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Week 2 | Day 1 to Day 4

Practical
Research 2
Quarter 2 – Module 2:
Research Instrument
Development, Validity,
Reliability and Intervention

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Practical Research 2 – Grade 12
Self-Learning Module (SLM)
Quarter 2 – Module 2: Research Instrument Development, Validity, Reliability and
Intervention
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writer: Niza B. Ponteras

Editor: Rowel Ll. Otero
Reviewers: Rowel Ll. Otero, Sherwin P. Uy, Alma E. Agulan, Hazel Rose V. Corachea,
Jean M. Dizon, Ester R. Rodulfa, Alona Rose L. Jimenea
Illustrator: Niza B. Ponteras
Layout Artist: GSCNHS SHS Research Department
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Luzviminda R. Loreno, EPS – SHS Coordinator

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: [email protected]
 12

Week 2 | Day 1 to Day 4

Practical
Research 2
Quarter 2 – Module 2:
Research Instrument
Development, Validity,
Reliability and Intervention

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Self-Learning Module (SLM) on

Research Instrument Development, Validity, Reliability and Intervention!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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.

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For the learner:

Welcome to the Practical Research 2 - Grade 12 Self-Learning Module (SLM) on

Research Instrument Development, Validity, Reliability and Intervention!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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 What I Know 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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the competency on Constructing an Instrument and Establishing Its Validity
and Reliability. Do you know that valid and reliable instrument is significant part of
the research study particularly in collecting data? Yes, it is. In fact, the quality of
research output depends to a large extent on the quality of research instruments
used.

In this module, you will be able to:

• Construct an instrument and establishes its validity and reliability;
CS_RS12-IIa-c-3
• Describe intervention (if applicable).
CS_RS12-IIa-c-4

Specifically, you are expected to:

1. develop research instrument;
2. establish instrument’s validity and reliability; and,
3. apply appropriate intervention (if any).

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 What I Know

Before we start the lesson, let us do the following activity to measure your
prior knowledge on the topic that will be taught in this module.

Direction: Read each item carefully. Write the chosen letter on a separate sheet of
paper.

A. Multiple Choice. Choose the letter of the best answer.

1. This refers to the generic term that researchers use for a measurement device
(survey, test, questionnaire, etc.).
a. introduction c. theory
b. instrument d. assessment

2. This refers to the process of developing, testing, and using the device.
a. instrumentation c. assessment
b. introduction d. research

3. This refers to the ease with which an instrument can be administered,

interpreted by the participant, and scored/interpreted by the researcher.
a. reliability c. usability
b. validity d. credibility

4. This refers to the extent to which an instrument measures what it is supposed

to measure and performs as it is designed to perform.
a. credibility c. reliability
b. validity d. usability

5. This can be thought of as consistency. Does the instrument consistently

measure what it is intended to measure?
a. reliability c. usability
b. credibility d. validity

B. True or False. Write True if the statement is correct; False if it is wrong. Write
your answer on the space provided before each number.
_____1. Instruments fall into two broad categories, researcher-completed and
subject-completed, distinguished by those instruments that researchers administer
versus those that are completed by participants.
_____2. Internal Consistency Reliability which means the consistency of results
across items, is often measured with Cronbach’s Alpha.
_____3. Validity means that if we repeated the study we would get the same results.
_____4. Interview guide and performance checklists are subject-completed
instruments.
_____5. Researcher-completed instruments are administered by participants.

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 Lesson Research Instrument
2 Development, Validity,
Reliability and Intervention
In this lesson, you will be taught to construct an instrument that you will be
used to collect data. Learning about the topic will improve your knowledge on the
appropriate tools to use in collecting the data. The success and the quality of
research output depends to a large extent on the quality of research instruments
used.

What’s In

In your previous module, you have learned the different quantitative research
design and sampling procedure and sample.

Before we proceed to the next topic, let’s check what you have learned from
the previous lesson.

Activity 1: GUESS THE WORD

Direction: Arrange the jumbled letters to form words that are connected to the
previous lesson. Be guided by the given description.

Jumbled Words Description

1. TEMDOHGOLOY This refers to the strategy, the plan and action,
the process or design lying behind the choice
Answer: _________________ and use of a particular method

2. ARCSEERH SIGEDN This refers to the overall strategy utilized to carry

out research that defines a succinct and logical
plan to tackle established research question
through the collection, interpretation, analysis,
Answer: _________________ and discussion of data

3. AMSLEP This refers to a set of individuals or objects

collected or selected from a statistical population
Answer: _________________ by a defined procedure.

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 4. TALERRCOLANIO This measures the relationship between two
variables without the researcher controlling
Answer: _________________ either of them.
5. SDEPIRCEVIT It is also called observational, because it
observes the subjects without otherwise
Answer: _________________ intervening.
6. TARTSIDEFI It is a method of sampling from a population
Answer: _________________ which can be partitioned into subpopulations.
7. BABOPRITILY It is defined as a sampling technique in which
the researcher chooses samples from a larger
population using a method based on the theory
Answer: _________________ of probability.

8. ONN BABOPRITILY It is a sampling technique where the odds of any

member being selected for a sample cannot be
Answer: _________________ calculated.
9. OQUAT It is a sampling methodology wherein data is
Answer: _________________ collected from a homogeneous group.
10. RUPPOVISE A method of sampling where researchers rely on
their own judgment when choosing members of
Answer: _________________ the population to participate in their study

Congratulations! You did a great job. You are now ready to explore our lesson.

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 What’s New

How are you coping with our lesson? I know you are eager to learn and
discover new learning through the learning tasks that you are going to perform. This
time, you will be engaged in an activity that will introduce you to our lesson.

Activity 2: ANALYZING SOP

Direction: Give your insights on the statement of the problem presented below and
write it in a separate sheet of paper.

Statement of the Problem

This study aimed to determine the implementation and satisfaction level of
Barangay Local Government Unit Services in Barangay Calumpang.

Specifically, this sought answers to the following questions:

1. What is the Level of Implementation on BLGU services in terms of:

1.1 health services;
1.2 legal services; and
1.3 social services?

2. What is the Level of satisfaction on BLGU services in terms of:

2.1 health services;
2.2 legal services; and
2.3 social services?

3. Is there a significant relationship between the implementation level and

satisfaction level of the Barangay residents towards the BLGU services in
terms of:
3.1 health services;
3.2 legal services; and
3.3 social services?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 2. How do you intend to measure the implementation and satisfaction level of
Barangay Local Government Unit Services in Barangay Calumpang?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. If you were the researcher of the study, what appropriate instrument are you
going to use? Why?
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What is It

Now, let us study the concepts related to your activity.

A. Instrument Development

Description: Instrument is the generic term that researchers use for a measurement
device (survey, test, questionnaire, etc.). To help distinguish between
instrument and instrumentation, consider that the instrument is the
device and instrumentation is the course of action (the process of
developing, testing, and using the device).

Instruments fall into two broad categories, researcher-completed and subject-

completed, distinguished by those instruments that researchers administer versus
those that are completed by participants. Researchers choose which type of
instrument, or instruments, to use based on the research question. Examples are
listed on the next page.

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Researcher-completed Instruments Subject-completed Instruments

Rating scales Questionnaires

Interview schedules/guides Self-checklists

Tally sheets Attitude scales

Flowcharts Personality inventories

Performance checklists Achievement/aptitude tests

Time-and-motion logs Projective devices

Observation forms Sociometric devices

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1. Usability

Usability refers to the ease with which an instrument can be administered,

interpreted by the participant, and scored/interpreted by the researcher. Example
usability problems include:

Students are asked to rate a lesson immediately after class, but there are only
a few minutes before the next class begins (problem with administration). Students
are asked to keep self-checklists of their after school activities, but the directions are
complicated and the item descriptions confusing (problem with interpretation).

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 Teachers are asked about their attitudes regarding school policy, but some
questions are worded poorly which results in low completion rates (problem with
scoring/interpretation).
Validity and reliability concerns (discussed below) will help alleviate usability
issues. For now, we can identify five usability considerations:

How long will it take to administer?

Are the directions clear?
How easy is it to score?
Do equivalent forms exist?
Have any problems been reported by others who used it?

It is best to use an existing instrument, one that has been developed and
tested numerous times.

2. Validity

Validity is the extent to which an instrument measures what it is supposed to

measure and performs as it is designed to perform. It is rare, if nearly impossible,
that an instrument be 100% valid, so validity is generally measured in degrees. As a
process, validation involves collecting and analyzing data to assess the accuracy of
an instrument.

There are numerous statistical tests and measures to assess the validity of
quantitative instruments, which generally involves pilot testing. This includes
external validity which is the extent to which the results of a study can
be generalized from a sample to a population. While the eternal validity is
establishing validity for an instrument, then, follows directly from sampling. Recall
that a sample should be an accurate representation of a population, because the
total population may not be available. An instrument that is externally valid helps
obtain population generalizability, or the degree to which a sample represents the
population.
Content validity refers to the appropriateness of the content of an instrument.
In other words, do the measures (questions, observation logs, etc.) accurately assess
what you want to know? This is particularly important with achievement tests.

3. Reliability

Reliability can be thought of as consistency. Does the instrument consistently

measure what it is intended to measure? It is not possible to calculate reliability;
however, there are four general estimators that you may encounter in reading
research: (1) Inter-Rater/Observer Reliability: The degree to which different
raters/observers give consistent answers or estimates; (2) Test-Retest Reliability: The
consistency of a measure evaluated over time; (3) Parallel-Forms Reliability: The
reliability of two tests constructed the same way, from the same content; and (4)
Internal Consistency Reliability: The consistency of results across items, often
measured with Cronbach’s Alpha.

In relating reliability and validity, reliability is directly related to the validity of

the measure. There are several important principles. First, a test can be considered

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reliable, but not valid. Consider the NAT, used as a predictor of success in college. It
is a reliable test (high scores relate to high GPA), though only a moderately valid
indicator of success (due to the lack of structured environment – class attendance,
parent-regulated study, and sleeping habits – each holistically related to success).
Second, validity is more important than reliability. Using the above example, college
admissions may consider the NAT a reliable test, but not necessarily a valid measure
of other quantities colleges seek, such as leadership capability, altruism, and civic
involvement.

The combination of these aspects, alongside the NAT, is a more valid measure
of the applicant’s potential for graduation, later social involvement, and generosity
(alumni giving) toward the alma mater. Finally, the most useful instrument is both
valid and reliable. Proponents of the NAT argue that it is both. It is a moderately
reliable predictor of future success and a moderately valid measure of a student’s
knowledge in Mathematics, Critical Reading, and Writing.

• Adequacy sufficiency of content for a particular purpose.

• Appropriateness is the quality of being suitable or proper in the
circumstances.
• Acceptability is the characteristic of a thing being subject to acceptance for
some purpose.

Reprinted with Permission from Practical Research 2 Worktext (Otero, 2016)

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Statement of the Problem

This study was an attempt to determine the level of sports activities management
using 5s among student- athletes in General Santos City National High School.

Specifically, it sought to answer the following questions:

1. What is the level of sports activities management among senior high school
student- athletes in terms:
1.1 Seiri (Organization);
1.2 Seiton (Neatness);
1.3 Seiso (Cleanliness);
1.4 Seiketsu (Standardization); and
1.5 Shiketsu (Discipline)?

2. What is the level of sports activities management among junior high school
student- athletes in terms of:
2.1. Serie (Organization);
2.2. Seiton (Neatness);
2.3. Seiso (Cleanliness);
2.4. Seiketsu (Standardization); and
2.5. Shitsuke (Discipline)?

3. Is there any significant difference in the level of sports activities management

between senior high school and junior high school student athletes in terms
of using 5’s in terms?
3.1. Serie (Organization);
3.2. Seiton (Neatness);
3.3. Seiso (Cleanliness);
3.4. Seiketsu (Standardization); and
3.5. Shitsuke (Discipline)?

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 SAMPLE INSTRUMENT taken from the Research Department Archives of
General Santos City National High School

Level of Sports Activities Management Using 5’s Among Student Athlete in

General Santos City National High School

Name (optional): ______________________________________ Grade\Section

Sports Event______________ Gender______

Direction: The following statements are about the level of sports activities,
management using 5s among student athlete in General Santos City
National High School. Put check mark to each column according to
factors affecting sports commitment.

Legend: 5 - Very High

4 - High
3 - Moderate
2 - Low
1 - Very Low

Statements 5 4 3 2 1
A. Organize (Seire)
1. Plan of activities
2. Proper places of my things
3. Bring necessary things in game
B. Neatness (Seiton)
1. Wash jersey before use it into the game
2. Make sure that sports equipment to be use is clean
3. Go to bath before the game
C. Cleanliness (Seiso)
1. Wash jersey before use it into the game
2. Make sure sports equipment to be use is clean
3. Go to bath before the game
D. Standardization (Seiketsu)
1. Regular training schedule
2.Maintain cleanliness of uniform and equipment
3. Proper regular hygiene
E. Discipline (Shitsuke)
1. Follow the rules and regulations of the games
2. Go to the training on time
3. Practice proper training etiquette.

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 B. Intervention Description

Description: It establishes an accurate estimate of the relationship between

variables. If the estimate is not accurate, application of proper
treatment is identified.

In quantitative research your aim is to determine the relationship between one

thing (an independent variable) and another (a dependent or outcome variable) in a
population. Quantitative research designs are either descriptive (subjects usually
measured once) or experimental (subjects measured before and after a treatment). A
descriptive study establishes only associations between variables. An experiment
establishes causality. For an accurate estimate of the relationship between
variables, a descriptive study usually needs a sample of hundreds or even thousands
of subjects; an experiment, especially a crossover, may need only tens of subjects.
The estimate of the relationship is less likely to be biased if you have a high
participation rate in a sample selected randomly from a population. In experiments,
bias is also less likely if subjects are randomly assigned to treatments, and if subjects
and researchers are blind to the identity of the treatments.

In all studies, subject characteristics can affect the relationship you are
investigating. Limit their effect either by using a less heterogeneous sample of
subjects or preferably by measuring the characteristics and including them in the
analysis. In an experiment, try to measure variables that might explain the
mechanism of the treatment. In an unblinded experiment, such variables can help
define the magnitude of any placebo effect.

What’s More

You have already learned some concepts pertaining to constructing an

instrument and establishing validity and reliability. Now, let us check how far you
have gone with our lesson.

Activity 3. Match That Instrument!

Direction: Match column A with the correct description of the instrument on column
B. Write your answer on the space provided before each number.

A B

a. A record of observed behaviors written down in

_____1. Questionnaire
the form of anecdotes

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_____2. Anecdotal b. a set of questions to be answered by the
Record subjects of the study
_____3. Performance
c. measure certain traits of individuals or to
Checklist
assess feelings

_____4. Sociometric d. allows individual s to project their interest,

devices preferences, prejudices, needs

_____5. Projective e. consist of a list of behaviors that make up a

Devices certain type of performance

_____6. Self-Checklists f. individuals rating their peers

_____7. Personality g. a list of several characteristics or activities

Inventories presented to the subjects of a study

_____8. Interview h. subjects respond to the questions by marking/

Guide writing answer sheet

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Activity 4. What’s That Instrument?

Direction: Name the instrument depicted by the images below.

1. ___________________________

2. ___________________________

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 3. ___________________________

4. __________________________

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 What I Have Learned

You have come this far! You are truly doing a great job. Now, let us sum up what you
have learned from our lesson by completing the given phrases below.

Activity 5. Complete Me

Direction:

1. Research instrument is…

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________

2. Instrumentation refers to…

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________

3. A test can be considered reliable, but not valid means…

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________

What I Can Do

Now that you are done sharing what you have learned from the discussion on
the key concepts on gathering manifestoes and analyzing the arguments used by the
writers, it’s time to answer another activity.

Activity 6: Instrument Development

Direction: Construct an instrument based on the given Statement of the Problem in

Activity 2. Then ask a teacher to check your instrument guided by the
form given.

VALIDATION RATING SHEET

Research Title:

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 General Instruction. Based on the description, to determine the content validity through
the adequacy, appropriateness and acceptability of the test, the content validity will be
established using the scale, please answer the items sincerely and honestly by checking
which, corresponds the value of your rating.
Legend: 5 - Very High Extent
4 - High Extent
3 - Moderate Extent
2 - Less Extent
1 - Least Extent

Score/Value
Criteria
5 4 3 2 1
a. The item in the questionnaire gives the learners
the opportunity to explore the use of the
language.
1. Adequacy b. The item in the questionnaire provides various
experiences in getting the needed data.
c. The item in the questionnaire evaluates skills
performance.
a. The items are appropriate in getting information
about the subject matter
b. The items are relevant in the coming up with the
2. Appropriateness
questions.
c. The terms used are in accordance with the
understanding of the learner
a. The questionnaire contains questions needed in
research.
b. The questionnaire items are understandable and
3. Acceptability
interesting to learn
c. The questionnaire motivates interest in research
activities

4. Other Comments
and Suggestions

____________________________
Name & Signature of Validator

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 Assessment

It’s about time to assess your learning by doing the activity below.
Activity 7. MY RESEARCH INSTRUMENT
Direction: Construct your research instrument based on your Statement of the
Problem. Then ask at least three (3) teachers to check your instrument guided by
the given form.

VALIDATION RATING SHEET

Research Title:

General Instruction. Based on the description, to determine the content validity through
the adequacy, appropriateness and acceptability of the test, the content validity
will be established using the scale, please answer the items sincerely and
honestly by checking which, corresponds the value of your rating.
Legend: 5 - Very High Extent
4 - High Extent
3 - Moderate Extent
2 - Less Extent
1 - Least Extent

Score/Value
Criteria
5 4 3 2 1
a. The item in the questionnaire gives the learners the
opportunity to explore the use of the language.
b. The item in the questionnaire provides various
1. Adequacy
experiences in getting the needed data.
c. The item in the questionnaire evaluates skills
performance.

a. The items are appropriate in getting information

about the subject matter
b. The items are relevant in the coming up with the
2. Appropriateness questions.
c.The terms used are in accordance with the
understanding of the learner

a. The questionnaire contains questions needed in

research.
3. Acceptability
b. The questionnaire items are understandable and
interesting to learn

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 c.The questionnaire motivates interest in research
activities

4. Other Comments
and Suggestions

____________________________
Name & Signature of Validator

Additional Activities

Congratulations! You’ve come this far. I know you’ve learned a lot about
constructing research instrument and establishing its validity and reliability. For
your additional activities, do the given task below.

Activity 8: Improve My Instrument

Direction: Present the result of the evaluation of research instrument. Then provide
intervention for the improvement of the instrument (if any).

Checkers/Validators Rate Intervention

1

Here’s your 3 stars for a job well done. You are now
ready to answer the next module on data collection
procedure and data analysis using statistics and
hypothesis testing.

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 21
What I Know What’s More
1. a What’s In Activity 3
2. d 1. Methodology 1. h
3. c 2. Research Design 2. a
4. b 3. Sample 3. e
5. a 4. f
4. Correlational
6. true 5. d
5. Descriptive
7. true 6. g
8. false 6. Stratified 7. c
9. false 7. Probability 8. b
10. false 8. Non probability
9. Quota
10. Purposive Activity 4
1. interview
guide
2. question
naire
3. performa
nce
checklist
4. anecdotal
record
Answer may vary on some
activities
Answer Key
References

Alpero, M.C. & Palma, J.G.(2020). Inquiries, Investigation and Immersions: Q1 M3

Readings on Related Literature . Cagayan de Oro: DepEd Regional Office 10

Crawford, L.M. (2020). Conceptual and Theoritical Frameworks in Research.

Thousand Oaks, California, USA: SAGE Publishing Inc.

Cristobal, A.P. & Cristobal M.D. (2017). Practical Research 2. Quezon City: C & E
Publishing, Inc.

Otero, R (2016) Practical Research 2 Worktext for GSCNHS SHS

Prieto, N.G., Naval, V.C. & Carey, T.G. (2017). Practical research 1 for senior high
school: Qualitative. Quezon City, Metro Manila: LORIMAR Publishing, Inc.

Prieto, N.G., Naval, V.C. & Carey, T.G. (2017). Practical research 2 for senior high
school: Quantitative. Quezon City, Metro Manila: LORIMAR Publishing, Inc.

Ravitch, S.M. & Riggan, M. (2017). Reason and Rigor: How conceptual frameworks
guide research (2nd ed.). Thousand Oaks, California, USA: SAGE Publishing
Inc.

Torneo, A.R. & Clamor-Torneo, H.S. (2017). Practical research 2: An introduction to

quantitative research. Quezon City: SIBS Publishing House, Inc.

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of General
Santos City with the primary objective of preparing for and addressing the
new normal. Contents of this module were based on DepEd’s Most Essential
Learning Competencies (MELC). This is a supplementary material to be used
by all learners in General Santos City in all public schools beginning SY 2020-
2021. The process of LR development was observed in the production of this
module. This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson Street, Brgy. Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: [email protected]

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