A Supplementary Learner’s Material in Practical Research 2

for Senior High School Students

by
Grace C. Lamano
Teacher III, Southville 1 Integrated National High School
City Schools Division of Cabuyao
Region IV-A CALABARZON
 FOREWORD

The Senior High School curriculum includes fifteen (15) core

subjects, seven (7) applied track subjects and nine (9) specialized
subjects that students are required to take in order to graduate. Three of
the applied track subjects are research related, namely; Practical
Research 1, Practical Research 2 and Inquiries, Investigations and
Immersion. According to the Senior High School curriculum guides,
Practical Research 1 develops critical thinking and problem-solving skills
through qualitative research while Practical research 2 aims to develop
the same skills but through quantitative research. Lastly, Inquiries,
Investigations and Immersion is a culminating activity that develops the
same skills through qualitative and quantitative researches. These
subjects are one of the subjects in Senior High School that prepare the
students to learn more advanced skills in college if the students decide to
push through with a college degree and develop skills that the students
will need in future employment (www.deped.gov.ph/k-to-12). But despite
exposure to research even from the secondary level, students who will
soon join the labor market seem to not be fully equipped with research
skills for them to engage in research-oriented jobs. Students performed
poorly in outlining the general steps and procedures for carrying out a
research project (Arellano, et.al, 2012).
Furthermore, it is also difficult for the teachers to ensure
comprehension among students on how to properly conceptualize and
conduct a research without a concrete and simple guide for the students
to follow that would also match their abilities and level of understanding
as Senior High Students since most of the available material are
appropriate for tertiary education. To resolve this issue, the teachers try
to develop their own instructional materials and guide for the students by
referring to other sources from the internet, books and research
conducted by former students.
To provide a better solution to the lack of instructional and learner’s
material in Practical research 2, the author developed a simplified
instructional material specifically suited for Senior High School students
called SimThesis. This material shall further aim to improve the level of
performance of the students in the said subject and shall consist of
lessons aligned with the curriculum guide in Practical Research 2.

1
 Outline of the Content
I. Nature of Inquiry and Research
A. Understanding Research
B. Pros, Cons and Kinds of
Quantitative Research
C. Getting to Know Variables
in Research
II. Identifying the Inquiry and Stating
the Problem
A. What’s the Problem?
(Identifying the area and
the focus of your research)
B. Why study the problem?
(Describing the background
of the research problem)
C. Asking the Right Questions
(Drafting the Statement of
the Problem)
D. Let’s Make the Frame Work
(Constructing the
Conceptual Framework)
E. Hypothesis: An Educated
Guess?
(Understanding and Writing
the Hypothesis of the
Study)
F. Be Sure to Define
(Defining Terms for the
Purpose of the Study)
III. Learning from Others and
Reviewing the Literature
A. Relevant Literature and
Where to Find Them
(Exploring relevant
literature of the study)
B. Say No to Plagiarism
(Ensuring ethical standards
and proper citations)
C. Synthesis: Combining for a
Purpose
(Writing a good synthesis of
relevant literature)
IV. Understanding Data and Ways to
Systematically Collect Data
A. Choosing the Right Design
(Determining the
Appropriate Quantitative
Research Design)
B. Picking the Sample
(Determining the Sample
Size and the Proper
Technique)
C. Drafting the Tool
(Developing the Data
Gathering Instrument)
D. A Plan to Collect and
Analyze
(Writing the Plan for Data
Gathering and for Analysis)
V. Finding Answers through Data
Collection
A. Time to Collect
(Guides in Proper Data
Collection Using Proper Instruments)
B. Presenting for Clarity
(How to Properly Present
and Interpret Data Collected)
C. Statistics for Inference
(Using Statistical Tools to
Test Hypothesis)
VI. Reporting and Sharing Findings
A. From Findings to
Conclusions
(Summarizing the Findings
of the Study and Writing
Conclusion)
B. I therefore recommend…
(Formulating
Recommendations based on
the Conclusions)
C. Listing Down the Sources
(Writing a proper reference
section or bibliography)
D. Presenting and Defending
(Tips for Paper Presentation
and Oral Defense)
E. It All Comes to an End
(Revising and Finalizing the
Thesis based on Feedback)
2
 Chapter I. Nature of Inquiry and Research

Objectives:
In this chapter, you will:
1. state the meaning of research based on different perspectives;
2. identify the different types of research;
3. determine the strengths, weakness of quantitative research;
4. compare the different kinds of quantitative research; and
5. describe variables and their different kinds and uses in research.

A. Understanding Research and its Different Types

Start
Up!!!

I. Look at the picture below and list as many words as you can in just 15
seconds.

II. Now try to link the words and make one or two statements about
RESEARCH.

Concept Formation

What is Research?

Research is the systematic investigation into and study of materials

and sources in order to establish facts and reach new conclusions.
(https://en.oxforddictionaries.com/definition/research)

1
 According to the American sociologist Earl Robert Babbie, “Research
is a systematic inquiry to describe, explain, predict and control the
observed phenomenon. Research involves inductive and deductive
methods.” (https://www.questionpro.com/blog/what-is-research/)

Research is a process of investigation, an examination of a subject

from different points of view. It’s not just a trip to the library to pick up a
stack of materials, or picking the first five hits from a computer search.
Research is a hunt for the truth. It is getting to know a subject by
reading up on it, reflecting, playing with the ideas, choosing the areas
that interest you and following up on them. Research is the way you
educate yourself. (https://www.usg.edu/galileo/skills/unit01/infoage
01_03.phtml)

Research is the systematic inquiry or investigation of a certain

phenomenon or a subject of interest. It is a process which involves
collection, presentation, analysis and interpretation of data to draw a
conclusion and arrive at solutions to certain problems. It comes in many
forms and can be conducted through different approaches that would
suit the need of the study.

What are the main approaches of research?

Research can be conducted using three main approaches according

to John W. Creswell. These are: qualitative, quantitative and mixed
methods.

Qualitative research is an approach for exploring and

understanding the meaning individuals or groups ascribed to a social or
human problem. The process of research involves emerging questions
and procedures, data typically collected in the participant’s setting, data
analysis inductively building from particulars to general themes, and the
researcher making interpretations of the meaning of the data. The final
written report has a flexible structure. Those who engage in this form of
inquiry support a way of looking at research that honors an inductive
style, a focus on individual meaning, and the importance of rendering the
complexity of a situation.

Quantitative research is an approach for testing objective theories

by examining the relationship among variables. These variables, in turn,
can be measured, typically on instruments, so that numbered data can
be analyzed using statistical procedures. The final written report has a
set structure consisting of introduction, literature and theory, methods,
results, and discussion. Like qualitative researchers, those who engage in
this form of inquiry have assumptions about testing theories deductively,
building in protections against bias, controlling for alternative
explanations, and being able to generalize and replicate the findings.

2
 Mixed methods research is an approach to inquiry involving
collecting both quantitative and qualitative data, integrating the two
forms of data, and using distinct designs that may involve philosophical
assumptions and theoretical frameworks. The core assumption of this
form of inquiry is that the combination of qualitative and quantitative
approaches provides a more complete understanding of a research
problem than either approach alone. (J.W. Creswell, 2014)

The table below summarizes the differences between these three

approaches.

Table 1.1 Quantitative, Mixed and Qualitative Research Approaches

Quantitative Mixed Method Qualitative
In terms of Research Design…
 Experimental designs  Convergent  Narrative research
 Non experimental  Explanatory sequential  Phenomenoology
designs, such as  Exploratory sequential  Grounded Theory
surveys  Transformative,  Ethnographics
embedded or  Case Study
multiphase
In terms of Research Methods…
 Pre-determined  Both predetermined  Emerging methods
 Instrument based and emerging methods  Open-ended questions
questions  Both open and close-  Interview data, observation
 Performance data, ended questions data, document data, and
attitude data,  Multiple forms of data audio-visual data
observational data, drawing all  Text and image analysis
and census data possibilities  Themes, patterns
 Statistical Analysis  Statistical and text interpretation
 Statistical analysis
Interpretation  Across databases
interpretation
In terms of philosophical assumptions …
 Postpositivist  Pragmatic knowledge  Constructivist/
knowledge claims claims transformative knowledge
claims
In terms of practices of the researcher…
 Tests or verifies  Collects both  Positions him- or herself
theories or quantitative and  Collects participant
explanations qualitative data meanings
 Identifies variables to  Develops rationale for  Focuses on a single
study mixing concept or phenomenon
 Relates variables in  Integrates the data at  Brings personal values into
questions or different stages of the study
hypotheses inquiry  Studies the context or
 Uses standards of  Presents visual setting of participants
validity and reliability pictures of procedures  Validates the accuracy of
 Observes and in the study findings
measures information  Employs practices of  Makes interpretations of
numerically both qualitative and the data
 Uses unbiased quantitative research  Creates an agenda for
approaches change or reform
 Employs statistical  Collaborates with the
procedures participants

3
Click & Search!
Explore the difference between the qualitative and quantitative
research using the links below:
https://youtu.be/2X-QSU6-hPU
https://youtu.be/RvU-dMZnj7A

Checkpoint!!!

Write TRUE if the statement is correct. Write the word that should
replace the underlined word to make the statement true if it is
incorrect.

__________ 1. Research is a process which involves collection,

presentation, analysis and interpretation of data to draw a conclusion
and arrive at solutions to certain problems.
__________ 2. There are three main approaches to research:
qualitative, quantitative and mixed systems.
__________ 3. The process of qualitative research involves emerging
questions and procedures.
__________ 4. These variables in a quantitative research can be
measured, typically on instruments, so that numbered data can be
analyzed using statistical procedures.
__________ 5. Mixed methods research is an approach to inquiry
involving collecting both quantitative and numerical data, integrating
the two forms of data, and using distinct designs that may involve
philosophical assumptions and theoretical frameworks.

Think about this!

Now that you are going to conduct a

quantitative research, what do you think would
be the most difficult part of your journey to
finish your research?

4
 B. Pros, Cons and Kinds of Quantitative Research

Start
Up!!!

Complete the crossword based on the clues given below:

1 2

3 4 5

10

Across: Down:
4. verified 1. acceptable and believable
6. the opposite of simple 2. outputs or outcomes
7. cannot be done easily 3. expensive
9. balanced 5. dependable
10. wide-ranging 8. minutes, hours or days

Concept Formation

What are the strengths and weaknesses of quantitative research?

Here are some of the strengths and weaknesses of quantitative

research (Prieto, et. al, 2017)

Strengths
 It is considered as the most
reliable and valid way of
concluding results because it
involves bigger sample of the
population.
 Quantitative experiments gain
results that are real and unbiased
because the study can filter out
external factors.
 It can be repeated to verify
findings in another setting, thus,
reinforcing its validity.
Weaknesses
 It can be costly, difficult and time-
consuming.
 It requires extensive statistical
treatment which also requires
rigorous analysis to make the
findings and conclusions.
 It leaves little room for grey areas
or uncertainty which is not
appropriate for complex concepts.

5
 What other strengths and weaknesses of quantitative research can
you think of?

What are the different kinds of quantitative research designs?

There are two main classifications of quantitative research designs:

nonexperimental and experimental. In a nonexperimental research
design, the researcher observes a phenomena as they occur naturally
and no external variables are introduced. On the other hand,
experimental research seeks to determine if a specific treatment
influences an outcome. The researcher assesses this by providing a
specific treatment to one group and withholding it from another and then
determining how both groups scored on an outcome (Creswell, 2014).

The different kinds of nonexperimental and experimental research

design are shown below:
Quantitative
Research Design

Non-
Experimental
experminetal

True Quasi-
Pre-Experimental Descriptive
Experimental Experimental

Pre-test and Post Non equivalent

One shot Case
test Equivalent Control group Survey
study
Groups Design design

Post test only One group pre-

Time series
Equivalent test post-test Correlational
design
Groups Design design

Ex-post Facto
Studies

Comparative

Evaluative

Methodological

Polit and Hungler (1999)

1
 Here is a summary of the different kinds of quantitative research
designs:

Research Description Sample Study

Design
Pre-Experimental
One Shot Case A single group is studied Mongkuo, M. Y., & Quantrell,
Study at a single point in time S. (2015) The Influence of
after some treatment that Excessive Alcohol
is presumed to have Consumption, Gender, Age,
caused change. The Enrollment Status and
carefully studied single Academic Class on Risky
instance is compared to Sexual Behavior Among
general expectations of Predominantly Black College
what the case would have Students. Public Health and
looked like had the Preventive Medicine, Vol. 1,
treatment not occurred No. 4, 2015, pp. 144-152
and to other events https://www.researchgate.net
casually observed. No /publication/290599215
control or comparison
group is employed.
One group pre- A single case is observed Kimport, E. R. and Hartzell, E.
test post-test at two time points, one (2015) Clay and Anxiety
design before the treatment and Reduction: A One-Group,
one after the treatment. Pretest/Posttest Design with
Changes in the outcome of Patients on a Psychiatric Unit,
interest are presumed to Art Therapy: Journal of the
be the result of the American Art Therapy
intervention or treatment. Association, Vol. 32 No. 4,
No control or comparison 2015, pp. 184-189
group is employed. https://eric.ed.gov/?q=art+AN
D+hospitals&pg=2&id=EJ1081
723
Quasi-experimental
Non-equivalent This refers to the chance Jaya Nur Iman (2017) A
control group failure of random Quasi-Experimental Study on
design assignment to equalize the Using Short Stories: Statistical
conditions by converting a and Inferential Analyses on
true experiment into this the Non-English Major
kind of design for University Students' Speaking
purposes of analysis. and Writing Achievements.
International Journal of
Languages’ Education and
Teaching, Vol. 5 Issue 1, April
2017, pp. 421-433
https://www.researchgate.net
/publication/316348153_A_Q
UASI-
EXPERIMENTAL_STUDY_ON_
USING_SHORT_STORIES_STA
TISTICAL_AND_INFERENTIAL_
ANALYSES_ON_THE_NON-
ENGLISH_MAJOR_UNIVERSIT

2

Time series In this design, the
design researcher employs
multiple measure before
and after the experimental
intervention.
True Experiment
Pretest and This design provides for
Posttest both a control group and a
Equivalent measure of change but
Groups Design also adds a pretest to
assess any differences
between the groups prior
to the study taking place.
Post-test only In this study, two groups
Equivalent are chosen and assigned
Groups Design at random then presented
with either the treatment
or some type of control.
Posttests are then given to
each subject to determine
if a difference between the
two groups exists.
Descriptive
Survey This research design is
used when the researcher
intends to provide a
quantitative or numeric
description of trends,
altitudes or opinions of a
population by studying a
sample of that population.
Correlational This is used for research
studies that aim to
determine the existence of
Y_STUDENTS'_SPEAKING_AN
D_WRITING_ACHIEVEMENTS
Robert Michielutte, Brent
Shelton, Electra D. Paskett,
Cathy M. Tatum, Ramon Velez
(2000), Use of an interrupted
time-series design to evaluate
a cancer screening program,
Health Education Research,
Vol. 15, Issue 5, October
2000, pp. 615–623,
https://doi.org/10.1093/her/
15.5.615
SHAHEEN, Muhammad
Naqeeb Ul Khalil; KAYANI,
Muhammad Munir. Improving
Students’ Achievement in
Biology using 7E Instructional
Model: An Experimental
Study. Mediterranean Journal
of Social Sciences, [S.l.], v. 6,
n. 4, p. 471, aug. 2015. ISSN
2039-2117.
https://www.mcser.org/journ
al/index.php/mjss/article/vie
w/7311
SHAHEEN, Muhammad
Naqeeb Ul Khalil; KAYANI,
Muhammad Munir. Improving
Students’ Achievement in
Biology using 7E Instructional
Model: An Experimental
Study. Mediterranean Journal
of Social Sciences, [S.l.], v. 6,
n. 4, p. 471, aug. 2015. ISSN
2039-2117.
https://www.mcser.org/journ
al/index.php/mjss/article/vie
w/7311
Semerci, Ali and Aydin, M.
Kemal (2018) Examining High
School Teachers' Attitudes
towards ICT Use in Education.
International Journal of
Progressive Education, Vol. 14
No. 2 pp. 93-105.
https://eric.ed.gov/?id=EJ117
7301
Ramli Bakar,
The influence of professional
teachers on Padang vocational
3
 a relationship between two
or more variables and to
determine the degree of
the relationship.
Ex-Post Facto These are used to
Studies determine causal
relationships. They
examine whether one or
more pre-existing
conditions could possibly
have caused subsequent
differences in groups of
subjects.
Comparative This involves comparing
and contrasting two or
more samples of study
subjects on one or more
variables, often at a single
point of time.
Evaluative It seeks to assess or judge
in some way providing
information about
something other than
might be gathered in mere
observation or
investigation of
relationships.
Methodological In this approach, the
implementation of a
variety of methodologies
forms a critical part of
achieving the goal of
developing a scale-
matched approach, where
data from different
disciplines can be
integrated.
As a researcher, you may choose from any of these quantitative
research designs based on the purpose of your research.
school students' achievement,
Kasetsart Journal of Social
Sciences, Vol. 39, Issue 1,
2018, pp. 67-72,
https://doi.org/10.1016/j.kjs
s.2017.12.017.
Seyed Alireza Derakhshanrad
and Emily Piven (2018) A
Cognitive Neurodynamic
Approach to Prediction of
Students’ Adaptation to
College: An Ex-Post Facto
Study, Basic and Clinical
Neuroscience Journal, 9(3):
217–226.
https://www.ncbi.nlm.nih.gov
/pmc/articles/PMC6037428/
Sevil, J., Sánchez-Miguel, P.
A., Pulido, J. J., Práxedes, A.,
& Sánchez-Oliva, D. (2018).
Motivation and Physical
Activity: Differences Between
High School and University
Students in Spain. Perceptual
and Motor Skills, 125(5), 894–
907.
https://doi.org/10.1177/0031
512518788743
Nadler, C. & Breuer, W. J Bus
Econ (2019) Cultural Finance
as a research field: an
evaluative survey. Journal of
Business Economics, Vol. 89
Issue 2 pp. 191-220.
https://doi.org/10.1007/s115
73-017-0888-y
Dunn G, Emsley R, Liu H, et
al. Evaluation and validation
of social and psychological
markers in randomised trials
of complex interventions in
mental health: a
methodological research
programme. Southampton
(UK): NIHR Journals Library;
2015 Nov. (Health Technology
Assessment, No. 19.93.)
https://www.ncbi.nlm.nih.gov
/books/NBK326942/ doi:
10.3310/hta19930
4
 Click & Search!
For more information about the different kinds of quantitative
research you make check out the video links below:
https://www.youtube.com/watch?v=10nMNh3RMp0
https://www.youtube.com/watch?v=d-w2HDnUC6s

Checkpoint!!!

Write EXP if you will use an experiment to answer the problem

inquiry but if you will use a non-experimental method, write NON.

______1. How many hours in a day does a student spend in playing

mobile games?
______2. What are the preferred course of students for college?
______3. Is keratin effective in making hair smooth and silky?
______4. Do the senior high school students perform well in General
Mathematics?
______5. Does integrating music and arts in teaching English make the
students perform better?

Think about this!

What will be the main purpose of your

study and what research design would be most
appropriate for it.

C. Getting to Know Variables in Research

Start
Up!!!

Unscramble the letters in each item to reveal the word being

described.

1. DINPEDENTEN – sovereign; can stand alone

2. NEPDETDEN - reliant on something; cannot stand alone

5
3. ARMOTORED – arbitrator; someone or something that comes in
between
4. GINRIVENTEN – interfering; something that hinders
5. CONTROL – regulate; direct

Concept Formation

What is a variable?

Variables may refer to different things in other areas of study. In

research, variables are among the fundamental concepts or research,
alongside with measurement, validity, reliability, causal relationships
and theories.

Bernard (1994) defines a variable as something that can take more

than one value, and values can be words or numbers. It specifically refers
to a characteristic, or attribute of an individual or an organization that
can be measured or observed and that varies among the people or
organization being studied (Creswell, 2002).

The most common variable in social research are age, sex, gender,
education, income, marital status and occupation. All social research is
based on defining variables, looking for associations among them, and
trying to understand whether one variable causes another. Hence,
identifying variables are crucial in any kind or research.

What are the different kinds of variables?

The five kinds of variables are summarized below:

1. Independent Variable. It is the stimulus or cause variable chosen by

the researcher to determine the relationship of an observed phenomenon.
These variables are not changed by the other variables you are trying to
measure.

Illustrative Examples:
Research Title Independent Variable
Social Media Involvement and Its Impact
Social Media Involvement
on the Self-Esteem of SHS Students
Factors that Affect Grade 10
Factors Affecting Grade 10 Students’
Student’s Involvement on
Involvement on Solid Waste Management
Solid Waste Management
Ingredients in Making
Acceptability of Pitaya Lip Tint
Pitaya Lip Tint

6
2. Dependent Variable. It is the response variable or the effect that is
observed or measured to determine the effect of the independent variable.
They are the outcomes or results when the independent variable varies.

Illustrative Examples:
Research Title Dependent Variable
Social Media Involvement and Its Impact on the Self-Esteem of SHS
Self-Esteem of SHS Students Students
Grade 10 Student’s
Factors Affecting Grade 10 Students’
Involvement on Solid
Involvement on Solid Waste Management
Waste Management
Acceptability of Pitaya
Acceptability of Pitaya Lip Tint
Lip Tint

3. Moderator Variable. It is a special kind of independent variable chosen

by the researcher to determine if it changes or modifies the relationship
between the independent and independent variables.

Illustrative Example:
Suppose that the researcher wants to determine the relationship
between sleep deprivation and the student’s academic performance. If the
researcher sees that the amount of school work changes the relationship
between these variables, then the amount of school work is the
moderator variable.

4. Control Variable. It is a variable that is managed by the researcher in

which the effects can be neutralized by eliminating or removing the
variable. They may be demographic variables that need to be “controlled”
so that the true influence of the independent variable on the dependent
can be determined.

Illustrative Example:
In the same study on the relationship between sleep deprivation
and the student’s academic performance, the researcher decides to
prohibit the student’s use of stimulants such as coffee during the day to
make sure that he can accurately determine the relationship between the
variables. Therefore, the use of stimulants such as coffee during the day
is the control variable.

5. Intervening Variable. This hinders the independent and dependent

variables but the effects can either strengthen or weaken the independent
and dependent variables. These variables are also called mediating
variables.

Illustrative Example:
Research Title: Social Media Involvement and Its Impact on the Self-
Esteem of SHS Students

7
Independent Intervening Dependent
Variable Variables Variable

• Social Media • Data • Self-Esteem

Involvement Connection of SHS
Availability Students
• Online Social
Circle
• Activities
Online

Checkpoint!!!

Answer the questions based on the given situation.

Ally would like to develop an anti-insect spray using lemon

grass based on its natural properties as insect repellent. He plans
to determine its effectiveness by conducting trials in a controlled
environment.
1. What kind of variable is the natural insect repellent
property of lemon grass?
2. What is the dependent variable in the study?
3. Give at least one moderator variable for this study.
4. Give one intervening variable for this study.
5. Give one control variable for this study.

Think about this!

What are the variables that you would

want to focus on for your study and what
could be the possible indicators?

8
 Research is the systematic inquiry or investigation of a certain
phenomenon or a subject of interest. It is a process which involves
collection, presentation, analysis and interpretation of data to draw a
conclusion and arrive at solutions to certain problems. It comes in many
forms and can be conducted through different approaches that would
suit the need of the study. It can be conducted using any of the three
approaches: qualitative, quantitative and mixed methods approach.

Quantitative research is an approach for testing objective theories by

examining the relationship among variables. These variables, in turn, can
be measured, typically on instruments, so that numbered data can be
analyzed using statistical procedures. The final written report has a set
structure consisting of introduction, literature and theory, methods,
results, and discussion. This approach may involve use of the
experimental or the non-experimental research design.

Experimental research designs are categorized as pre-experimental,

true experiments and quasi-experiments. Pre-experimental research can
be a one shot case study or a pretest posttest control group design. True
experiments can be done with pretest and posttest equivalent groups
design or by posttest only equivalent groups design. Lastly, quasi-
experimental research design can be done using the one shot case study
or the one group pretest posttest design. On the other hand, the
nonexperimental research can be conducted through the descriptive
research design. This can be classified as survey, correlational, ex-post
facto studies, comparative, evaluative and methodological.

A researcher may opt for any of the said research designs that will
suit his main purpose in the study. But another important aspect of this
is identifying the variables of the study and their kinds. A variable
specifically refers to a characteristic, or attribute of an individual or an
organization that can be measured or observed and that varies among
the people or organization being studied. These variables can be
classified as independent, dependent, moderator, control and intervening
variables.

The independent variable is the stimulus or input variable while the

dependent variable is the response or output variable. The moderator
variable is a special kind of independent variable that changes or
modifies the relationship between the independent and dependent
variable while the control variable is managed by the researcher in which
the effects can be neutralized by eliminating or removing the variable.
Lastly, the intervening variable hinders the independent and dependent
variables and may strengthen or weaken these variables. It is important
for the researcher to identify the main variables of the study and its
indicators as well as the purpose these variables in the study.

9
 I. Choose the letter of the best answer.

1. Which of the following word is NOT relevant to research?

a. systematic b. investigation c. aesthetic d. examination

2. Which approach will be used if the researcher would like to explore on

the behavior of teenagers during typhoons by interview and observation?
a. qualitative b. quantitative c. mixed methods d. none

3. What research approach makes use of numbers in making

generalizations and conclusions?
a. qualitative b. quantitative c. mixed methods d. none

10