V conducted a study on the effectiveness of Self-Paced Learning approach. Before exposing the experimental group to the Self-Paced Learning approach and the control group to the traditional approach, he first assessed their performance. After their exposure, he then gave another test to assess them.

For her study on the effectiveness of Self-Paced Learning approach, V prepared two control groups (CG) and two experimental groups (EG). One of the CG and one of the EG were directly introduced to the treatments while the other CG and EG were pre-assessed. After their exposures, all groups were assessed.

For her study on the effectiveness of Self-Paced Learning approach and Flipped Classroom approach, V exposed her subjects to the traditional approach in the first month, then to the self-paced learning approach in the second month, and to the flipped classroom in the third month.

For her study on the effectiveness of Self-Paced Learning approach and Flipped Classroom approach, V prepared four groups. One group retained the traditional approach, another was exposed to the self-paced learning approach, another to the flipped classroom approach, and the last one was exposed to both self-paced learning and flipped classroom approaches.

Hazel gave her control and experimental groups an assessment before their exposure to the different treatments. Then, gave them another assessment after the exposure.

Bern would like to test the effectiveness of lemon grass and calamansi as fabric softener. He exposed his subject to the following exposures: one to commercialized fabric softener, another to 100% lemon grass fabric softener, another to 100% calamansi fabric softener, and the last one to 50% lemon grass and 50% calamansi fabric softener.

For his true experimental study, Flora prepared four groups. Two groups were pretested and the other two was directly exposed to the treatment. One of the pretested group and one of the non-pretested group experienced the traditional lectures while the remaining two groups were exposed to the Direct-Translation method. After which, all four groups were posttested.

In the entire first trimester, Jicca retained the traditional approach in her class. In the second trimester, she exposed the same class to communicative language teaching approach. After which, she compared the performance of the students in both exposures.