Research and Practucal research, Essays (university) of Research Methodology

Download Research and Practucal research and more Essays (university) Research Methodology in PDF only on Docsity! 1 SUPPORT MATERIAL FOR INDEPENDENT LEARNING ENGAGEMENT (SMILE) 12 Practical Research 2 First Quarter – Module 1: Week 1 Nature of Quantitative Research Jeovanny A. Marticion GOVERNMENT PROPERTY NOT FOR SALE A Joint Project of the SCHOOLS DIVISION OF DIPOLOG CITY and the DIPOLOG CITY GOVERNMENT 2 PRACTICAL RESEARCH 2 - Grade 12 Alternative Delivery Mode Quarter 1 – Module 1: Nature of Quantitative Research 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. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education –Region IX Office Address: ____________________________________________ ____________________________________________ Telefax: ____________________________________________ E-mail Address: __________________________________________ Development Team of the Module Writers: Jeovanny A. Marticion Editors: Reviewers: Zhyrine P. Mayormita Illustrator: Layout Artist: Management Team: Virgilio P. Batan -Schools Division Superintendent Jay S. Montealto -Asst. Schools Division Superintendent Amelinda D. Montero -Chief Education Supervisor, CID Nur N. Hussien -Chief Education Supervisor, SGOD Ronillo S. Yarag -Education Program Supervisor, LRMS Leo Martinno O. Alejo -Project Development Officer II, LRMS 5 Lesson 1 Nature of Quantitative Research What’s In The use of quantitative research has greatly influenced the society in various fields. It has brought the humanity into greater heights of relevant discoveries of explaining natural phenomena, describing population and innovating products. It helped scientists, field experts and organizations in providing solutions to certain problems in our community. Throughout time, it has become the backbone of the world’s activities in business, industry, health, human affairs, infrastructure, space exploration etc. Previously, you have acquired basic concepts of qualitative research and, probably, engaged in understanding social issues through qualitative methods. This time, you will be introduced to quantitative research. What’s New At the beginning of COVID- 19 pandemic in the Philippines, the scientists from University of the Philippines became an active partner in providing recommendations to the Inter- Agency Task Force, the core agency assigned in managing the health emergency crisis in the Philippines, based on their predictions and research. The quarantine measures implemented by the LGUs were always based from the policy reports of the research team. Last June 11, 2020, they have predicted the cases in the Philippines to reach 40, 000. Surprisingly, the cases tallied by the Department of Health as of June 30, 2020 was estimated at 37, 000. This was very close to the predictions they have made. For the next months, how will reliance to research community help national and local government units in responding to emergency issues? Source: https://newsinfo.inquirer.net/1289772/covid-19-cases-in-ph- could-reach-40000-by-june-30-up-research-team 6 What is It Quantitative research uses numbers in stating generalizations about a given problem or inquiry in contrast to qualitative research. The involvement of scientific methods in gathering data and analyzing them to produce generalization is needed with this approach. Therefore, any interaction established with a certain group of people can be generalized (May & Williams, 1998). One of the benefits we could get from this approach is the replicability. The hypothesis testing allows any researcher to follow the guidelines and objectives of the research (Lichtman, 2013). Control groups allow researchers to assign participants in sub-groups and control their interventions (Johnson and Christensen, 2012). The structured style is built with identified variables, design and hypotheses (Denscombe, 1998; Bryman, 2012; Creswell, 2009; Christensen and Johnson, 2012). Researcher should follow the certain order – formulate research questions, construct hypothesis, conduct literature review, data collection, analysis of data and summarize the results (Litchman, 2006; Creswell, 2009). The objective scales of measurements of the units of analysis are called variables where it determines significant differences and relationships between variables. Results become the basis about a certain phenomena. Data gathered either support or reject what is already known or, in this case, the paradigm. Since, you are testing the hypothesis; you should look for cause and effect relationships. This will help you in predicting and generalizing findings for a larger group. In order to verify findings, quantitative research can be conducted again in another setting. It should also be noted that the central focus of the method emphasizes proof rather than discovery. Furthermore, research work is said to be good when a researcher reads, considers and uses ethically the works of other researcher (Gorard, 2001). When large population is used, it yields more reliable data. However, random sampling must be strictly followed. In terms of concluding results, quantitative research is the most reliable and valid. For instance, when we are dealing with bigger population, generalizing results becomes valid and reliable. External factors which contribute to real and unbiased results are filtered by mechanisms and procedures. Most of output-based research i.e. investigatory projects or experimental research involves series of quantitative experiments. This leads the researcher towards final answer. However, the nature of the research detaches the researchers from their participants. They stand as an observer. It would be irrelevant to conduct in-depth analysis. This separation leads them to a shallow understanding of the group or individuals involved in the study (Brown and Shank, 2007; Berg, 2007; Johnson and Christensen, 2012). It limits the appreciation of life, mind and opinions of the involved participants (Berg and Howard, 2012). Any contributions i.e. opinion from the respondents are ignored due to epistemological and ontological orientation where it controls the human behavior (Cohen, 2011). On the other hand, conducting quantitative research is costly, difficult and consumes a lot of time. It also needs extensive statistical treatment. Findings may also leave grey areas or uncertainty. 7 What’s More Quantitative vs. Qualitative Research Based on your experience in Practical Research 1 and from the previous reading, compare and contrast the following abstracts. Write your answers on the provide activity sheet. Qualitative Research Tolentino, K. (2019). ‘Look What You Made Me Do’: A Study on the Individualized Fan Culture of Filipino Taylor Swift Fans, Unpublished Undergraduate Thesis, University of the Philippines Diliman The investigation recognizes the intensity of media and its commitment to the advancement of a person. This incorporates how fans don't rehearse fan culture just as a type of diversion, but instead permitting an outside power to make an effect in their lives. Specifically, this examination shows how a universal craftsman, Taylor Swift, had the option to connect with our nation, adding to the unmistakable fan culture in the Philippines. In a few top to bottom meetings with Filipino Taylor Swift fans, the examination uncovers how the hole between unfamiliar media and fans are crossed over through the association shaped through media utilization. Considering this, the exploration saw the individual existences of individual Filipino Taylor Swift fans as they had the option to create confidence, character, and strengthening, through the ceaseless utilization of Taylor Swift's substance. Keywords: fan culture, identity, music, self-esteem and Taylor Swift ------------------------------------------------------------------------------------------------------ Quantitative Research Lim, J. S., Alonso, D. E., Dingal, M. J. L., and Sandueta, R. (2019). Anger, Impulsivity and Anxiety from Academic Stress as Suicidal Risk Predictors, Unpublished Research Journal. Science, Technology, Engineering and Mathematics. Zamboanga del Norte National High School The study aims to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors in Senior High School students. Researchers employed correlational (prediction studies) design with a sample size of 274 respondents. The 4-point Likert scale questionnaires adapted were State-Trait Anger Expression Inventory- 2 (STAXI-2), Barratt Impulsiveness Scale (BIS-11) and Beck Anxiety Inventory (BAI) in measuring the level of anger, impulsivity and anxiety from academic stress. Using 7-point Likertscale, Suicidal Ideation Questionnaire (SIQ) was also used to measure the level of suicidal risk. Higher level of anxiety (x ̅=2.64) and anger (x ̅=2.54) was found among the respondents. Impulsivity was found to be low (x ̅=2.25). Results revealed that both anger (r=0.297) and anxiety (r=0.296) has weak correlation to suicidal while impulsivity shows a very weak correlation (r=0.196). Although significant relationship was found between anger, impulsivity and anxiety from academic stress and suicidal risk, respondents are unlikely to commit suicide as shown by its mean (x ̅=2.46). Ultimately, it can be concluded that both anger and anxiety can be predictors of suicidal risk. The researchers recommend that people playing vital roles in the lives of students be active in implementing ways to help them control their emotions. Keywords: anger, impulsivity, anxiety, academic stress, suicidal risk predictors 10 ANGER, IMPULSIVITY AND ANXIETY FROM ACADEMIC STRESS AS SUICIDAL RISK PREDICTORS Doris Easter V. Alonso, Mark Jay Louise I. Dingal, Jelena Shelby A. Lim, Richardson Y. Sandueta Science, Technology, Engineering and Mathematics, Senior High School, Zamboanga del Norte National High School Abstract The study aims to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors in Senior High School students and employed correlational (prediction studies) design. A sample size of 274 respondents were utilized and the data gathered was analyzed using mean, standard deviation, Pearson product- moment correlation and multiple linear regression analysis. The researchers adapted the State- Trait Anger Expression Inventory- 2 (STAXI-2), Barratt Impulsiveness Scale (BIS-11) and Beck Anxiety Inventory (BAI) to measure the level of anger, impulsivity and anxiety from academic stress in a 4- point Likert Scale. Furthermore, Suicidal Ideation Questionnaire (SIQ) was also used to measure the level of suicidal risk in a 7- point Likert scale. Results revealed that both anger and anxiety has weak correlation to suicidal risk (r=0.297, 0.296), while impulsivity shows a very weak correlation (r=0.196) Furthermore, significant relationship was found between anger, impulsivity and anxiety from academic stress and suicidal risk (p= 0.000, 0.001, 0.000). Based on computed means, it can be concluded that SHS students high levels of anxiety and anger (?̅? = 2.64, ?̅? = 2.54) but low level of impulsivity (?̅? = 2.25). However, despite having generally high levels of negative emotion/ behavior, SHS students are unlikely to commit suicide (?̅? = 2.46). Ultimately, it can be concluded that both anger and anxiety can be predictors of suicidal risk while impulsivity cannot. The researchers recommend that people playing vital roles in the lives of students be active in implementing ways to help them control their emotions and prevent them from resorting to impulsive decisions. Introduction Students experience different kinds of emotion in their everyday academic endeavor which lead to expression of various behaviors. An individual’s reaction to a certain event in his/ her life gives rise for emotions. Dr. Martin Seligman says that people have the ability to control their own emotions based on how they perceive or interpret their experiences however, there are instances where some children and adults fail to manage negative emotions and they express these out through anger, impulsivity and anxiety leading to depression (Lawson, 2002). Alarmingly, in worst cases, depression can lead to suicide (World Health Organization, 2009). Every year, 800,000 people die due to suicide and for every suicide, there are even more people who attempt to do it. Suicide is the second leading cause to the death of 15-29 year old individuals and 79% of suicide occurs in low to mid income countries. This is an alarming rate and if not prevented, it might increase from 1 person dying for every 40 seconds to 1 dying every 20 seconds by 2020. (World Health Organization, 2009). According to the data from 2015 from the Global Burden of Disease Study, suicide rates in the Philippines are up to 3.8 for both sexes for every 100,000 of the general population (Coronel, 2019). By any measure, there must be a way of understanding and assessing suicide. Studies that were recently conducted showed that adults who have suicidal thoughts show higher means of anger, impulsivity and academic stress than those without suicidal thoughts (Masoo & Kamran, 2018) and Nepon et al. (2010) stated that there were 5 causes of suicide namely: loneliness, depression, hopelessness, anger and conflict, however some studies state that anxiety is independently associated with suicide attempts(18) and that academically achieving students have higher suicidal ideas than those of academically failing students (Arun, Garg & Chavan, 2017). Mostly, studies about suicide ideation that were conducted focused only on university students. Also, most, if not all were conducted on international countries. With this, the researchers came up with a study that is focusing on the assessment of the level of anger, impulsivity, and anxiety from academic stress and its use as suicidal predictors on senior high school students, whether academic achievers or not, that will be conducted in the locality. The findings of this study is most beneficial to students since they are able to monitor their own behavior and emotions and determine if they are prone to suicide so they can seek for professional help before it turns severe. Also, other beneficiaries include the parents and teachers since they are knowledgeable about their son’s, daughter’s/ student’s emotional conflicts and they will be able to find ways to cater their needs. The school administration is 11 more mindful of their students’ mental and emotional health as these are matters that should pose serious concern to the society and the batches to come. This study is anchored to the Stress- Diathesis Model which focuses on behavior categories, risk factors and their interactions (Heeringen, 2012). This model intends to emphasize that there is a vulnerability called diathesis among individuals which predisposes them to develop suicide ideation when encountered with stress. Conceptually, diathesis is the vulnerability which makes a disordered state to occur. Also, it is the factor that increases the tendency of an individual to succumb into a particular attitude or act in a different way. The model asserts that if the interaction between predisposition and stressor go beyond the individual’s ability to control and maintain it, he/ she will develop a disorder (Lazarus, 1993). The schematic diagram of the present study is shown below. Schematic Diagram of the Study The general objective of this study is to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors of senior high school (SHS) students. Specifically, it seeks to answer the following research questions: 1. What is the demographic profile of SHS students in terms of: a. gender; b. age; c. grade level; d. program/ strand and monthly family income?; 2. What is the level of negative emotion/behavior of SHS students in terms of: a. anger; b. impulsivity; c. anxiety and; d. suicidal risk?; 3. Is there a significant relationship between: a. anger and suicidal risk; b. impulsivity and suicidal risk and; c. anxiety and suicidal risk? 4. Which among the dependent variables can be predictors of suicidal risk? Methods The study employed descriptive- correlational (prediction studies) research design since the study was set to assess if anger, impulsivity and anxiety could be predictors for suicidal risk. The students in senior high school level of Zamboanga del Norte National High School, Turno Campus (ZNNHS- TC) enrolled for the school year 2019- 2020 were the target population of the study. The sample size was 274, 156 students for grade 11 (STEM: 47; ABM: 28; HUMSS: 53; GAS: 17 and A&D: 11) and 118 for grade 12 (STEM: 32; ABM: 41; HUMSS: 22; GAS: 14 and A&D: 9). No specific criteria was followed within the process of utilizing the participants, as long as they were able enroll themselves to senior high school of S.Y 2019- 2020 of ZNNHS- TC, they were qualified to take part in the study. The researchers prepared a questionnaire which consists of questions from previously validated data collection tools which was revised to concern with evaluating the levels of anger, impulsivity, anxiety and suicidal risk from academic stress. These were the State- Trait Anger Expression Inventory- 2 (STAXI-2),a 57-item inventory which was developed to evaluate state anger, trait anger and anger expression (Spielberger, 1999) the Barratt Impulsiveness Scale (BIS-11), a 30- item questionnaire formulated to measure personality/behavioral construct of impulsiveness (Stanford et al., 2009), the Beck Anxiety Inventory (BAI), a 21- item questionnaire meant to determine the presence of anxiety or depression (Lawson, 2002) and the Suicidal Ideation Questionnaire (SIQ), a 15- item questionnaire that assesses the frequency of suicidal ideation to provide initial information on an adolescent’s thoughts about suicide. The researchers modified the questionnaires and only selected certain items from the actual and original tools. Those which did not seem significant to the population and hard to understand (Ibrahim et al., 2017) not included to ensure that the respondents were able to decode the meaning of each statement in the questionnaire. For each variable, anger, impulsivity and anxiety, 10 questions were compiled. All were in a 4-point Likert scale. A score of 1 corresponds to Never, 2 for Occasionally, 3 for Often, and 4 for Always. On the other hand, the original SIQ consisting of 15 questions was employed in a 7-point Likert Scale where 1 corresponds to Never (NR), 2 I had this thought before but not in the past month (NPM), 3 for once a month (OM), 4 for couple of times a month (CM) 5 for once a week (OW), 6 for couple of time a week (CW) and 7 for almost everyday (AE). STRESSOR Academic Stress Anger Impulsivity Anxiety DIATHESIS Suicidal Risk 12 Cronbach’s alpha coefficient formula was used to evaluate the internal consistency of the questionnaire. With the use of Statistical Package for Social Sciences (SPSS) software, calculated alpha coefficient for the questionnaire exhibited excellent reliability of 0.953. A rating scale was also used by the researchers in describing the level of anger, impulsivity, anxiety and suicidal ideation of the students towards academic stress. In describing the level of anger, 1.00 – 1.75 infers Very Low Level of Anger (VLLA), 1.76 – 2.5 infers Low Level of Anger (LLA), 2.51 – 3.25 infers High Level of Anger (HLA) and 3.26 – 4.00 infers Very High Level of Anger (VHLA). For the impulsivity, 1.00 – 1.75 implies Very Low Impulsivity (VLI), 1.76 – 2.5 implies Low Impulsivity (LI), 2.51 – 3.25 implies High Impulsivity (HI) and 3.26 – 4.00 implies Very High Impulsivity (VHI). For the anxiety, 1.00 – 1.75 indicates Very Low Anxiety (VLA), 1.76 – 2.5 indicates Low Anxiety (LA), 2.51 – 3.25 indicates High Anxiety (HA) and 3.26 – 4.00 indicates Very High Anxiety (VHA). In describing the level of suicidal risk, 1.00 – 1.85 means Extremely Unlikely to commit suicide (EUCS), 1.86 – 2.70 means More Unlikely to commit suicide (MUCS), 2.71 – 3.65 means Unlikely to commit suicide (UCS), 3.66 – 4.50 means Neutral (N), 4.51 – 5.35 means Likely to have suicide (LCS), 5.36 – 6.20 means More Likely to commit suicide (MLCS) and 6.21 – 7.00 means Extremely Likely to commit suicide (ELCS). The first Statement Of the Problem was analyzed though frequency count since this was concerned with the demographic profile of the respondents, mean for Statement Of the Problem 2 to interpret the levels of anger, impulsivity and anxiety, Pearson product- moment Correlation for Statement Of the Problem 3 to determine the correlation of the negative behaviors to suicidal risk and multiple linear regression analysis for Statement Of the Problem 4 to determine which among the three dependent variables can be predictors of suicidal risk. The data gathered was analyzed through MS (Microsoft) Excel and SPSS. Results and Discussion The respondents of the study is comprised of 46.72% male respondents and 53.28% female respondents. In terms of age, 94.89% is within age bracket of 16-18 years old. In terms of grade level, 56.93% of the respondents are in 11th Grade while 43.07% are in 12th grade. The highest percentage of respondents came from STEM strand at 28% followed Level of Anger, Impulsivity, Anxiety and Suicidal Risks from Academic Stress Felt from Academic Stress Mean Description Anger 2.54 High Impulsivity 2.25 Low Anxiety 2.64 High Suicidal Riks 2.46 More Unlikely to Commit Suicide Results reveal that the respondents show high level of anger (𝑥 = 2.54). Respondents unveil high level of anger when they feel frustrated if they can’t find a perfect solution to the problem they face, they get angry when they find a mistake on the work they carefully did and they get infuriated when doing long tasks and assignments. The respondents divulge a low impulsivity rate towards academic stress. The respondents have low impulsivity rates towards but showed high impulsivity when they have racing thoughts during examinations and resting more than working. Respondents hold high anxiety rate towards academic stress especially when they can’t keep calm when deadlines are coming near, doing debates or speeches or when grades or test results come out and having class presentations. Lastly, the respondents are more unlikely to commit suicide. Students’ Level of Anger, Impulsivity, Anxiety and Suicidal Risk from Academic Stress analyzed according to their demographic profile 15 References [1]Arun, P., Garg, R., & Chavan, B. S. (2017). Stress and suicidal ideation among adolescents having academic difficulty. Industrial Psychiatry Journal, 26(1), 64-70. doi:10.4103/ipj.ipj_5_17 [2]Bahrami, F., & Yousefi, N. (2011). Females are more anxious than males: a metacognitive perspective. Iran J Psychiatry Behav Sci, 5(2), 83-90. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/24644451 [3]Beck Anxiety Inventory. (n.d.). Retrieved from Great Plains Health Behavioral Health: https://www.gphealth.org/media/1087/anxiety.pdf [4]Beck, A. T., Epstein, N., Brown, G., & Steer, R. A. (1998). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56(6), 893-897. doi:http://dx.doi.org/10.1037/0022-006X.56.6.893 [5]Bentley, K. J. (2016). Anxiety and its disorders as risk factors for suicidal thoughts and behaviors: A meta-analytic review. Clinical psychology review, 43, 30–46. doi:10.1016/j.cpr.2015.11.008 [6]Bilgel, N., & Bayram, N. (2014). The Epidemiology of Depression, Anxiety, Stress and Anger in Turkish High School Students. British Journal of Education, Society & Behavioural Science, 4(9), 1153-1170. doi:10.9734/BJESBS/2014/8733 [7]Coronel, R. (2019, February 26). Culture: There’s something wrong with the way Filipinos talk about suicide. Retrieved from CNN Philippines: https://cnnphilippines.com/life/culture/2019/02/26/suicide-discourse.html [8]Denson, T. F. (2018). Aggression in Women: Behavior, Brain and Hormones. Frontiers in behavioral neuroscience, 12, 81. doi:10.3389/fnbeh.2018.00081 [9]Hawkins, K., Hames, J., Riberio, J., Silva, C., Joiner, T., & Cougle, J. (2013). An examination of the relationship between anger and suicide risk theory through the lens of the interpersonal theory of suicide. Journal of Psychiatric Research, 50, 59-65. doi:10.1016/j.jpsychires.2013.12.005 [10]Heeringen, K. v. (2012). Stress–Diathesis Model of Suicidal Behavior. In B. Raton, & D. Y (Ed.), The Neurobiological Basis of Suicide. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK107203/ [11]Ibrahim, N., Amit, N., Che Din, N., & Ong, H. C. (2017). Gender differences and psychological factors associated with suicidal ideation among youth in Malaysia. Psychology research and behavior management, 10, 129-135. doi:10.2147/PRBM.S125176 [12] Klonsky D., May, A. (2015). Impulsivity and Suicide Risk: Review and Clinical Implications. Psychiatric Times, 3. Retrieved from https://www.psychiatrictimes.com/special-reports/impulsivity-and-suicide-risk-review-and-clinical-implications/page/0/2 [13]Klonsky, D., May, A., & Saffer, B. (2016, January 11). Suicide, Suicide Attempts, and Suicidal Ideation. Annual Review of Clinical Psychology, 12(1), 307-332. doi:10.1146/annurev-clinpsy-021815-093204 [14]Lawson, C. (2002, January 1). The Connections Between Emotions And Learning. Retrieved July 26, 2019, from Center for Development and Learning: https://www.cdl.org/articles/the-connections-between-emotions-and-learning/ [15]Lazarus, R. (1993). "From psychological stress to the emotions: A history of changing outlooks". Annual Review of Psychology, 44 (1): 1–21. [16]Masood, A., & Kamran, F. (2018). Anger, Impulsivity, Academic Stress and Suicidal Risk in suicide Ideators and Normal Cohorts. Journal of Behavioral Sciences, 28(2), 20-37. Retrieved June 2019, from http://pu.edu.pk/images/journal/doap/PDF- FILES/02_v28_2_18.pdf [17]Mental and Emotional Impact of Stress. (2019). Retrieved from MentalHelp.net: https://www.mentalhelp.net/stress/emotional- impact/ [18]Nepon, J., Belik, S. L., Bolton, J., & Sareen, J. (2010, September 27). The Relationship Between Anxiety Disorders and Suicide Attempts: Findings from the National Epidemiologic Survey on Alcohol and Related Conditions. National Center for Biotechnology Information, 27(9), 791-798. doi:10.1002/da.20674 [19]Remes, O. (2016, June 10). Women are far more anxious than men – here’s the science. Retrieved from The Converstion: http://theconversation.com/women-are-far-more-anxious-than-men-heres-the-science-60458 [20]Spielberger, C. D. (1999). State- Trait Anger Expression Inventory SATXI-2. Retrieved from Sigma Assessment Systems Inc.: https://www.sigmaassessmentsystems.com/assessments/state-trait-anger-expression-inventory-2/ [21]Stanford, M., Mathias, C., Dougherty, D., Lake, S., Anderson, N., & Patton, J. (2009). Fifty years of the Barratt Impulsiveness Scale: An update and review. Personality and Individual Differences, 47(5), 385-395. doi:http://dx.doi.org/10.1016/j.paid.2009.04.008 [22]Suicide. (2018, August 24). Retrieved from World Health Organization: https://www.who.int/news-room/fact-sheets/detail/suicide [23]Thakkar, A. (2018, April 6). Academic Stress in Students. Retrieved from A Medium Corporation [US]: https://medium.com/one- future/academic-stress-in-students-498c34f064d7 [24]Wanyoike, B. W. (2015). Suicide among Universities in Kenya: Causes, Implications and Interventions. Journal of Language, Technology and Entrepreneurship in Africa, 6(1), 35-53. Retrieved from https://www.ajol.info/index.php/jolte/article/view/125003 [25]Weafer, J. d. (2014). Sex differences in impulsive action and impulsive choice. Addictive behaviors, 39(11), 1573–1579. doi:10.1016/j.addbeh.2013.10.033 [26] Bentley,K., Nock, M. (2017). Predicting and Preventing Suicide: Where Are We?. Retreived from Anxiety and Depression Association of America: https://adaa.org/learn-from-us/from-the- experts/blog-posts/consumer/predicting- and- preventing-suicide-where-are-we In your own chosen field of Senior High School specialization, How does quantitative research help in improving your field of Science, Technology, Engineering and Mathematics? Write your response in the provided activity sheet. 16 Answer Key References Berg, B. L. and Howard, L. “Qualitative Research Methods for the Social Sciences.” (8th ed). USA: Pearson Educational Inc (2012).. Bryman, A. “Social Research Methods.” 4th edition. New York: Oxford University Press. (2012). Cohen, L., Manion, L. and Morrison, K. “Research Methods in Education.” (7th ed). London: Routledge. (2011). Daniel, E. “The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum.” Journal of Education and Practice. 7 (15). pp. 91-100. (2016). Denscombe, M. “The Good Research for Small –Scale Social Research Project.” Philadelphia: Open University Press. (1998). Gonzales, C. “COVID-19 cases in PH could reach 40K by June 30 — UP Research Team”. July 29, 2020. Philippine Daily Inquirer. Gorard, S. “Quantitative Methods in Educational Research: The role of numbers made easy.” London: The Tower Building. (2001). Johnson, B. and Christensen, L. “Educational Research, Qualitative, Quantitative and Mixed Approach”. (4th ed). California: SAGE Publication. (2012). Lichtman, M. “Qualitative Research in Education: A User’s Guide.” (3rd ed). USA: SAGE Publication. (2013). Lim, J. S., Alonso, D. E., Dingal, M. J. L., and Sandueta, R. “Anger, Impulsivity and Anxiety from Academic Stress as Suicidal Risk Predictors, Unpublished Research Journal.” Science, Technology, Engineering and Mathematics. Zamboanga del Norte National High School. (2019). May, T. and Williams, M. “Knowing The Social World”. Buckingham: Open University Press (1998).. Shank, G. and Brown, L. “Exploring Educational Research Literacy.” New York: Routledge (2007).. Tolentino, K. “Look What You Made Me Do’: A Study on the Individualized Fan Culture of Filipino Taylor Swift Fans” University of the Philippines Diliman (2019).