GRADE: 12 SEMESTER: FIRST SEMESTER

SUBJECT TITLE: PRACTICAL RESEARCH NO. OF HOURS/SEM.: 80 hours/semester

PREREQUISITE: Statistics and
Probability
Common Subject This course develops critical thinking and problem-solving
Description: skills through
quantitative research.

QUANTITATIVE RESEARCH

COMPILATION

IN

PRACTICAL RESEARCH 2

(UPPER TUMAPOC NATIONAL HIGH SCHOOL)

BY: JAY-AR MARIO V. MARIANO

PRACTICAL RESEARCH 2: QUANTITATIVE RESEARCH JAY-AR MARIO V. MARIANO X

 CURRICUM GUIDE

CONTENT CONTENT STANDARD PERFORMANCE LEARNING

STANDARD COMPETENCIES
The learner demonstrates The learner is able The learner:
to:
understanding of:
1. the characteristics, decide on suitable 1. describes
characteristics,
strengths, quantitative strengths, weaknesses,
weaknesses, and research in and
kinds of quantitative different areas of kinds of quantitative
Nature of research interest research
Inquiry
and Research 2. the importance of 2. illustrates the
importance
quantitative research of quantitative research
across fields across fields
3. the nature of variables
3. differentiate kinds of
variables and their uses

The learner demonstrates The learner is able The learner:

to:
understanding of:
formulate clearly 1. designs a research
the useful in
1. the range of research daily life
topics in the area of statement of
2. writes a research title
research
inquiry problem
Identifying the 2. the value of research 3. describes background
of
in
research
Inquiry and the area of interest
Stating the 3. the specificity and 4. states research
questions
Problem feasibility of the 5. indicates scope and
problem
pose delimitation of study
6. cites benefits and
beneficiaries of study
7. presents written
statement
of the problem

The learner demonstrates The learner is able The learner:

to:
understanding of:
1. the criteria in 1. select, cite, and 1. selects relevant
selecting, literature
citing, and synthesize 2. cites related literature
synthesizing using
related literature judiciously standard style (APA,
related MLA
2. the ethical standards literature and or Chicago Manual of
in use Style)
writing related sources 3. synthesizes information
literature according
3. the formulation of to ethical from relevant literature
conceptual framework standards
4. the research 2. formulate 4. writes coherent review
hypotheses (if clearly of
literature
Learning from appropriate) conceptual
Others and 5. the definition of terms framework, 5. follows ethical
as standards in
used in the study research
Reviewing the hypotheses (if writing related
literature
Literature
appropriate), 6. illustrates and explain
and
define terms conceptual framework
used
in study
7. defines terms used in
3. present
study
objectively
written review of 8. lists research
hypotheses (if
related literature appropriate)
and conceptual
framework 9. presents written review
of
related literature and
conceptual framework

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 The learner demonstrates The learner is able The learner:
to:
understanding of:
1. quantitative research 1. describe 1. chooses appropriate

designs adequately quantitative research

design
2. description of sample quantitative 2. describes sampling
3. instrument research procedure and the
development designs, sample
4. description of sample, 3. constructs an
intervention instrument instrument
Understanding (if applicable) used, and establishes its
intervention validity
Data 5. data collection and (if applicable), and reliability
analysis data
and Ways to procedures such as collection, and 4. describes intervention (if
survey,
Systematically interview, and analysis applicable)
observation procedures
Collect 6. guidelines in writing 2. apply 5. plans data collection
imaginatively
Data research methodology art/design procedure
7. the application of art/ principles to 6. plans data analysis using
create
design fundamentals artwork statistics and
for hypothesis
execution testing (if appropriate)
7. presents written
research
methodology
8. implements design
principles to produce
creative artwork
The learner demonstrates The learner is able The learner:
to:
understanding of:
1. data collection 1. gather and 1. collects data using
procedures analyze
and skills using varied data with appropriate instruments
Finding Answers instruments intellectual 2. presents and interprets
through Data 2. data processing, honesty, using data in tabular and
organizing, graphical
Collection and analysis suitable forms
techniques
3. uses statistical
techniques
to analyze data— study
of
differences and
relationships limited for
bivariate analysis
The learner demonstrates The learner is able The learner:
to:
understanding of:
1. guidelines in making 1. form logical 1. draws conclusions from

conclusions and conclusions research findings

recommendations 2. make 2. formulates
2. the techniques in recommendatio recommendations
listing ns
Reporting and 3. references based on 3. lists references
Sharing Findings the process of report conclusions
writing 3. write and
4. presents written
present research
4. the selection criteria clear report
report
and
process of best design 4. execute best
 design 5. finalizes and presents
best
design
6. presents research
workbook

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 UNIT 1: NATURE OF INQUIRY AND RESEARCH

WHAT THIS UNIT ALL ABOUT?

Human history abounds with problems. Problems are everywhere in different

variety in different perspective which affect mankind. Problems are observed along
political, social, environmental and many aspects of life. This may between
individuals, groups or in an organization. In that, mankind wants solution to these
problems. These solutions should not be only effective but also be acquired and used
for improvement. To be able to achieve that, solutions must be based in knowledge,
not on mere beliefs, guesses, or theories. To acquire this knowledge it requires a well-
planned and systematic procedure and should be continuously evaluated on its
accuracy and usefulness. In that, RESEARCH has been devised to meet this need.

Research is a natural day-to-day activity of gathering information. It may in the

form of qualitative or quantitative. Qualitative researches are those studies in which
the data concerned can be described without the use of numerical data while
quantitative research suggests that the data concerned can be analyzed in terms of
numbers.

Quantitative research designs use numbers in stating generalizations about a

given problem or inquiry in contrast to qualitative research that hardly uses
statistical treatment in stating generalizations. The numbers in quantitative research
are the results of objective scales of measurements of the units of analysis called
variables.

Research findings are subjected to statistical treatment to determine

significant relationships or differences between variables, the results of which are the
bases for generalization about phenomena.

In this unit, you will be encountering also the characteristics of quantitative

research, its strength and weaknesses, its kinds and importance across disciplines. In
here also, we will be tackling kinds of variables and its uses.

WHAT DO YOU EXPECT TO LEARN?

After studying this unit, you are expected to be able to:

 describe the characteristics, strengths, weaknesses and kinds of

quantitative research;
 explain the kinds of quantitative research designs;
 illustrate the importance of quantitative research across fields; and
 differentiate kinds of variables and their uses.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
HOW ARE YOU GOING TO LEARN?

This icon signals a pre-test that you need to answer to

determine how much you about the topic. At every pre-test,
you will find a question to answer. Write your answers in the
blank provided for or as instructed in the pre-test. If you
cannot answer a question may leave it blank. But see to it
that you go back to check after you have studied or read the
text.

You will find this icon before some chunks of text in the
following pages. It tells you to carefully study the concepts,
principles, or processes discussed in the text. It also tells
you that there is a question to answer or an idea to think
about it.

This icon introduces a list of important ideas to remember.

Read it carefully and keep it in mind.

From the good habit of reviewing the text and how much
time, effort, interest and patience you invest in your learning
will determine how sure you are in having good scores in the
checkpoint. Your attitude will help you learn more and
effectively that makes you a better learner.

You will find this icon at the end of every lesson. It signals a
self-test to determine how well you have achieved the
objectives set in the unit. Study the lesson well and you will
perform quite well in the self-test. This will be submitted to
your teacher after you answering the self-test. Write legibly
and always follow instructions properly.

This icon tells you of an assignment you have to perform.

The quality of your output from this assignment will show
the extent to which you can apply what have you learned
from the lesson. Submit this also to your teacher at the date
specified.

Are you now set to perform the activity, answer the questions, and read the
texts? If so, then you may get your ball pen and notebook as I will request you to
answer the questions included herein.

Good luck, enjoy reading and doing the activity. God bless.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 LESSON 1: QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGTH,
WEAKNESSES and KINDS

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is true
while QUALITATIVE if the statement is false.

1. In quantitative research, researchers know in advance what they

are looking for.
_______________
2. Quantitative research can be easily misinterpreted because it provides
numerical data.
_______________
3. Quantitative research puts emphasis on proof, rather than discovery.
_______________
4. Normative research is conducted by researcher whose aim would be to
find out the direction and/or relationship between different variables or
group of respondents under study. _________________
5. Qualitative research requires a large number of respondents. It assumes
that the larger the sample is, the more statistically accurate the findings
are. ___________________
6. Evaluation describes the status of a phenomenon at a particular time. It
describes without value judgment a situation that prevents.
____________________
7. Correlational is conducted by researchers whose aim would be to find
out the direction and/or relationship between different variables or
groups of respondents under study.
_____________________
8. Methodological is the implementation of a variety of methodologies that
forms a critical part of achieving the goal of developing a scaled-
matched approach, where data from different disciplines can be
integrated. ___________________
9. One characteristics of quantitative research is that its method can be
repeated to verify findings in another setting, thus, reinforcing validity
findings. _____________________
10.In quantitative experiments it filters out external factors, if properly
designed, and so the results gained can be seen, as real and unbiased.

II. Put a tick (/) if it describes the characteristics of a Quantitative Research.

1. Data is in the form of words, pictures or objects.

2. The data is usually gathered using structured research
instruments.
3. It is not based upon numerical measurements and does not use
numbers and statistical methods as key research indicators and
tools.
4. It tends to be associated with small-scale studies and a holistic
perspective, often studying a single occurrence or small number
of occurrences/case studies in great depth.
5. The research study can usually be replicated or repeated, given
its high reliability.
6. Data are in the form of numbers and statistics, often arranged in
tables, charts, figures, or other non-textual forms.
7. Emphasis is on discovery rather than proof.
 8. The results are based on larger sample sizes that are
representative of the population.
9. It tends to be associated with emergent research design, using a
wide range of approaches
10.Researcher has a clearly defined research question to which
objective answers

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 are sought.

DEFINITION OF QUANTITATIVE RESEARCH

Quantitative research is an objective, systematic empirical

investigation of observable phenomena through the use of computational
techniques. It highlights numerical analysis of data hoping that the numbers
yield unbiased results that can be generalized to some larger population and
explain a particular observation. Simply, quantitative research is concerned
with numbers and its relationship with events.
The quantitative research suggests that the data concerned can be
analyzed in terms of numbers. An example that we can give for this study is a
study comparing the performance of Grade 12 in Upper Tumapoc National High
School and Burgos National high School in Physical Science when ICT is
integrated in teaching. This can be approached by getting the average
performance of both schools before and after integrating ICT. Then the
averages can be compared and analyzed to see the differences or
effectiveness. In this case, numbers are used as data for analysis. Another is
surveying what do viewers in Burgos, La Union prefer to watch: is it GMA
dramarama or ABS-CBN Golden Kapamilya noontime show. In here, it may be
approached by making a survey questionnaire asking for the preference of
viewers in Burgos, La Union.

May you now give your own example of a quantitative research?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. OBJECTIVE. Quantitative research seeks accurate measurement and

analysis of target concepts. It is not based on mere intuition and guesses.
Data are gathered before proposing a conclusion or solution to a problem.
2. CLEARLY DEFINED RESEARCH QUESTIONS. The researchers know in
advance what they are looking for. The research questions are well-defined
for which objective answers are sought. All aspects of the study are
carefully designed before data are gathered.
3. STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments
guide data collection, thus, ensuring the accuracy, reliability and validity of
data. Data are normally gathered using structured research tools such as
questionnaires to collect measurable characteristics of the population like
age, socio-economic status, number of children, among others.
4. NUMERICAL DATA. Figures, tables or graphs showcase summarized data
collection in order to show trends, relationships or differences among
variables. In sum, the charts and tables allow you to see the evidence
collected.
5. LARGE SAMPLE SIZES. To arrive at a more reliable data analysis, a
normal population distribution curve is preferred. This requires a large
sample size, depending on how the characteristics of the population vary.
Random sampling is recommended in determining the sample size to avoid
researcher’s bias in interpreting the results.
 6. REPLICATION. Quantitative methods can be repeated to verify findings in
another setting, thus strengthen and reinforcing validity of findings
eliminating the possibility of spurious conclusions.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

7. FUTURE OUTCOMES. By using complex mathematical calculations and
with the aid of computers, if-then scenarios may be formulated thus
predicting future results. Quantitative research puts emphasis on proof,
rather than discovery.

STRENGHTS and WEAKNESSES OF QUANTITATIVE RESEARCH

STRENGHTS OF QUANTITATIVE RESEARCH

 The advantages of quantitative research includes the following:
1. It is objective. The most reliable and valid way of concluding results,
giving way to a new hypothesis or to disproving it. Because of bigger
number of the sample of a population, the results or generalizations
are more reliable and valid. Since it provides numerical data, it can’t
be easily misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses
and allows you to comprehend a huge amount of vital characteristics
of data.
3. It is real and unbiased. If the research is properly designed it filters
out external factors, and so can be seen as real and unbiased.
4. The numerical data can be analyzed in a quick and easy way. By
employing statistically valid random models, findings can be
generalized to the population about which information is necessary.
5. Quantitative studies are replicable. Standardized approaches allow
the study to be replicated in different areas or over time with
formulation of comparable findings.
6. Quantitative experiments are useful for testing the results gained by
a series of qualitative experiments, leading to a final answer, and
narrowing down of possible directions to follow.

WEAKNESSES OF QUANTITATIVE RESEARCH

 The disadvantages of quantitative research are as follows:
1. Quantitative research requires a large number of respondents. It
is assumed that the larger the sample is, the more statistically
accurate the findings are.
2. It is costly. Since, there are more respondents compared to
qualitative research, the expenses will be greater in reaching out
to these people and in reproducing questionnaires.
3. The information is contextual factors to help interpret the results
or to explain variations are usually ignored. It does not consider
the distinct capacity of the respondents to share and elaborate
further information unlike the qualitative research.
4. Much information are difficult to gather using structured research
instruments, specifically on sensitive issues like pre-marital sex,
domestic violence, among others.
5. If not done seriously and correctly, data from questionnaires may
be incomplete and inaccurate. Researchers must be on the look-
out on respondents who are just guessing in answering the
instrument.

What are the strengths and weaknesses of quantitative

research?

KINDS OF QUANTITATIVE RESEARCH DESIGNS

 Research design refers to the overall strategy that you choose in
order to integrate the different components of the study in a coherent
and logical way, thereby ensuring you will effectively address the
research problem. Furthermore, a research design constitutes the
blueprint for the selection, measurement and analysis of data. The
research problem determines the research you should.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 Quantitative methods emphasize objective measurements and the
statistical, mathematical, or numerical analysis of data collected through
polls, questionnaires, and surveys, or by manipulating pre-existing
statistical data using computational techniques.
The kind of research is dependent on the researcher’s aim in
conducting the study and the extent to which the findings will be used.
Quantitative research designs are generally classified into experimental
and non-experimental as the following matrix below.

QUANTITATIVE RESEARCH DESIGNS

EXPERIMENTAL NON-EXPERIMENTAL

TRUE PRE- DESCRIPTIVE

EXPERIMENTAL EXPERIMENTAL
1 Pre-Test 1. One Shot Case
. Design Study
2 Post-Test Design 2. One Group Pre- 1. Survey
. Test
3 Post-Test Post-Test Design 2. Correlational
. only/
Control 3. Ex-Post Facto
Studies
4. Comparative
QUASI- 5. Evaluative
EXPERIMENTAL 6.
Methodological

1. Non-equivalent Control
Group Design
2. Time Series Design

The following are the various kinds of quantitative research design that a researcher
may employ:

1. EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to

control the situation. In doing so, it allows the researcher to answer the
question, “What causes something to occur?” This kind of research also
allows the researcher to identify cause and effect relationships between
variables and to distinguish placebo effects from treatment effects. Further,
this research design supports the ability to limit alternative explanations
and to infer direct causal relationships in the study; the approach provides
the highest degree level of evidence for single studies.

A. PRE-EXPERIMENTAL DESIGN. A type of research apply to

experimental design that with least internal validity. One type of pre-
experiment, the simple group, pre-test-post-test design, measures
the group two times, before and after the intervention.
Instead of comparing the pretest with the posttest within
one group, the posttest of the treated groups is compared with that
of an untreated group. Measuring the effect as the difference
 between groups marks this as between-subjects design. Assuming
both groups experienced the same time-related influences, the
comparison group feature should protect this design from the rival
explanations that threaten the within-subject design.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 Two classes of experimental design that can provide better internal validity
than pre-experimental designs are: quasi-experimental and true
experimental design (Dooly, 1999).

B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher

can collect more data, either by scheduling more observations or
finding more existing measures. Quasi-experimental design involves
selecting groups, upon which a variable is tested, without any
random pre-selection processes. For example, to perform an
educational experiment, a class might be arbitrarily divided by
alphabetical selection or by seating
arrangement. The division is often convenient and, especially in an
educational situation, causes as little disruption as possible. After
this selection, the experiment proceeds in a very similar way to any
other experiment, with a variable being compared between different
groups, or over a period of time.
There are two types of quasi-experimental design, these are:
a.Non-Equivalent Control Group. This refers to the
chance failure of random assignment to equalize the
conditions by converting a true experiment into this kind of
design, for purpose of analysis.
b. Interrupted Time Series Design. It employs multiple
measures before and after the experimental intervention. It
differs from the single-group pre-experiment that has only
one pretest and one posttest. Users of this design assume
that the time threats such as history or maturation appear
as regular changes in the measures prior to the
intervention.
C. TRUE-EXPERIMENTAL DESIGN. It controls for both time-related
and group-related threats. Two features mark true experiments: two
or more differently treated groups; and random assignment to these
groups. These features require that the researchers have control over
the experimental treatment and the power to place subjects in
groups.
True experimental design employs both treated and control
groups to deal with time-related rival explanations.
A control group reflects changes other than those due to
the treatment that occur during the time of the study. Such changes
include effects of outside events, maturation by the subjects,
changes in measures and impact of any pre-tests.
True experimental design offers the highest internal validity
of all the designs. Quasi-experimental design differs from true
experimental design by the absence of random assignment of
subjects to different conditions. What quasi-experiments have in
common with true experiments is that some subjects receive an
intervention and provide data likely to reflect its impact.

2. NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher

observes the phenomena as they occur naturally and no external variables
are introduced. In this research design, the variables are not deliberately
manipulated nor is the setting controlled. Researchers collect data without
making changes or introducing treatments. This may also called as
DESCRIPTIVE RESEARCH DESIGN because it is only one under non-
experimental design.
 DESCRIPTIVE RESEARCH DESIGN’s main purpose is to observe,
describe and document aspects of a situation as it naturally occurs and
sometimes to serve as a starting point for hypothesis generation or theory
development.
The types of descriptive design are as follows:

A. SURVEY. It is used to gather information from groups of

people by selecting and studying samples chosen from a
population. This is useful when the objective of the study is to
see general picture of the population under
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 investigation in terms of their social and economic
characteristics, opinions, and their knowledge about the
behavior towards a certain phenomenon.
B. CORRELATIONAL. It is conducted by researchers whose aim
would be to find out the direction, associations and/or
relationship between different variables or groups of
respondents under study. Correlational Research has three
types, these are:
a. Bivariate Correlational Studies – It obtains score
from two variables for each subject, and then uses them
to calculate a correlation coefficient. The term bivariate
implies that the two variables are correlated (variables
are selected because they are believed to be related).
Example: Children of wealthier (variable one), better
educated (variable 2) parents earn higher salaries as
adults.

b. Prediction Studies – It uses correlation coefficient to

show how one variable (the predictor variable) predicts
another (the criterion variable).
Example: Which high school applicants should be
admitted to college?

c. Multiple Regression Prediction Studies – All

variables in the study can contribute to the over-all
prediction in an equation that adds together the
predictive power of each identified variable.
Example: Suppose the High School GPA is not the sole
predictor of college GPA, what might be other good
predictors?

C. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of

research derives conclusion from observations and
manifestations that already occurred in the past and now
compared to some dependent variables. It discusses why and
how a phenomenon occurs.
Example 1: A researcher is interested in how weight influences
stress-coping level of adults. Here the subjects would be
separated into different groups (underweight, normal,
overweight) and their stress-coping levels measured. This is an
ex post facto design because a pre-existing characteristic
(weight) was used to form the groups.
Example 2: What is the Effect of Home Schooling on the Social
Skills of Adolescents?

D. COMPARATIVE. It involves comparing and contrasting two or

more samples of study subjects on one or more variables,
often at a single point of time. Specifically, this design is used
to compare two distinct groups on the basis of selected
attributes such as knowledge level, perceptions, and attitudes,
physical or psychological symptoms.
Example: A comparative Study on the Health Problems among
Rural and Urban People in Ilocos Region, Philippines.
 E. NORMATIVE. It describes the norm level of characteristics for
a given behavior. For example: If you are conducting a
research on the study habits of the high school students you
are to use the range of score to describe the level of their
study habits. The same true is when you would want to
describe their academic performance.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 F. EVALUATIVE. It is a process used to determine what has
happened during a given activity or in an institution. The
purpose of evaluation is to see if a given program is working,
an institution is successful according to the goals set for it, or
the original intent was successfully attained. In other words, in
evaluation judgments can be in the forms of social utility,
desirability, or effectiveness of a process. For example, we can
cite here a situation. In evaluation study, it will not just be
considering the performance of the students who were taught
under modular instruction; instead, it is the rate of progress
that happened among the students who were exposed to
modular instruction.
Example: A test of children in school is used to assess the
effectiveness of teaching or the deployment of a curriculum.

G. METHODOLOGICAL. In this approach, the implementation of

a variety of methodologies forms a critical part of achieving
the goal of developing a scale-matched approach, where data
from different disciplines can be integrated.

What are the types of quantitative research designs? Give

example each type.

KEEP THIS IN MIND.

QUANTITATIVE RESEARCH
– use numbers in stating generalization about
a given problem or
STRENGHT inquiry WEAKNESSES

 Objectivity CHARACTERISTICS  Requires large

number
 Real & 1. OBJECTIVE  of Respondents
Unbiased Costly
 Facilitates 2. CLEARLY DEFINED
 Contextual Factors
Sophisticated RESEARCH are
Analysis QUESTIONS ignored
 Analyzed in quick 3. STRUCTURE  Difficult to
& D gather
easy way RESEARCH data
 Replicable 4. INSTRUMENT  Little glitch in
S the
 Useful in Testing NUMERICAL DATA procedure leads
5. LARGE SAMPLE to
Qualitative SIZES incomplete and
Research 6. REPLICATION
inaccurate data
7. FUTURE OUTCOMES

EXPERIMENTAL
EXPERIMENTAL-PRE

EXPERIMENTAL-
QUASI
 NON-EXPERIMENTAL/
DESCRIPTIVE
UNIT 1: NATURE OF INQUIRY and RESEARCH
SURVEY

CORRELATIONAL

EX POST FACTO

COMPARATIVE

NORMATIVE

EVALUATIVE

METHODOLOGICAL
JAY-AR MARIO V. MARIANO
 MIND CHALLENGE. Answer the following questions, follow
directions given.

I. NON-STOP WRITING. In 10 mins., write your concise learning about the

following.
1. What is quantitative research?
________________________________________________________________________
_______________________________________________________________________.
2. What are the characteristics of quantitative research?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
3. Discuss the strengths of quantitative research.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
4. Discuss the weaknesses of quantitative research.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
5. Describe each type of quantitative research design. Give example each.
Example: Survey - used to gather information from groups of people
by selecting and studying samples chosen from a
population.
Example: Preference T.V network of viewers in Upper Tumapoc, Burgos, La Union.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 POST_TEST. This serves as your summative test. Answer the questions
below following the instruction given in each test.

I. Identification. Identify what is being asked in each number. Write your

answer after the statement.

1. It highlights numerical analysis of data hoping that the numbers yield unbiased
results that can be generalized to some larger population and explain a
particular observation.
_________________________
2. It suggests that the data concerned can be analyzed in terms of
numbers.
_______________________
3. This kind of research derives conclusion from observations and manifestations
that already occurred in the past and now compared to some dependent
variables.
_______________________
4. It describes the norm level of characteristics for a given behavior.
_________________
5. In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures. ________________________
6. It is conducted by researchers whose aim would be to find out the direction,
associations and/or relationship between different variables or groups of
respondents under study.
______________________
7. It refers to the overall strategy that you choose in order to integrate the
different components of the study in a coherent and logical way, thereby
ensuring you will effectively address the research problem.
__________________________
8. It controls for both time-related and group-related threats. Two features mark
true experiments: two or more differently treated groups; and random
assignment to these groups.
____________________________
9. All variables in the study can contribute to the over-all prediction in an
equation that adds together the predictive power of each identified variable.
_______________________
10.Its main purpose is to observe, describe and document aspects of a situation
as it naturally occurs and sometimes to serve as a starting point for hypothesis
generation or theory development.
__________________________

II. Multiple Choice. Choose the correct letter that best describe the question or
complete the statement. Write your answer before the number.

1. Which of the following BEST defines quantitative research?

A. It is an exploration associated with libraries, books and journals.
B. It is an activity concerned with finding new truth in education.
C. It is a systematic process obtaining numerical information about the
world.
D. It is an activity of producing or proving a theorem.
2. Which of the following is NOT a characteristic of quantitative research?
A. Data are gathered before proposing a conclusion or solution to a
problem.
B. Quantitative methods can be repeated to verify findings in another
setting, thus strengthen and reinforcing validity of findings eliminating
the possibility of spurious conclusions.
C. Figures, tables or graphs showcase summarized data collection in order
to show trends, relationships or differences among variables. In sum, the
charts and tables allow you to see the evidence collected.
 D. It seeks to gather a more comprehensive understanding of activities
related to human behavior and the attributes that rule such behavior.
3. Which of the following describes the characteristics of research where data are
in form of statistics?
A. Objective B. Numerical Data C. Replication D. Large Sample
Size

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 4. This characteristic of quantitative research which refers to its necessity to
arrive at a more
reliable data analysis.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
6. The researchers know in advance what they are looking for. The research
questions are well-
defined for which objective answers are sought. All aspects of the study are
carefully designed
before data are gathered.
A. Future Outcomes C. Clearly defined Research Questions
B. Structured Research D. Numerical Data
Instruments
7. Which research design seeks to describe “what is”?
A. Correlational C. Experimental
B. Descriptive D. Evaluation
8. In this type of research, the investigator tries to probe the significance of
relationship between two or more factors or characteristics
A. Correlational C. Ex-post facto
B. Experimental D. Survey
9. Which of the item below does NOT hold true for descriptive research?
A. describes the nature of a situation or an event
B. presents the profile of persons, events, and things
C. describes past situations
D. there is no manipulation of variables or search for cause and effect
related to the performance
10.Which of the following illustrates a quantitative study?
A. attributes to malnutrition in children
B. public opinion to the sex scandal of the Pres. in our country
C. academic performance of high school students
D. all of the above choices

III. DETERMINATION. Determine if the description given below is a strength or

weakness of a quantitative research. Write your answer on the blank provided
for.
1. The most reliable and valid way of concluding results, giving way to a new
hypothesis or to disproving it. ___________________________
2. Since, there are more respondents compared to qualitative research, the expenses
will be greater in reaching out to these people and in reproducing questionnaires.
_______________________
3. If not done seriously and correctly, data from questionnaires may be
incomplete and inaccurate.
____________________________
4. Standardized approaches allow the study to be replicated in different areas
or over time with formulation of comparable findings.
_______________________________
5. Quantitative experiments are useful for testing the results gained by a
series of qualitative experiments, leading to a final answer, and
narrowing down of possible directions to follow.
_______________________________
6. It is assumed that the larger the sample is, the more statistically accurate the
findings are.
________________________
 7. Researchers must be on the look-out on respondents who are just
guessing in answering the instrument. ______________________________
8. It does not consider the distinct capacity of the respondents to share and
elaborate further information unlike the qualitative research.
__________________________
9. It is real and unbiased. _____________________

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 10. It is costly. ______________________
IV. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by
placing the letter of the correct answers in the space provided in column A
from among the choices I column B.
COLUMN A COLUMN B
1. the posttest of the treated
groups is
compared with that of an untreated A. Normative
group
2. a test of children in school is B. Survey
used to
assess the effectiveness of
teaching or the
deployment of a curriculum C. Census
3. useful when the objective of the
study is
to see general picture of the D. Evaluative
population
under investigation in terms of
their social
and economic characteristics, E. Comparative
opinions,
and their knowledge about the
behavior
towards a certain phenomenon F. Ex-post facto
4. conducting a research on the study
habits
of the high school students you are G. Descriptive
to use
the range of score to describe the
level of
their study habits H. Correlational
5. discusses why and how a
phenomenon
occurs I. Bivariate Correlational
6. selecting groups, upon which a
variable is
tested, without any random pre- J. Prediction
selection
processes
7. uses correlation coefficient to show K. Multiple Regression
how
one variable (the predictor
variable)
predicts another (the criterion L. Pre-Experimental
variable)
8. employs both treated and control
groups
to deal with time-related rival M. Quasi Experimental
explanations
9. it obtains score from two variables
for
each subject, and then uses them N. True Experimental
to
calculate a correlation coefficient
10.term that seems synonymous
to survey research

ASSIGNMENT: RESEARCH WORK. Research 15 different titles of research

in a research reports and classify them to any of the research designs we
 have discussed. Choose only quantitative research titles. Follow the format
below.

RESEARCH TITLE RESEARCH DESIGN

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS VARIOUS
FIELDS PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by

placing the letter of the correct answers in the space provided in column A
from among the choices I column B. Identify what discipline the given research
title is related.

COLUMN A COLUMN B
1. What Effect do Punitive Behavioral
Control Statements have on
Classroom?
2. The Relationship between the A. QUANTI & ANTHROPOLOGY
Mushrooming
of Fast Food Chains and Obesity of B. QUANTI &
Children COMMUNICATION
in Kuopo, Eastern England.
3. Effect of Tourism to the Cultural C. QUANTI & SPORTS MED.
System of
Villagers in Southern Cordillera.
4. Factors Affecting Quality of D. QUANTI & MEDICAL ED.
Medical
Education in Saint Louis University.
5. Relationship of Verbally Aggressive E. QUANTI & BEHAVIORAL
Behavior SCI.
to the Physical Aggression of a
Person.
6. Factors Affecting Crime Rates in F. QUANTI & EDUCATION
Burgos, La
Union.
7. Video Integration in Teaching Science G. QUANTI & PSYCHOLOGY
in
Grade 12 of Upper Tumapoc National
High
School. H. QUANTI & ABM
8. Communicative Behaviors
Associated in
Different Stages of a Romantic I. QUANTI & STEM
Relationship.
9. Ethnographic Study: Changes of Aeta
Behaviors in past 5 years.
10. Relationship of Physical Activity to
the Amount of Adipose Tissue and
Endurance Fitness of Children
Aged 15 – 22 in Burgos, La Union.

II. ESSAY. Discuss briefly, what is ask below.

1. How quantitative research related or important to different field of

discipline?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________.
2. Choose two disciplines enumerated above (column B) and explain
how quantitative research was used on it.
__________________________________________________________________
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 __________________________________________________________________
__________________________________________________________________.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

People do research to find solutions, even tentative ones, to problems, in order

to improve or enhance ways of doing things, to disprove or provide a new hypothesis,
or simply to find answers to questions or solutions to problems in daily life. Research
findings can affect people’s lives, ways of doing things, laws, rules and regulations,
as well as policies, among others. Widely, quantitative research is often used
because of its emphasis on proof rather than discovery.
In recent times, research studies are gaining an unprecedented focus and
attention. Then, only the faculty in higher education has so much interest and
conduct researchers, but now even the teachers in the basic education are engrossed
in researches and devote time and effort in conducting researches to improve
educational practices that may lead to more quality learning of the students. Many
teachers do action researches because there is a serious need to identify the
problems of the deteriorating quality of education. By doing so, they can address
systematically and make educational decisions regarding the problems met.
Innovative teaching strategies are product of research.
In the natural and social sciences, quantitative research is the systematic,
empirical investigation of observable phenomena via statistical, mathematical or
computational techniques. The objective of quantitative research is to develop and
employ mathematical models, theories and/or hypotheses pertaining to phenomena.
The process of measurement is central to quantitative research because it provides
the fundamental connection between empirical observation and mathematical
expression of quantitative relationships.
Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use
quantitative research designs like descriptive, pre-experimental, quasi-experimental,
true-experiment, case study, among others.

QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT

(ABM)
Researches can help design a new product or service, figuring out what is
needed and ensure the development of product is highly targeted towards demand.
Businessmen can also utilize research results to guarantee sufficient distribution of
their products and decide where they need to increase their product distribution.
Conducting researches can also help a business determine whether now is the proper
time to open another branch or whether it needs to apply for a new loan. It may also
help a small business decide if a procedure or strategy should be change to meet the
requirements of the customer base. Research is important for any organization to
remain in the market. The primary function of research in ABM is to correctly
determine its customers and their preferences, establish the enterprise in the most
feasible location, deliver quality goods and services, analyze what the competitors
are doing and find ways on how to continuously satisfy the growing and varied needs
of the clients.

QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology is a research method of combining qualitative and quantitative
research data. It is concerned with exploring connections simultaneously, amidst
cultural differences, alternatives and identity. In the contemporary academic, socio-
cultural and political climate these concepts have immense symbolic overtones.
Quantitative research is use in Anthropology in many aspects. Like, true
experiments may use in studying people provided that you follow certain steps
(Bernard, 2004). This is to look into the Effects of an intervention in ethnic behavior
of a group. In here, you need at least two groups, called the treatment group and the
control group. On group gets the intervention and the other group don’t. Next,
individuals may be randomly assigned, either to the intervention group or to the
control group to ensure that the groups are equivalent. Then, the groups are
measured on one or more dependent variables; this is called the pre-test. After
which, the intervention is introduced. Lastly, the dependent variables are measured
again. This is the post test.
True in experiments with people in laboratory are also common. Laboratory
experiments often produce results that beg to be tested in the natural world by
Anthropologists. Aaron and Mills (1959, as cited by Bernard, 2004) demonstrated in a
lab experiment that people who go through severe initiation to a group tend to be
more positive toward the group than are people who go through a mild initiation.
They reasoned that people who go through tough initiation rites put a lot of personal
investments into

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

getting into the group. Later, if people see evidence that the group is not what they
thought it would be, they are reluctant to admit the fact because of the investments.
In Field, Janet Schofield and her colleagues did a 3 year ethnographic study in
middle school. During the first year, they noticed that African-American and while
children seemed to react differently to “mildly aggressive acts’ – things like bumping
in the hallway, poking one another in the classroom, asking for food, or using another
student’s pencil without permission. There appeared to be no event of racial conflict
in the school, but during interviews while students were more likely to report being
intimidated by their African- American peers than vice versa (Sagar & Schofield,
1980, as cited by Bernard, 2004)

QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested in how an understanding of a particular
communication phenomenon might generalize to a larger population. For example,
researchers can advance questions like “What Effect do punitive behavioral control
statements have on a classroom? What communicative behaviors are associated with
different stages in romantic relationships? What communicative behaviors are used
to respond to co-workers displaying emotional stress? (Allen, Titsworth, Hunt, 2009)

QUANTITATIVE RESEARCH and SPORTS MEDICINE

Quantitative research is used to analyze how sports may be used as an
alternative way of medicating an illness. An example is the research done by
University of Eastern Finland which investigated the relationship between
mushrooming of fast food chains and obesity, as well as the intervention needed to
prevent children’s obesity from reaching serious proportions. The research focused
on the children’s physical activity and physical inactivity and the concomitant impact
on the children’s amount of adipose tissue (fat mass) and the endurance fitness. The
study is used to analyze certain the effect of physical activity in weight control.

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be predominantly
observational research based on surveys or correlational studies. The designs test
interventions like curriculum, teaching-learning process, or assessment with an
experimental group. Either a comparison or controlled group learners may allow
researchers to overcome validity concerns and infer potential cause-effect
generalizations. Researchers are using to cope with the emerging trends in recent
times.

QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

Relationship Questions in today’s quantitative trend tend to explore how one
behavior exhibited by people is related to other types of behavior. Examples are
verbally aggressive behaviors related to physical aggression – that is, when a person
has a level of verbally aggressive behavior, does he or she tend to be physically
aggressive? Are certain supervisor communication skills related to the emotional
experiences of employees?
Questions of difference explore how patterns of behavior or perceptions might
differ from one group or type of a person to another: Do people with disabilities
experience emotional labor differently from those without disabilities? Do women
perceive talkativeness (or lack of it) differently form men? Do communication styles
differ from one culture to the next? (Alle, Titsworth, Hunt, 2009).
When quantitative researchers explore questions of differences or questions of
relationships, they do so in an attempt to uncover certain patterns of behavior. If the
researcher discovers that a certain relationship exists in sample that she or he has
drawn form the population, she/he is then in a position to draw generalizations about
patterns expected of human behavior.

QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often used in evaluating social problems. Suppose
a researcher has invented a technique for improving reading comprehension among
third graders. She/he selects two third grade classes in a school district. One of them
gets the intervention and the other doesn’t. Students are measured before and after
the intervention to see whether their reading scores improve. This design contains
many of the elements of true experiment, but the participants are not assigned
randomly to the treatment and control groups.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

QUANTITATIVE RESEARCH and PSYCHOLOGY
Mertens (2005) says that the dominant paradigms that guided early
psychological research were positivism and its successor, post positivism. Positivism
is based on rationalistic, empiricist philosophy that originated with Aristotle, Francis
Bacon, John Locke, August Comte, and Immanuel Kant. the underlying assumptions of
positivism include the belief that the social world can be studied in the same way as
the natural world, that there is a method for studying the social world that is value-
free, and that explanations of a causal nature can be provided.

QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING, and

MATHEMATICS
Medical practitioners, for example, conduct researches to obtain significant
information about diseases trends and risk factors, results of various health
interventions, patterns of care and health care cost and use. The different
approaches to research provide complementary insights. Researchers help in
determining the effectiveness and even side effect of drugs and therapies in different
populations and various institutions. It is also necessary in evaluating experiences in
clinical practice in order to develop mechanisms for best practices and to ensure high
quality patient care. Researchers in these fields ultimately aim for man’s longevity.
As for engineers, architects, and other builders, research helps in providing
designs which are creatively beautiful and at the same time give more convenience
and efficiency as they utilize modern technology to adapt to the ever changing
society. New materials and procedures may be developed so as to further strengthen
the structural materials than can withstand various calamities and disasters.

POST_TEST. This serves as your summative test. Answer the questions

below following the instruction given in each test.

I. ESSAY. Briefly explain what is asked below.

A. How important quantitative research across fields? Cite at least five fields and
explain how quantitative research is interconnected with it.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 ________________________________________________________________________
_______________________________________________________________________.
II. CONCEPT MAP. Complete the concept map presented below. You add figures
so long as you will use your creativity using the figures given. Present the
importance of quantitative research to different fields. Maximize the space
below.

QUANTITATIVE
RESEARCH

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 LESSON 3: KINDS OF VARIABLES and THEIR USES

PRE-TEST QUESTIONS:
Answer the questions below. Follow instructions properly.

IV. IDENTIFICATION. Identify what is being asked in each number. Write your
answer after the statement. Choose your answer from the box below.

 VARIABLE  DEPENDENT  INDEPENDENT

 CONTROL  CONTINUOUS  INTERVENING
 CONFOUNDING  INTERVAL  NOMINAL
 ORDINAL  RATIO  ABSTRACT

1. It refers to the characteristics that have two or more mutually exclusive values
or properties.
________________________
2. Variables that represent categories that cannot be ordered in any
particular way.
________________________
3. Special kind of independent variables that are measured in a study because
they potentially influence the dependent variable. __________________________
4. Variables that have values that lie along an evenly dispersed range of numbers
when there is an absolute zero, as opposed to net worth, which can have a
negative debt-to-income ratio-level variable. ____________________________
5. Kind of variable that are not actually measured or observed in a study. They
exist but their influence cannot be directly detected in a study.
__________________________
6. It “stands between” the independent and dependent variables, and they show
the effects of the independent variable on the dependent variable.
__________________________
7. Variables that represent categories that can be ordered from greatest to
smallest.
_____________________
8. Kind of variable that probably cause, influence, or effect outcomes. They are
variably called treatment, manipulated, antecedent or predictor variables.
________________________
9. Variables that depend on independent variables; they are the outcomes or
results of the influence of the independent variable. _______________________
10.Variables that have values that lie along an evenly dispersed range of numbers.
______________

II. DETERMINATION. Determine if what type of variable are the following. Write I if
the variable is Interval, N if Nominal, R if Ratio and O if Ordinal.

1. Military Title ___________

2. Temperature in degree Celsius ___________
3. Birthplace ___________
4. Year Level ___________
5. Favorite Type of Music ___________
6. Clothing such as hat, shirt, ___________
shoes
7. A score in 5- item quiz in Math ___________
8. Feeling for today ___________
9. Means of Transportation ___________
10 How internet is used at home ___________
.
11 Freshman, Sophomore ___________
.
 12 Person’s net worth ___________
.
13 Male or female ___________
.
14 1,2,3,4,5 ___________
.
15 Political Affiliation ___________
.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 THE VARIABLES IN RESEARCH
The term ‘variable’ has been mentioned several times so that it is necessary to
define it here. In research, a variable refers to a “characteristics that has two or more
mutually exclusive values or properties” (Sevilla and Other, 1988). Sex, for instance,
has two properties which are maleness and femaleness. The ages of different persons
have different values; so with their size, height, weight and income. The phenomenon
of variety is what makes life interesting; it is one of the motivating factors of the
research undertaking.
The root word of the word variable is “vary” or simply “can change”. These
variables are among the fundamental concepts of research, alongside with
measurement, validity, reliability, cause and effect; and theory. Bernard (1994)
defines a variable as something that can take more than one value, and values can
be words or numbers.
A variable specifically refers to characteristics, or attribute of an individual or
an organization that can be measured or observed and that varies among the people
or organization being studied (Creswell, 2002).

TYPES OF VARIABLES (ALLEN, TITSWORTH, HUNT, 2009)

1. CONTINUOUS VARIABLES – A variable that can take infinite number on the

value that can occur within the population. Its values can be divided into
fractions. Examples of this type of variable include age, height, and
temperature. Continuous variables can be further categorized as:
a. INTERVAL VARIABLES – It have values that lie along an evenly dispersed
range of numbers. It is a measurement where the difference between two
values does have meaning.
Examples of interval data include temperature, a person’s net worth (how
much money you have when you subtract your debt from your assets), etc.
In temperature, this may illustrate as the difference between a temperature
of 60 degrees and 50 degrees is the same as difference between 30
degrees and 20 degrees. The interval between values makes sense and can
be interpreted.
b. RATIO VARIABLES – It have values that lie along an evenly dispersed
range of numbers when there is absolute zero. It possesses the properties
of interval variable and has a clear definition of zero, indication that there is
none of that variable. Examples of which are height, weight, and distance.
Most scores stemming from response to survey items are ratio-level values
because they typically cannot go below zero. Temperature measured in
degrees Celsius and degrees Fahrenheit is not a ratio variable because 0
under these temperatures scales does not mean no temperature at all.
2. DISCRETE VARIABLES – This is also known as categorical or classificatory
variable. This is any variable that has limited number of distinct values and
which cannot be divided into fractions like sex, blood group, and number of
children in family. Discrete variable may also categorized into:
a. NOMINAL VARIABLE – It represent categories that cannot be ordered in
any particular way. It is a variable with no quantitative value. It has two or
more categories but does not imply ordering of cases. Common examples
of this variable include eye color, business type, religion, biological sex,
political affiliation, basketball fan affiliation, etc. A sub-type of nominal
scale with only two categories just like sex is known as dichotomous.
b. ORDINAL VARIABLE – It represent categories that can be ordered from
greatest to smallest. This variable has two or more categories which can be
ranked. Examples of ordinal variable include education level, income
brackets, etc. An illustration of this is, if you asked people if they liked
listening to music while studying and they could answer either “NOT VERY
MUCH”, “MUCH”, “VERY MUCH” then you have an ordinal variable. While
you can rank them, we cannot place a value to them. In this type, distances
between attributes do not have any meaning. For example, you used
 educational attainment as a variable on survey, you might code elementary
school graduates = 1, high graduates = 2, college undergraduate = 3, and
college graduate = 4. In this measure, higher number means greater
education. Even though we can rank these from lowest to highest, the
spacing between the values may not be

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

 the same across the levels of the variables. The distance between 3 and 4
is not the same with the distance between 1 and 2.

KINDS OF VARIABLES
Several experts have lumped together the following as the major kinds of
variables:

1. INDEPENDENT VARIABLES – Those that probably cause, influence, or affect

outcomes. They are invariably called treatment, manipulated, antecedent or
predictor variables. This is the cause variable or the one responsible for the
conditions that act on something else to bring about changes.
EXAMPLE: A study is on the relationship of study habits and academic
performance of UTNHS senior high school students. STUDY HABITS is the
independent variable because it influenced the outcome or the performance of
the students.

2. DEPENDENT VARIABLES – those that depend on the independent variables;

they are the outcomes or results of the influence of the independent variable.
That is why it is also called outcome variable.
EXAMPLE: A study is on the relationship of study habits and academic
performance of UTNHS senior high school students. ACADEMIC
PERFORMANCE is the dependent variable because it is depending on the study
habits of the students; if the students change their study habit the academic
performance also change.

3. INTERVENING OR MEDLING VARIABLES – Variables that “stand between”

the independent and dependent variables, and they show the effects of the
independent variable on the dependent variable.
EXAMPLE: Consider the given below. Even if farm production is good, if the
attitude towards payment is negative, loan repayment would be low, whereas,
if the attitude towards repayment is positive or favorable, loan repayment
would be high.

FARM ATTITUDE LOAN

PRODUCTION TOWARDS
REPAYMENT
REPAYMENT
DV IV DV

4. CONTROL VARIABLES – A special types of independent variables that are

measured in the study because they potentially influence the dependent
variable. Researchers use statistical procedures (e.g. analysis of covariance) to
control these variables. They may be demographic or personal variables that
need to be “controlled” so that the true influence of the independent variable
on the dependent variable can be determined.

5. CONFOUNDING VARIABLES – Variables that are not actually measured or

observed in a study. They exist but their influence cannot be directly detected
in a study. Researchers comment on the influence of confounding variables
after the study has been completed, because these variables may have
operated to explain the relationship between the independent variables and
dependent variable, but they were not or could not be easily assessed.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
 POST_TEST. This serves as your summative test. Answer the
questions below following the instruction given in each test.

I. Identification. Identify the variables and the constant in each title of study
presented below. Determine the independent and dependent variable; then
determine whether discrete or continuous variable.
FOR EXAMPLE: A study on the relationship of study habits and academic performance
of BSU college students.
CONSTANT VARIABLES

INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/

CONTINOUS CONTINOUS
BSU COLLEGE STUDY HABITS DISCRETE ACADEMIC DISCRETE
STUDENTS PERFORMANCE
DO THIS DOING THE 8 RESEARCH TITLES YOU SUBMITTED TO ME.

CONSTANT VARIABLES

INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/

CONTINOUS CONTINOUS
1.

2.

3.

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4.

5.

6.

7.

8.

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO

``

UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO