2Q_SUMMATIVE TEST_PR2

Which of the following statements best explains the purpose of a research design in a quantitative study?

• It guides how data are collected, measured, and analyzed.

• It identifies the opinions and experiences of participants.

• It determines the number of samples to be used.

• It summarizes the results of statistical tests.

A Grade 12 – HUMSS student wants to determine the relationship between students’ screen time and sleep duration. Which quantitative research design is most appropriate?

• Correlational

• Descriptive

• Experimental

• Quasi-experimental

Ms. Cabang studies the effect of different teaching strategies (lecture vs. discussion) on students’ test scores. The teacher randomly assigns students to each group. Which design is BEST described in this situation?

• Descriptive – observes what currently exists.

• Quasi-experimental – uses pre-existing groups.

• Correlational – explores relationships between variables.

• Experimental – manipulates variables and uses random assignment.

Why do researchers use a sample instead of studying the entire population?

• To save time and resources while drawing valid conclusions about the group.

• To collect information from every individual in the entire population.

• To make the research results more complex and difficult to analyze.

• To remove the need for gathering and interpreting statistical data.

A researcher lists all 200 students in a school and selects every 10th name on the list to form a sample. Which sampling method is used?

• Simple Random Sampling

• Systematic Sampling

• Stratified Sampling

• Cluster Sampling

A researcher wants to compare the academic motivation of Grade 12 STEM, HUMSS, and TVL students. Each strand has a different population size, so the researcher selects participants from each group proportionally. Which sampling method is this?

• Cluster Sampling – selecting whole groups or sections as the sample.

• Convenience Sampling – selecting participants who are easily available.

• Snowball Sampling – selecting participants through referrals from others.

• Stratified Sampling – selecting samples from each subgroup proportionally.

Maria developed a survey questionnaire to measure students’ study habits. Before distributing it, she asked three research experts to review her questions for clarity and relevance. After revisions, she administered the test to 30 students and repeated it a week later to check if the results remained consistent. What step did Maria perform when she asked experts to review her questionnaire?

• Establishing the instrument’s validity through expert evaluation.

• Ensuring the reliability of responses through repetition of tests.

• Applying the intervention to improve students’ study habits.

• Collecting the data to finalize her research instrument.

Maria developed a survey questionnaire to measure students’ study habits. Before distributing it, she asked three research experts to review her questions for clarity and relevance. After revisions, she administered the test to 30 students and repeated it a week later to check if the results remained consistent. What type of reliability was Maria checking when she gave the same test twice?

• Stability reliability using the test–retest method.

• Equivalence reliability using alternate forms.

• Construct validity using similar measures.

• Content validity using expert evaluation.

A researcher created a test to measure students’ critical thinking skills. After administering it, she realized that most questions focused on recalling facts instead of analyzing ideas. She also compared her test results with another standardized test measuring critical thinking and found that both results were highly correlated. Based on the researcher’s observation, what can be said about her test’s validity?

• The test is valid but not reliable because results varied.

• The test is both valid and reliable since it was standardized.

• The test is neither valid nor reliable due to inconsistent scoring.

• The test is reliable but not valid because it measures the wrong skills.

A researcher created a test to measure students’ critical thinking skills. After administering it, she realized that most questions focused on recalling facts instead of analyzing ideas. She also compared her test results with another standardized test measuring critical thinking and found that both results were highly correlated. What type of validity did the researcher ensure by comparing her test results with another similar test?

• A. Concurrent validity based on correlation of scores.

• B. Content validity based on expert review results.

• C. Construct validity based on theoretical basis.

• D. Face validity based on logical appearance.