PRACTICAL RESEARCH 2

Module No. IFirst Quarter: Week 1 to 3

QUANTITATIVE RESEARCH

Chapter 1: NATURE OF INQUIRY AND RESEARCH

Most Essential Learning Competencies;

 describes characteristics, strengths, weaknesses, and kinds of
quantitative research CS_RS12-Ia-c-1
 illustrates the importance of quantitative research across fields CS_RS12-Ia-c-2
 differentiates kinds of variables and their uses CS_RS12-Ia-c-3

WHAT'S IN

Quantitative research, like qualitative, has its own characteristics that made it distinguishable by nature. This type of research
is widely used especially for those who needed investigations and experimentations. Hence, there will be a wide range of how you
could easily select the topic you wanted to study. Also, Quantitative Research is a big help in preparing the learners to choose
their own topic and write their own research paper. Otherwise, there will be no discovery of new concepts and technologies today.

NOTES TO THE TEACHER

 Since all concepts will be new for the learners, assist them by giving time to answer questions
that led them from misunderstanding with regard to the lesson.
 Provide various samples of topics where the learners can get some ideas to start with their study.
 Inform the learners that there are different types of variables in quantitative research, not likely
on other subjects. Assist the learners to distinguish the different types of variables and how they
are used in research.

WHAT'S NEW
Quantitative research - in natural and social sciences, and maybe in other fields, quantitative research is the
systematic empirical investigation of observable phenomena via statistical, mathematical, or computational
techniques. 

Inquiry - refers to an understanding that research is iterative and depends upon asking increasingly complex
or new questions whose answers develop additional questions or lines of inquiry in any field.

Academic track - the academic track is simply the track that prepares students for the most common college
courses such as business management, engineering, and the sciences.
WHAT IS IT

Lesson 1: THE CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF

QUANTITATIVE RESEARCH
Qualitative vs. Quantitative Research
There is a big difference between qualitative and quantitative research in terms of many aspects. Some are discussed in the
table as follow.

Table 1. Comparison between Qualitative and Quantitative Research

Qualitative Research RESEARCH ASPECT Quantitative Research

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 A type of educational research in A type of educational research in
which the researcher relies on the DEFINITION which the researcher decides what
views of the participants. to study.

Discover ideas, with General Test hypotheses or specific

OBJECTIVE
Research Objects research questions
Observe and Interpret APPROACH Measure and Test
Unstructured, Free form DATA COLLECTION Structured response,
APPROACH Categories provided
Research is intimately involved. RESEARCHER Researcher uninvolved observer.
Results are subjective. INDEPENDENCE Results are objective.
Small samples – often in natural Large samples to produce
SAMPLES
setting generalizable results.

Characteristics
The major characteristics of both qualitative and quantitative research are defined and listed on the table.

Table 2. Characteristics of Qualitative and Quantitative Research

Qualitative Research
Ask broad, general Qs
Collecting data consisting largely of words (text) or
image (picture)
Descriptions and analysis of words for themes
Conducts inquiry in biased, subjective manner
Quantitative Research
Ask specific narrow Qs
Collects data from participants
Analyzes numbers using statistics
Conducts the inquiry in unbiased, objective manner

Strengths of Quantitative Research

1. It is objective. Since it provides numerical data, it can’t be easily misinterpreted.
2. Quantitative research requires a large number of respondents. It is assumed that the larger sample is, the more
statistically accurate the findings are.
3. The use of statistical techniques facilitates sophisticated analyses and allows you to comprehend a huge amount of vital
characteristics of data.

Weaknesses of Quantitative Research

1. Since, there are more respondents compared to qualitative research, the expenses will be greater.
2. The information contextual factors to help interpret the results or to explain variations are usually ignored.
3. Much information are difficult to gather using structured research instruments, specifically on sensitive issues like pre-
marital sex, domestic violence, among others.

KINDS OF QUANTITATIVE RESEARCH

Descriptive Research
 seeks to describe the current status of a variable or phenomenon
 the researcher does not begin with a hypothesis, but typically develops one after the data is collected
Correlational Research
 explores the relationship between variables using statistical analyses
 it does not look for cause and effect
Quasi-Experimental Research
 often referred to as Causal-Comparative or ex post facto (after the fact)
 seeks to establish a cause-effect relationship between two or more variables
 the researcher does not assign groups and does not manipulate the independent variable
Experimental Research
 use the scientific method to establish cause-effect relationship among a group of variables in a research study
 researchers make an effort to control for all variables except the one being manipulated (the independent variable)
 the effects of the independent variable on the dependent variable are collected and analyzed for a relationship

Lesson 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS (Penslar &

Porter, 2010)
General Academic Strand (GAS)
 Teachers in the basic education are engrossed in researches and devote time and effort in conducting researches to
improve educational practices that may lead to more quality learning of the students.
 Researches also validate, test and challenge existing educational practices that may lead to reforms which are more
contextualized, localized, and responsive to the needs of the learners.

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Accounting, Business and management (ABM)
 Researches can help design a new product or service, figuring out what is needed and ensure that the development of a
product is highly targeted towards demand.
 It may also help a small business decide if a procedure or strategy should be changed to meet the requirements of the
customer base.
Science, Technology, Engineering, and Mathematics (STEM)
 Medical practitioners, for example, conduct researches to obtain significant information about disease trends and risk
factors, results of various health interventions, patterns of care, and health care costs and use.
 As for the engineers, architects, and other builders, research helps in providing designs which are creatively beautiful and
at the same time give more convenience and efficiency as they utilize modern technology to adapt to the ever changing
society.
Humanities and Social Sciences (HUMSS)
 Research aims to provide solutions to the social problems directly felt by people.
 Researchers in this field deal more on societal behaviors and social issues such as stress, work ethics, organizational
commitment, leadership style, child labor, teenage pregnancy, human trafficking to drug addiction and other forms of
criminality.
Technical-Vocational-Livelihood (TVL)
 Research in this academic discipline incorporates in its curriculum as many pertinent life’s skills that will help students
succeed independently in their chosen career paths.
 Through research, it emphasizes on personal development, decision making, and intrapersonal skills. It allows students to
acquire the necessary decision making, social, and communicative skills which are important for occupational success.

Lesson 3: THE NATURE OF VARIABLES

Types of Variables
These are the types of variables as defined by Blog (2019).
1. Continuous variable. A variable that can take infinite number on the value that can occur within a population. Its values can
be divided into fractions.
1.1. Interval variable. A measurement where the difference between two values does have meaning.
1.2. Ratio variable. It possesses the properties of interval variable and has a clear definition of zero, indication that none of
that variable.
2. Discrete variable. Also known as categorical or classificatory variable, on the other hand, is any variable that has a limited
number of distinct values and which cannot be divided into fractions.
2.1. Nominal variable. A variable with no quantitative value. It has two or more categories but does not imply ordering of
cases. A sub-type of nominal scale with only two categories just like sex (e.g. male/female) is known as dichotomous.
2.2. Ordinal variable. A variable that has two or more categories which can be ranked. (e.g. “Very satisfied”, “Satisfied”,
“Indifferent”, “Dissatisfied”, “Very dissatisfied”)
3. Independent variable. The cause variable or the one responsible for the conditions that act on something else to bring about
changes.
4. Dependent variable. Also called the outcome variable which is the result or effect of the changes brought about by another
variable.

WHAT'S MORE
Activity 1.1 Sorting the Toppings
Objective: Suppose you are a student under TVL program, cookery. You will need to bake a pizza but the toppings are all
messed-up. The orders are set aside and you need to hurry before the waiting customer leaves. For this activity, BEST sort the
topic if it is for ABM, HUMSS, STEM, or TVL track. The academic track for GAS will be excluded for this activity since it has a
wide range of use in research to be observable with connection to other tracks offered within the division.
Materials needed:
short bond papers pencil compass

colored papers scissors glue/paste

Procedures:
1. Draw four circles on a bond paper using a compass.
2. Cut the circles and make the toppings.
3. There will be four toppings that represent each track. Pepperoni for ABM, cheese for HUMSS, mushroom for STEM,
and anchovy for TVL.
4. Prepare the toppings by drawing them on your colored papers. You may copy the images as follows.

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 5. Write the letter on your toppings to match it with the research topic.
6. After the letter on your toppings, put it on one of your pizzas to sort them by using glue or paste.
7. Last, if done, serve them to your customer (facilitator) with a smile and say, “Have a nice day! Enjoy your pizza. Come
again.”
List of topics:
a. food nutrition h. marketing strategies
b. impact of playing online games on computer shops i. students’ allowance
c. extreme rides in fighting anxiety j. choice of career path
d. fluid mechanics k. broadcasting
e. effect of LED lights to the growth of plants l. financial capability
f. logic and patterns m. robotics
g. cultural development n. computer programming (ICT)

Activity 1.2 Identifying the Variables in a Context

Instruction: Classify the variable written in bold whether continuous or discrete. Then, sort out whether the variable is nominal
or ordinal under continuous, and interval or ratio under discrete.
1. The age of a person living in Southeast Asia.
2. An average scale of 4.7 shows that people living on Western countries are ‘Very Satisfied’ on the climate they have
during summer.
3. Hyperion is a coast redwood (Sequoia sempervirens) is the tallest tree living in the world which measured 115.85 metres
(380 feet 1 inch) tall.
4. The mid-twentieth century racial classification by American anthropologist Carleton S. Coon divided humanity into five
races.
5. The IQ test of Maria shows that she exceeds the average IQ level.

WHAT I HAVE LEARNED

Guide Questions:
1. How does qualitative and quantitative research differ from characteristics?
2. What are other strengths and weaknesses you can add besides from the previous discussion?
3. What is the importance of research in your field of specialization and how it affects your life as a student?
4. How do you appreciate research in your field of specialization?
5. What are the categories of variables in research?
6. What is the difference between each category? Give examples.

WHAT I CAN DO
Instruction: Choose the track/program you are enrolled in and under these categories explain how the sub-topics are related
into your field of specialization. Explain it on a separate sheet of paper with at least 10 sentences for each sub-
topic. (See rubric)
ABM GAS HUMSS STEM
a. financial capability a. malnutrition a. LGBTQ+ a. vaccines
b. online selling b. sex education in JHS b. child abortion b. lying with numbers
TVL (Dressmaking) TVL (Automotive) TVL (Cosmetics) TVL (Agriculture)
a. pattern-making methods a. aerodynamic issues a. FDA testing a. use of chemical and pesticides
b. development of sewing machine b. hydraulic linkages b. nanotechnology b. use of hemp as a popular crop
TVL (Cookery) TVL (Welding)
a. adaptogens in foods a. metallurgy
b. pea proteins in food b. mechanics

ASSESSMENT
Test I

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Direction: Write PR1 if the characteristics listed after each number is for qualitative research. Otherwise, write PR2 if it is for
quantitative research. Write your answer on a separate sheet of paper.
1. Analyze numbers using statistics.
2. Ask broad or general questions.
3. Descriptions and analysis of words for themes.
4. Conducts the inquiry in unbiased, objective manner.
5. Conducts inquiry in subjective, biased manner.

Test II
Direction: Write I if the variable is Interval, N if Nominal, R if Ratio and O if Ordinal. Write your answer on a separate sheet of
paper.
1. Military title (e.g. first lieutenant, captain, major)
2. Clothing such as hat, shirt, shoes
3. Distance from Albay to Manila
4. Average score in a 5-item quiz in Math
5. Satisfactory level of using gadgets as learning tools

Test III
Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. A type of educational research in which the researcher relies on the views of the participants is called __________.
a. Qualitative research c. Mixed-method research
b. Quantitative research d. Analytical research
2. The process by which the researcher gathers information needed from the participant/s is called __________.
a. data analysis b. data interpretation c. data collection d. data mining
3. A type of educational research in which the researcher decides what to study is a __________.
a. Experimental research b. Grounded Theory c. Descriptive research d. Quantitative research
4. Research helps in providing designs which are creatively beautiful. Which among the following fields DOES NOT
describe the statement followed?
a. dressmaking b. engineering c. architecture d. surgery
5. A scientist studies the impact of a drug on cancer. The dependent variable is __________.
a. the administration of drug
b. the impact of drug on cancer
c. the scientist who studies drug
d. the number of cancer patients cured

ADDITIONAL ACTIVITIES
Activity 1.3 Independent and Dependent Variables
Instruction: Try to understand each statement and look for the cause and effect relationship. After analyzing what the cause
(independent variable) and effect (dependent variable) within the context, categorize them into IV or DV. Remember that the
independent variable (IV) causes the dependent variable (DV) to change.
Example: “The effect of temperature on plant pigmentation.”
IV: the amount of temperature
DV: the change on plant pigmentation
1. Effects of fertilizer on plant growth
2. Brightness of light has any effect on a moth being attracted to the light
3. Time spent studying and its effects on test scores of students
4. Relationship between disposable income and location amongst young adults
5. Salary and job satisfaction among Valenzuela residents

REFERENCES

Blog, F. (2019, December 10). Nominal, Ordinal, Interval & Ratio Variable + [Examples]. Retrieved May 21, 2020, from
https://www.formpl.us/blog/nominal-ordinal-interval-ratio-variable-example

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Cramer, D., & Howitt, D. (2004). The Sage dictionary of statistics: A practical resource for students in the social sciences.
London: SAGE Publications.

Faltaldo, R. E., III, Bombita, M. B., Boholano, H. B., & Pogoy, A. M. (2016). Practical Research 2: Quantitative Research.
Lorimar Publising.

Helmenstine, A. (2019, December 01). Definition and Examples of Independent and Dependent Variables. Retrieved May 21,
2020, from https://www.thoughtco.com/independent-and-dependent-variable-examples-606828

Hoy, W. K. (2010). Quantitative research in education: A primer. SAGE. doi:doi.org/10.4135/9781452272061

Kalof, L., Dan, A., & Dietz, T. (2008). Essentials of social research. Berkshire, England: Open University.

MathBench Visualization. (n.d.). Retrieved May 22, 2020, from

https://mathbench.umd.edu/modules/visualization_graph/page02.htm

Penslar, R. L., & Porter, J. P. (2010). Institutional Review Board Guidebook: Introduction. Washington, DC: SAGE Publication.

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 PRACTICAL RESEARCH 2
Module No. 2First Quarter: Week 4 to 5
QUANTITATIVE RESEARCH

Chapter 2: IDENTIFYING THE INQUIRY AND STATING THE

PROBLEM

Most Essential Learning Competencies;

 designs a research useful in daily life CS_RS12-Id-e-1
 writes a research title CS_RS12-Id-e-2
 describes background of research CS_RS12-Id-e-3
 states research questions CS_RS12-Id-e-4
 indicates scope and delimitation of study CS_RS12-Id-e-5
 presents written statement of the problem CS_RS12-Id-e-7

WHAT'S IN
Deciding on what to study is easy but the challenge there is if it is worth it. There are many quantitative topics that you can
access online or even into nearby libraries. Such works have wonderful content and reliable results that even some of the future
researchers would like to create a replica of those studies and apply it from their locality. Though, the same design and idea
applies, the researcher must avoid copying the entire content, especially the title, to avoid plagiarism. To start with your research,
you must first have a problem that is related to your area of specialization. This will catch your interest to be eager to finish the
study. You can visit trusted websites and libraries to get some ideas and from this you could already pose your research questions
and start writing your research.

NOTES TO THE TEACHER

 Guide the learner on writing a good quantitative research title by giving multiple samples.
 Explain how important a research is on the learner’s area of specialization.
 Guide the learner on writing a good background of the study.
 Evaluate the learner’s written statement of the problem relevant to the chosen topic.

WHAT'S NEW

Research background – it is a brief outline of the most important studies that have been conducted and how
it is related to the present problem.

Statement of the problem – it is a sub-part of a research where the objective of the study and research
questions is posed.

WHAT IS IT

Lesson 1: THE RANGE OF RESEARCH TOPICS IN THE AREA OF INQUIRY

Research Topic
The first challenge of any researcher is the identification of a research topic. A research topic or problem is an
intellectual stimulus calling for an answer in the form of scientific inquiry. Topics or problems are general questions about
relations among variables, or characteristics of the phenomenon which a researcher needs to undertake. (Birion et al., 2018)

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Selecting the Research Topic
1. It should be something new or different from what has already been written about.
2. It must be original.
3. It should be significant to the field of study or discipline.
4. It must be necessarily arouse intellectual curiosity.
5. It should be of researcher’s interest and researcher must be with the topic.
6. It should be a modest one for a beginner to be carried on within a limited period of time.
7. It should be clear, not ambiguous.
8. It should be specific, not general.
9. It should consider the training and personal qualifications of the researcher.
10. It should consider the availability of data involved in the study and the methods and techniques to be employed in
gathering them.
11. It should consider the availability of effective instruments for gathering the data and their treatment.
12. It should consider the financial capacity of the researcher to support the project.
13. It should consider the time factor involved in the undertaking.

Some Related Topics for Senior High School Students for Academic and TVL Strands
ABM GAS HUMSS
1. taxation 1. learning strategies 1. gender roles
2. online selling/buying 2. order and discipline 2. social media literacy
3. price increase/depreciation 3. environment concerns 3. crime statistic reporting

STEM TVL
1. robotics 1. modern technologies in dressmaking
2. sugar chemistry 2. cryogenic fuels in cars
3. proving math theories 3. livestock population

Lesson 2: THE VALUE OF RESEARCH IN THE AREA OF INTEREST

The following may be considered as basis for selecting the problem:

Technical Criteria
• significant to chosen field/ advancement of science or specialization
• pioneering or novel
• originality
• arouse intellectual curiosity
• relevance to degree
• availability or manageability of data
• availability of instruments
Personal
• interest
• training expertise
• financial capacity
• time factor involved in the project

Selected Guidelines in the Formulation of a Research Title

1. The title must contain the following elements:
a. the subject matter or research problem;
b. the setting or locale of the study (if necessary);
c. the respondents or participants involved in the study; and
d. the time or period when the study was conducted (if needed for studies with replicas)
2. The title must be broad enough to include all aspects of the study but should be brief and concise as possible.
3. The use of terms as “Analysis of”, “A Study of”, “An Investigation of” and the like should be avoided. All these are
understood to have been done in a research.
4. If the title contains more than one line, it should be written in inverted pyramid.
5. When typed or encoded in the title page, all words in the title should be in capital letters.
6. If possible, the title should not be longer than 15 substantive words (prepositions and articles like “a” and “the” are not
counted).
7. Avoid a long, detailed title that gives too much information.
8. To shorten the title, delete the terms “assessment” or “evaluation” if these are already emphasized in the text.

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Here are some titles of researches approved in various discipline/programs:
 Higher Order Thinking Skills in Reading of Freshmen in University of Northern Philippines, Academic Year 2015-2016
 Establishment of Jackfruit Tea Processing Plant in Barangay Bantayan, Tabaco, Albay
 Level of Acceptability of Worksheets for Film-Clippings by the Teachers of English in University of Antique, Academic
Year 2015-2016
 Awareness on Traffic Rules and Regulations of Tricycle Operators and Drivers Association in Brgy. Culiat, Quezon
City, Calendar Year 2015
 An Initial Test of the Cosmetics Dehumanization Hypothesis: Heavy Makeup Diminishes Attributions of Humanness-
Related Traits to Women

Writing the Background of the Study

The Background includes:
1. discussion of the problem in general and the specific situations as observed and experienced by the researcher (macro to
micro approach);
2. concepts and ideas related to the problem including clarification of important terminologies; and
3. discussion of the existing or present conditions and what is aimed to be in the future or the gap to be filled – in by the
research.

Lesson 3: THE SPECIFICITY AND FEASIBILITY OF THE PROBLEM POSED

Elements of Statement of the Problem

1. Objective or Purpose of the Study – it is the first part of the problem where the researcher states the objective.
Example:
“The main objective of this study is to...”
“The study aims to…
2. Research Questions or Investigative Problems – these are specific questions which are to be answered in the study.
For a quantitative research, at least three research questions must be posed for reliable evidence.

Scope and Delimitation

The scope of the research describes the coverage of the study and it specifies what is covered in terms of concept, number of
subjects or the population in the study, as well as the timeline when the study was conducted. While, delimit is the citing of factors
or variables that are not to be included to the study. It is the boundary in terms of time frame, number of subjects, participants or
respondents who are excluded and which the researcher will not deal within the study. Furthermore, the ‘Scope and Delimitation’
must answer the WH questions (what, where, when, why, who) and how of the study.
1. What – The topic of investigation and the variables included
2. Where – The venue or the setting of the research
3. When – The time frame by which the study was conducted
4. Why – The general objectives of the research
5. Who – The subject of the study, the population and sampling
6. How – The methodology of the research which may include the research design, methodology and the research
instrument

WHAT'S MORE
Activity 1.1 Completing the Box
Instruction: Given an objective about a study, complete the information inside the box to create a full ‘Statement of
the Problem.’ Below is another box that shows texts that should fill the missing information on your
research questions and the number of times it could be used.
This study attempted to evaluate the status and extent of implementation of the Computer Education Program in the Division
of Rizal SY 2015-2016 as perceived by teacher and student respondents. Specifically this sought answers to the following
questions:
1. What is the profile of the respondents in terms of:
1.1 Teacher-respondents
1.1.1 __________;
1.1.2 __________;
1.1.3 __________;
1.1.4 __________; and
1.1.5 __________?
1.2 Student-respondents
1.2.1 __________;
1.2.2 __________;

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 1.2.3 __________;
1.2.4 __________; and
1.2.5 __________?
2. What is the extent of the Computer Education Program implementation as perceived by the teacher-respondents with
respect to:
2.1 __________;
2.2 __________; and
2.3 __________?
3. What is the extent of the Computer Education Program implementation as perceived by the student-respondents with
respect to:
3.1 __________;
3.2 __________; and
3.3 __________?

(1) educational attainment (2) learning competencies

(2) objectives and content of instruction (1) field of specialization
(1) parents’ educational background (1) accessibility to computer
(2) teaching competencies (2) sex
(1) performance in English and Mathematics (1) length of service
(1) computer education seminar/ training attended (1) monthly family income

WHAT I HAVE LEARNED

7. The background of the study will provide context to the information discussed throughout the research paper.
8. The introduction is different from the background of the study whereas: (a) the introduction contains preliminary data
about the topic; (b) the background of the study discusses complexity of the study, whereas the introduction only gives an
overview, and (c) the introduction should end with the aims and objectives, whereas your background of the study should
not (except if the background of the study is integrated to the introduction).
9. A research problem is a statement about an area of concern, a condition to be improved, a difficulty to be eliminated, or a
troubling question that exists in scholarly literature, in theory, or in practice that points to the need for meaningful
understanding and deliberate investigation.

WHAT I CAN DO
A. Instruction: Choose three topics related to your area of specialization that catches your interest. From this, think of some
problems related to the topics and construct a title for each. Follow the guidelines in making a good research
title. Take note that the title should show characteristics that it is a quantitative study. Ask your subject teacher
for approval.

B. Instruction: Upon approval of the proposed research title, write all possible research questions as a draft on your paper.
Choose all questions that are needed to be included into your study. Do not include too many research questions
since you need to consider the time-frame when you needed to finish your study. After constructing your
research questions, search for numerous related literature and studies. If your study lacks information from
different references and it could not support your paper then, go back to the first step on Instruction A. Ask for
the assistance of your subject teacher from time to time for approval.

ASSESSMENT
Test I
Direction: Write T if the statement is true and F if false.
1. The research title must summarize the main idea of the study.
2. A friendly conversation can be a source of a research topic.
3. Stating the significance of the study is the first phase in research.
4. Citing relevant past researches on the same study in your introduction suggests that your research lacks novelty.
5. Delimitations in the study entail the accepted shortcoming in conducting the research.
6. An existing problem in your classroom can be considered as a research problem.
7. The time frame of the study may be omitted in the research title.
8. The setting of the study may not be cited in the scope and delimitations.
9. The participants in the study must be stated in the Statement of the Problem.

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 10. The research questions should be broad enough that will cover all ideas of the main topic.

ADDITIONAL ACTIVITIES
Activity 1.2 Asking Details
Instruction: Read the paragraph of the scope and delimitation below and answer the following questions.
The main purpose of the study is to provide information regarding metro-sexuality and how being a metrosexual affects the
lifestyle of the student. The study considers the student’s personal information such as their name (optional), gender, age, and
section.
The researchers limited the study to 80 male and female secondary education students enrolled in the second semester of
school year 2015-2016 of Technological Institute of the Philippines. Each of the respondents was given a questionnaire to answer.
The students selected came from four different sections to prevent bias and get objective perceptions.
Guide Questions:
1. What was the topic all about? _________________________________________________
2. Where was the study held? ___________________________________________________
3. When did the study take place? _______________________________________________
4. Why did the researcher choose this study? _______________________________________
5. Who was/were involved in the study? __________________________________________
6. How did the researcher gather the information? ___________________________________

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REFERENCES

Amanuel, Belete, Raphael, A., Maryam, G., P., Ogwin, M., & Enago Academy. (2019, December 05). What is Background in a
Research Paper? Retrieved June 15, 2020, from https://www.enago.com/academy/what-is-background-in-a-research-paper/

Birion, J. C., G., D. J., & Rosales, R. (2018). Guide to thesis and dissertation writing. Intramuros, Manila: Unlimited Books.

Faltaldo, R. E., III, Bombita, M. B., Boholano, H. B., & Pogoy, A. M. (2016). Practical Research 2: Quantitative Research.
Lorimar Publising.

Kearney, V. (2020, April 21). 100 Science Topics for Research Papers. Retrieved June 15, 2020, from
https://owlcation.com/academia/100-Science-Topics-for-Research-Papers

LibGuides: Research Topic Ideas: Social Sciences. (n.d.). Retrieved June 15, 2020, from
https://libguides.umflint.edu/topics/socialscience

Research Guides: Organizing Academic Research Papers: Purpose of Guide. (n.d.). Retrieved June 15, 2020, from
https://library.sacredheart.edu/c.php?g=29803

Rovie, Reed, J., Caridad, J., Milgram, J., R., J., Ronald, & Wendy. (2020, March 14). Top 100 Research Topics & Titles about
Food & TVL. Retrieved June 15, 2020, from https://custom-writing.org/blog/good-research-paper-topics

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Department of Education, NCR, Division of City Schools – Valenzuela