11

PRACTICAL RESEARCH I
1st Semester – Module 3
DRAFT ONLY

SDO Taguig City and Pateros

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 Let’s Learn
At the end of this topic the learner should be able to:
1. differentiate quantitative from qualitative research.

Lesson
Quantitative and Qualitative
3 Research

Is there a need to differentiate between Qualitative and Quantitative?

The content of Module 3 is mainly on the differences between Qualitative and
Quantitative Research. The learners will be able to specifically identify when to use
Qualitative and Quantitative respectively. They will be able to identify the features
that are present in Qualitative which is not part of Quantitative.

Let’s Try
PRE ASSESSMENT

Activity 1
What I know about What I want to know What I learned about
qualitative and about qualitative and qualitative and
quantitative research? quantitative research? quantitative research?
 Let’s Recall

Activity 2
Look for a research and tell whether it is qualitative or quantitative. Compare the
research you have to your classmate and discuss its differences or similarities.

Let’s Explore

Activity 3
Based on activity 2, list down the different features between qualitative and
quantitative research types. How do they differ from each other? Compare and
contrast.
 Let’s Elaborate
Quantitative research is a type of
educational research in which the
researcher decides what to study
asks specific, narrow questions. It
collects quantifiable data from
participants. Analyzes these numbers
using statistics and conducts the
inquiry in an unbiased, objective
manner.
Quantitative research is a type of
educational research in which the
researcher relies on the views of
participants, asks broad, general
question. It collects data consisting
largely words from participants.
Describes and analyzes these words
for themes and conducts the inquiry
in a subjective, biased manner.
 QUALITATIVE
RESEARCH
Objectives  In-depth understanding
of underlying reasons
and motivations
Data  Non-statistical
 Contextual
Analysis
 Thematic
Outcomes  Not conclusive nor
generalizable
Differences between Quantitative and Qualitative Research
Quantitative Methodologies
Preference for precise hypothesis stated
at the outset
Preference for precise definitions stated
at the at the outset
Data reduced to numerical scores
Much attention to assessing and
improving reliability of scores obtained
from instruments
Assessment of validity through a
variety of procedures with reliance on
statistical indices
Differing Philosophical Assumptions of Quantitative and Qualitative
Researchers
Assumptions of Qualitative
Researchers
There exists a reality “out there,”
independent of us, waiting to be
known. The task of science is to
discover the nature of reality and how
it works.
Research investigations can potentially
result in accurate statements about
the way the world really is.
It is possible for the researcher to
remove him- or herself to stand apart
from that which is being researched.
QUANTITATIVE
RESEARCH
 Quantification of data
 Measurement of incidence,
etc.
 Statistical
 Broad based insights
 Population based
understanding
Qualitative Methodologies
Preference for hypothesis that emerge
as the study develops
Preference for definitions in context or
as study progresses
Preference for narrative description
Preference for assuming that reliability
of inferences is adequate
Assessment of validity through
crosschecking sources of information
(triangulation)
Assumptions of Qualitative
Researchers
The individuals involved in the
research situations construct reality;
thus, realities exist in the form of
multiple mental constructions.
Research investigations produce
alternative visions of what the world is
like.
It is impossible for the researcher to
stand apart from the individuals he or
she is studying.
 Let’s Dig in

Activity 4
Identify six words or ideas that describe what qualitative research.

Qualitative
Research
 Activity 5
Identify six words or ideas that describe quantitative research.

Quantitative
Research
 Let’s Remember

Activity 4
Write a reflection paper of the things you learned about qualitative research
from quantitative research.

Let’s Apply

Activity 5
Look for a research paper under arts, sciences, social sciences, cultures,
entrepreneurs, or sports. Compare and identify which one is quantitative research
and which one is qualitative research. Share it in class.

Essay: Based on activity 6, write a reaction paper based on the given research
examples of your classmates.
 Let’s Evaluate

Quiz. Tell whether the given statement is a Qualitative Methodology or Quantitative

Methodology. Explain your answers.

1. Preference for specific design control for procedural bias.

2. Primary reliance on researcher to deal with procedural bias.

3. Preference for statistical summary of results.
4. Preference for narrative summary of results.

5. Willingness to manipulate aspects, situations, or conditions in studying complex

phenomena.
 Let’s Extend

Bring a sample research paper tomorrow, one qualitative research paper and
one quantitative research paper. Make a reflection of each paper to be shared
tomorrow with your classmates.

Criteria
Rubric:
Element Needs Fair Strong Excellent
Improvement 2 3 4
1
Orient and Does not engage Attempts to Engages and Immediately
Engages the or orient the engage the reader orients the engages and
Reader reader. The by establishing a reader by orients the
situation is situation. establishing a reader by
unclear, the Introduces the situation, establishing a
narrator is not narrator and introducing clear situation,
introduced, and develops at least the narrator, introducing the
the characters one character. and narrator, and
are poorly developing developing
developed. characters. interesting
characters.
Narrative Little to no Attempts to use Uses dialogue, Effectively uses
Techniques attempt to use dialogue, description dialogue,
dialogue, description, and and pacing to description and
description, and pacing but develop pacing to develop
pacing. experiences and experiences, experiences,
Experiences and events are events, and events, and
events are underdeveloped. characters. characters.
underdeveloped
throughout.
Sequence of Unclear Attempts to Clear Clear purposeful
Events sequence of sequence events. sequence of sequence of
events. The plot The plot is hard events that events that
is hard to follow to follow in unfold unfold naturally.
throughout. places. naturally.
Conclusion Abrupt ending. Ends with a Ends with a Effectively ends
No concluding concluding concluding with a strong
statement. statement that statement concluding
does not clearly that follows statement that
follow from the from a follows from the
narrative. narrative. narrative.
Organization Little to no Attempts to Organizes Strong
and attempt at organize ideas ideas in a organization and
Transitions organization. but transitional logical way. language use
language is Transitional throughout.
needed. language
used.
Mechanics Distracting Mechanical A couple Mechanics reflect
(Spelling and mechanical errors distract errors present careful editing.
Grammar) errors from the but they do
throughout. narrative at not distract.
times.