PR1Q3W1-LESSON.pptx PR1Q3W1-LESSON.pptx PR1Q3W1-LESSON.pptx

research 1

1. Lesson 1: Inquiry vs. Research: A Review

2. OBJECTIVES: At the end of the lesson, the learners will be able to: Identify and explain the different types of quantitative research methods Analyze case studies from various STEM, ABM, HUMSS fields (e.g., engineering, biology, computer science). Analyze case studies from various HUMSS fields (e.g., Psychology, Sociology, medicine). Analyze case studies from various ABM fields (e.g., Accounting, Business management, Marketing).

3. Research and Inquiry Acquiring Exploration Analysis Investigation Scrutiny Probe

4. Nature of Inquiry Inquiry, a term that is synonymous with the word investigation. When you inquire, you tend to ask questions to probe or examine something. HOTS

5. Nature of Research The systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possibly ultimate control of events.

6. Types of Research Experimental Research Applied/Action Research Quantitative Research Qualitative Research Case Study Longitudinal Research Meta-analysis Descriptive Research Correlational Research Mixed Method Research

7. Nature of Research S M T R A

8. Research Oriented Efficient Scientific Effective Active Resourceful Creative Economical Honest Religious QUALITIES OF A GOOD RESEARCHER

9. Lesson 2.1: Quantitative Research and its’ Variables

10. According to Aliaga and Anderson (2000), is “explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics).” This type of research utilizes numbers and statistical analysis. Quantitative research

11. EMPIRICAL REPLICABILITY CRITICAL ANALYTICAL CYCLICAL METHODICAL Nature of Quantitative Research LOGICAL

12. This are measurable characteristics or properties in a study that can change or vary. In Quantitative Research, variables are essential because they help identify what the researcher will manipulate , measure , or control . Variables

13. CONTROL EXTRANEOUS MODERATING DEPENDENT INTERVENING Variables INDEPENDENT

14. Be clear and specific and avoid the use of Articles Identify the Variables (IV and DV) Identify the Target Population, Organism, or Group Studied (e.g. Solanum lycopersicum (Tomato plant) and Escherichia coli (Bacteria)) Guidelines in Doing Quantitative Research Title

15. "Effect of Light Intensity on the Photosynthetic Rate of Zea mays (Corn)” Example of Quantitative Research Title

16. Lesson 2.2: Title Proposal

17. 1. Title 2. Brief Background/Rationale 3. Statement of the Problem 4. Hypothesis 5. Research Design 6. Statistical Treatment/Data Analysis 7. References Research Title Proposal

18. Clear Independent Variable (IV): Light Intensity Clear Dependent Variable (DV): Photosynthetic Rate Scientific Name: Zea mays (italicized and proper capitalization) Common Name in Parentheses: (Corn) – This is acceptable for clarity for non-scientific readers 1. Title: Effect of Light Intensity on the Photosynthetic Rate of Zea mays (Corn)

19. Photosynthesis is a fundamental biological process that directly affects plant growth and agricultural productivity. Light intensity is one of the key environmental factors influencing the rate of photosynthesis in plants. According to Taiz et al. (2018), light availability plays a crucial role in driving the photosynthetic process by providing the energy necessary for converting carbon dioxide and water into glucose and oxygen. Understanding how varying light intensities affect the photosynthetic rate of Zea mays (corn), a major crop worldwide, can help farmers and agricultural researchers optimize growing conditions for higher yield (Lambers & Oliveira, 2019). This study aims to provide experimental data on the relationship between light intensity and photosynthetic rate in Zea mays . 2. Rationale

20. This study aims to investigate the effect of varying light intensities on the photosynthetic rate of Zea mays (corn). Despite the well-established role of light in photosynthesis, limited local experimental data exists on how specific levels of light intensity impact the photosynthetic performance of corn under controlled conditions. 3. Statement of the Problem (General Part)

21. Specifically, this study seeks to answer the following research questions: 1. What are the photosynthetic rates of Zea mays when exposed to different levels of light intensity (low, medium, and high)? 2. Which light intensity level yields the highest photosynthetic rate in Zea mays? 3. Is there a significant difference in the photosynthetic rates of Zea mays across the different light intensity treatments? 3. Statement of the Problem (Specific Part)

22. The following hypotheses will be tested at .05 level of significance: Null Hypothesis (H₀): There is no significant difference in the photosynthetic rate of Zea mays (corn) when exposed to different levels of light intensity. Alternative Hypothesis (H₁): There is a significant difference in the photosynthetic rate of Zea mays (corn) when exposed to different levels of light intensity. 4. Hypothesis

23. This study will utilize an Experimental Research Design , specifically a Completely Randomized Design (CRD), to determine the effect of varying light intensities on the photosynthetic rate of Zea mays (corn). The independent variable in this study is the light intensity, with three levels: low, medium, and high. The dependent variable is the photosynthetic rate of the corn plants, which will be measured using oxygen output or CO₂ uptake as indicators. 5. Research Design

24. The following statistical treatments will be used in this study: First, descriptive statistics such as mean, standard deviation, and range will be calculated to summarize the photosynthetic rates of Zea mays under different light intensities. This will answer SOP No. 1. Second, a One-Way Analysis of Variance (ANOVA) will be used to determine if there is a significant difference in photosynthetic rates among the treatment groups, addressing SOP No. 2 and testing the null hypothesis (H₀). Third, if a significant difference is found, a Post Hoc Test (Tukey’s HSD) will identify which specific groups differ, answering SOP No. 3. 6. Statistical Treatment

25. Lambers, H., & Oliveira, R. S. (2019). Plant Physiological Ecology. Springer Nature. Taiz, L., Zeiger, E., Møller , I. M., & Murphy, A. (2018). Plant Physiology and Development. Sinauer Associates. 7. References

26. Lesson 2.3: Research Itself

27. 1. INTRODUCTION Introduce the topic and explain why your study is important Should be in inverted pyramid Usually 1 to 1.5 pages Steps in Doing Quantitative Research

28. INTRODUCTION Photosynthesis is a vital biological process that enables plants to convert light energy into chemical energy needed for growth and survival…… Zea mays (corn), a widely cultivated cereal crop, requires adequate light for optimal photosynthetic activity..…. This study seeks to determine how different levels of light intensity affect the photosynthetic rate of Zea mays (Corn.

29. 2. LITERATURE REVIEW Summary of key studies, theories, and previous findings relevant to your variables Use recent studies (within 5 years if possible) Discuss similar experimental studies (for experimental research) Use proper citations to avoid plagiarism

30. 2. LITERATURE REVIEW Organize by themes, chronology, or variables Research Gap/Synthesis (End the Review of Related Literature with one or two paragraphs stating the insights you gained from the review. )

31. 3. THEORETICAL FRAMEWORK The theoretical framework consists of theories, principles, generalizations and research findings which are closely related to the present study under investigation. It is the groundwork for the study, the framework where the present research problem under study evolved.

32. 3. CONCEPTUAL FRAMEWORK The conceptual framework is the schematic diagram which shows the variables included in the study. Input, Process, Output Model (IPO) for ABM/HUMSS Independent Variable – Dependent Variable Model (IV-DV) for STEM

33. 4. For STATEMENT OF THE PROBLEM To state the main research problem and specific research questions. 1 main/general problem 3 to 5 specific problem The last SOP should be the hypothesis

34. STATEMENT OF THE PROBLEM This study aims to determine the effect of light intensity on the photosynthetic rate of Zea mays (Corn). Specifically, it seeks to answer the following questions: Specifically, this study seeks to answer the following research questions: 1. What are the photosynthetic rates of Zea mays when exposed to different levels of light intensity (low, medium, and high)? 2. Which light intensity level yields the highest photosynthetic rate in Zea mays? 3. Is there a significant difference in the photosynthetic rates of Zea mays across the different light intensity treatments?

35. 5. HYPOTHESIS The level of significance usually at the .05 level should be stated. Write a null hypothesis if the research intends to test the difference or correlation between variables; The last SOP should be the hypothesis

36. The following hypotheses will be tested at .05 level of significance: Null Hypothesis (H₀): There is no significant difference in the photosynthetic rate of Zea mays (corn) when exposed to different levels of light intensity. Alternative Hypothesis (H₁): There is a significant difference in the photosynthetic rate of Zea mays (corn) when exposed to different levels of light intensity. Hypothesis

37. 6. SIGNIFICANCE OF THE STUDY Specify the potential beneficiaries of the research. State the importance of the research results to them. Discuss the potential contribution of the research to new knowledge.

38. 7. DEFINITION OF TERMS Enumerate in alphabetical order the important variables, scientific terms, and technical words used in the study. Terminologies should be defined operationally.