UNIVERSITY OF THE EAST

Basic Education Department

Caloocan Campus

HRE 121
RESEARCH IN DAILY LIFE 2

Senior High School

ABM-RESEARCH II
General Description: This course aims to engage students in appreciation and critical study of
Research in Daily Life 2 to augment their knowledge in developing a quantitative research. This study
can be utilized on their specific field.

Subject Description: This course develops critical thinking and problem-solving skills through
quantitative research. This course will prepare students to produce professional-
quality research, will design and implement a research project suitable for
conference presentation that is relevant to their field of interest.

Course Requirements:
Written Works 35%
Performance Tasks 40%
Quarterly Exam 25%
100%

Course Outline:

Week Learning Outcomes Content Activities Assessment

At the end of the learning
experiences, the learner will be
able to: MODULE 1 - Nature of
Inquiry and Research
-Define quantitative research;
-Describe the uses of quantitative 1.1-What is Quantitative Essay Quiz
Week 1 research design; Research? Concept Mapping
-Articulate the quantitative 1.2 The Characteristics
research works; and of Quantitative Research
-Provide examples of when
quantitative research
methodology should be used.
At the end of the learning
experiences, the learner will be
able to:

-Discuss the strengths and 1.3 - Strengths and Puzzle

weaknesses of quantitative Weaknesses of
research ; Quantitative Research
-Identify and discuss the kinds of 1.4-Kinds of Quantitative Answering of
quantitative research; Research workbook exercise
Week 2 -Reflect essential knowledge on 1.5 -Kinds of Variables Quiz
the Nature of Variables; and Their Uses
-Differentiate the kinds of 1.6 -Importance of
variables and their uses; Quantitative Research in
-Illustrate the importance of Different Fields
quantitative research; in different
fields; and
-Apply the ethical standards in
writing literature review
At the end of the learning
experiences, the learner will be MODULE 2 - Identifying
able to: the Inquiry and Stating
the Problem Word Scramble
Week 3 -Design a research useful in daily Quiz
life; 2.1 -Selecting the
-Write a research title; and research Answering of
-Describe the background of topic workbook exercise
research 2.2- The Background
of the Study

At the end of the learning

experiences, the learner will be Module 3 -Identifying
able to: and Stating the
Research Problem Picture Query Quiz
-State the research questions;
-Present accordingly the written 3.1-Formulating the
statement of the Problem Research Questions as
--Define quantitative research; to:
-Articulate the quantitative
Week 4- 5
 research works; and a. Descriptive
-Provide examples of when Research
quantitative research b. Correlational
methodology should be used. Research
c. Ex Post Facto
Research
d. Experimental and
Quasi-
experimental Research
At the end of the learning
experiences, the learner will be
able to: Picture Meaning
MODULE 4
-Define the hypothesis; -Formulating the Submit the
-Articulate how to formulate a Hypothesis problem statement Quiz
Week 6 - 7 research hypothesis; for their chosen
- Describe the uses of 4.1-Writing the topic.
significance of the study; and Significance of the Study
-Cite the potential benefits of the Answering of
study workbook exercise

At the end of the learning

experiences, the learner will be 4.2 -Writing the Scope
able to: and Delimitation
.
-Indicate the scope and Concept Mapping
delimitation of research; 4.3-Writing the
Week 8 -Identify and formulate a research Research Title Submission of
title; 4.4-Generic Structure of Chapter 1 Quiz
--Articulate the generic structure a Written Quantitative
of quantitative research; Research Paper
-Analyze the significance of the
structure of quantitative research

At the end of the learning

experiences, the learner will be MODULE 5 – Learning
able to: from Others and
Reviewing the
-Understand what literature Literature Concept Multiple Choice Quiz
Week 9 - 10 review is; Mapping
-Differentiate literature review 5.1 What is Literature
from annotated bibliography; and Review? Answering of
--Cite related literature using 5.2 How to Write workbook exercise
standard style Literature Review?

At the end of the learning

experiences, the learner will be MODULE 6
able to: -Formulation of
Conceptual, Theoretical
-Illustrate and explain the Framework and Word Scramble
Week 11 conceptual framework and hypothesis True or False
theoretical framework; and Quiz
-Formulate clearly conceptual, 6.1 What is Conceptual Recitation
theoretical framework. Framework?
6.2 Developing
conceptual theoretical
framework
At the end of the learning
experiences, the learner will be
able to:
MODULE 7- Concept Mapping
-Choose appropriate quantitative Understanding Data
research design; and Ways to Answering of Multiple Choice Quiz
Week 12 - 13 -Describe sampling procedure Systematically Collect workbook exercise
and the sample; and Data
-Formulate the type of sampling
technique used in research paper

Concept Mapping
Week 14 - 15 At the end of the learning Module 8 - Finding Multiple Choice Quiz
Answers through Data Submission of
experiences, the learner will be
Collection Chapter 2
able to:
 -Collect data through appropriate
instruments;
-Present and interpret data in
tabular and graphical forms; and
-use statistical techniques to
analyze data

At the end of the learning

experiences, the learner will be
able to:

Week 16 -Understand what result and Module 9 - Reporting Concept Mapping

discussion portion is; and Sharing findings True or False
-Present and interpret data in Quiz
tabular and graphical forms; and Submission of
-Write an effective results and Chapter 3
discussions section.

At the end of the learning

experiences, the learner will be Concept Mapping
able to: Module 10
Conclusions Submission of
Week 17 - 18 -Draw conclusions from research and Recommendations True or False
Final Draft of
findings; and Quiz
Chapter 1-3
-Formulate recommendations

References:

Textbook:

Barrot, Jessie S.(2017). Practical Research: C & E Publishing Inc.

Supplementary References:

Cristobal, Jr., A., & Cristobal, M.C.(2017). Practical Research: C & E Publishing Inc.

Jerusalem, V. & et al.,(2017). Practical Research 2. Exploring Quantitative Research: C

& E Publishing Inc.

Online Reading Materials:

http://www.coursehero.com/file/32154554/ggtpptx

https://people.uwec.edu/pierceh/researchmethods/data%

https://www.ndcompass.org.pdf

cheminnerweb.uknz.ac.za/Files/

Prepared by:

Mrs. Bricilda Guevarra Ms. Honorata Yaneza

 LEARNING ACTIVITY PLAN 4
Formulating the Hypothesis

At the end of the learning experiences, the learner will be able to:

 Define hypothesis;
 Differentiate the types of hypothesis; and
 Articulate how to formulate a research hypothesis.
 ACTIVITY
"PUZZLE"

Rearrange the letters to form words that refer to the research hypothesis. Write your
answers on the blanks.

1. LNUL - ____________________________
2. NTEDPDENE - ____________________________
3. YETSHIPHSO - ____________________________
4. ARNAETTLIEV - ____________________________
5. NIEDETDNENP - _____________________________

DISCUSSION
After specifying your research questions, you can now formulate the hypotheses for
your study.

Formulating the Research Hypothesis

A hypothesis is a statement that defines the testable relationship you expect to see
from examining the variables in your research. From the hypothesis you can make
statements predicting what will happen in your research. Hypothesis formulation is
employed when conducting correlational, ex post facto, quasi-experimental, and
experimental studies.

There are two types of hypothesis: the null hypothesis and the alternative
hypothesis. The definitions of these hypotheses differ based on the kind of quantitative
research in which they are used. It should be noted that there are generally no
hypotheses used in descriptive research
 A null hypothesis (H) H0 states that there is no
relationship between variables. In correlational studies, a
null hypothesis merely states that this relationship is,
indeed, absent. In experimental, quasi-experimental, and
ex post facto studies, however, a null hypothesis

Alternative hypothesis (Hd) Ha H1 states that there is a

relationship between variables. Similar to the null
hypothesis, alternative hypotheses in correlational studies
merely express the existence of this relationship. This
statement changes in experimental, quasi experimental
and ex post facto studies. In these studies, an alternative
hypothesis states that the Independent variable has an
effect on the dependent variable.

A hypothesis can also state a direction. The direction of a hypothesis points out if
the variables have a negative or positive relationship with each other. It means that the
increase or decrease of the value of a variable has a relationship with the increase or
decrease of another.
This indicates that the hypothesis must explicitly suggest either a positive or negative
relationship between the variables. The hypothesis is now referred to as the directional
hypothesis. If the hypothesis is according to one specific direction, it is examined
through a one-tailed test.
On the other hand, if the hypothesis does not specify a particular direction, it is now
called a non-directional hypothesis. Such a hypothesis merely states that there is a
relationship between two variables. This relationship is not specified as negative or
positive. The hypothesis in this instance it is examined through a two tailed test.

Null Hypothesis Alternative Hypothesis

Research Research Title Directional Non- Directional Non-
Type directional directional

The There is no There no There is a There is a

relationship relationship positive positive relationship
between a between a relationship relationship between a
Correlational person's person's weight between a between a person's
person's person's weight weight and
weight and the on the length of
weight and the and the length the length of
length of time time spent
length of time of time spent time spent
spent watching TV. spent watching TV. watching TV.
watching TV. watching TV.

The effects Group study Group study Group study Group study
Experimental, of group will not will not will improve will affect
affect the the
quasi-
study on improve the the
experimental, academic academic
or ex post academic academic performance academic performance
facto
performanc performance of high performanc of high
e of high of high school e of high school
school students.
school school students.
students.
students. students.

When formulating your hypothesis, follow the guidelines below.

1. Identify the independent and dependent variables in your study, as they need to be
stated in your hypothesis.

2. Your hypothesis must be falsifiable. This means that your hypothesis can be proven
wrong through experiments or empirical data.

3. Your hypothesis must show a relationship between your variables. Will your
independent variable increase, improve, or decrease with the dependent variable.

SYNTHESIS
A hypothesis statement can be defined as "A proposed answer to a question or
problem that can be verified or rejected through testing. A hypothesis statement is
typically an educated guess as to the relationship between factors, and serve as the
basis for an experiment to test whether the relationship holds true.
(BusinessDictionary.com, 2017)

Give your hypothesis on the following:

Hypothesis 1: About
School Work

Hypothesis 1: About
Business

Hypothesis 1: About
COVID

Hypothesis 1: About
Philippines

Hypothesis 1: About the

Usage of Telephone

OUTPUT
Quiz Time
 Instruction: Formulate your research hypothesis relating to your research paper. Use
the provided spaces for your output. Be guided with the rubric. (15 points)
Rubric: 8 points – Content 7 points – Mechanics

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VALUES

What is/are your insight/s on the given quote?

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4.1 Writing the Significance of the Study

 At the end of the learning experiences, the learner will be able to:

 Describe the uses significance of the study; and

 Cite the potential benefits of the study.

ACTIVITY
 "Picture Meaning"

List down at least 5 benefits of cellphones to human beings.

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DISCUSSION
 Writing the introduction of your research paper gives a larger view for the audience
about the content as well as to the other parts of the Chapter one of the research. Now,
we will try to analyze and interpret the importance of writing the significance of the
study.
Writing the Significance of the Study

Another important component of the Introduction of your research paper is the

significance of the study. This section details the contribution or benefit that your
study provides to different people and organizations, including the academe and other
sectors of society. Thus, the significance of the study may be in a practical,
methodological, or theoretical sense.

The significance of the study can be written topically or in an enumeration format.

The topical arrangement is done in paragraphs and based on the

weight of the individual contributions.
It can be also based on how you sequence your specific research
questions. If you will use this you use this format there should be one
paragraph corresponding to each of the contributions of research
questions.

Enumeration format, the details must be arranged according to the

beneficiaries. Below are some of the parties that may benefit from
your study.

 Field of study (e.g. business, education)

 government agencies
 private organizations
 organization or company involved in the study
 staff, heads, and administrators of a specific organization or
company
 population the participants belong to
 other researchers

Some of the useful phrases that you can use in writing this section
are as follows:

The findings of this study will be useful to the following entities….

SYNTHESIS
Who are the beneficiaries of your study and what benefits will they receive from the
results of your study? Give only three (3) main beneficiaries of your study. Write your
answer inside the box
OUTPUT
Quiz Time
Instruction: Essay. Discuss the importance why does a research paper needs to
include the beneficiaries of the study. Be guided with the rubric (15 points)
Rubric: 8 points – Content, 7 points – Mechanics

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VALUES
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VALUES
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VALUES

What is/are your insight/s on the given quote?

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