Talisayon DepEd National Training of

Vivien M. Talisayon DepEd National Training of

• Unclear: Why are social networking sites

• Clear: How are online users experiencing or

Background of Research questions________

CRITERIA Outstanding Very Satisfactory Fair Needs

LEARNING FROM OTHERS AND REVIEWING

May 15-19, 2017

Boote & Beile (2005)

Boote & Beile (2005)

Boote & Beile (2005)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

Levy & Ellis (2006)

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