Learning Activity in Prrac Res 2

Eladio T.
Balite Memorial School of Fisheries (ETBMSF)

Practical Research 2 (Quantitative Research) S.Y. 2020-2021
INTRODUCTION
Hi, I am Ma’am ROSALVIE P. DANTE. I will be

your teacher in Practical Research 2 with descriptive
title, Quantitative Research. I know research sounds
familiar to you because of your previous Qualitative
Research subject which you have taken when you were in
Grade 11.
The first semester of S.Y. 2020-2021, will
deepen your knowledge on the concepts and principles of
quantitative research. It also provides opportunities for
meaningful and relevant experiences in understanding
how quantitative research is conducted. Therefore, for the entire semester, we will tackle
and focus more our time in understanding and applying research in our daily lives.
The learning activities that I will be delivering you all throughout the semester shall
be your guide in preparing your research report later on. Note that I will also be using
different types of learning modes aside from these learning activities. As senior high school
students, I believe that you are capable of embracing to different types of learning and
teaching strategies would allow you more opportunities of learning. I am encouraging each
and every one of you to explore research by not only using this sheet but also make use of
other resources such as the internet to broaden and widen your skills in research.
Nevertheless, I welcome you in the world of research! I hope that you will embrace
the subject seriously and enthusiastically as this is a pre-requisite (as other core subjects do)
prior to your graduation in senior high school. Finally, let me be your companion for this
subject and I expect you should do your part as a learner-researcher, the same thing that I
will do my part as your teacher. For inquiries and further info, please notify me on the
following platforms: Cel#: 09550825327; FB & Messenger Acct: Rosalvie Dante; gmail:
rosalvie2017@gmail.com; and, rosalvie.dante@deped.gov.ph. Thank you and God bless.
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Eladio T. Balite Memorial School of Fisheries (ETBMSF)
LESSON 1: CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF

QUANTITATIVE RESEARCH
Content Standard: The learners demonstrate understanding of the characteristics, strengths,

weaknesses, and kinds of quantitative research.
Performance standard: The learners should be able to decide on suitable quantitative research in
different areas of interest.
MELC 1 : Describes characteristics, strengths, weaknesses, and kinds of quantitative research.
TOPIC : Definition and characteristics of quantitative research.
The word research or inquiry is probably not new to you anymore. You already had experienced
in conducting an investigation or completing a project in your previous subjects.
Imagine your daily activities. As you wake up in the morning and go about your day, do you ever
wonder what your friends and other people are thinking, or their thoughts or opinions on social issues?
How could children cope up with the COVID-19 pandemic? What would be the role of the DepEd despite
absence of face-to-face classes? What steps or solutions will the government perform in solving COVID-
19 pandemic? What is the effect of community quarantine to the Filipinos? These are among significant
questions which needs answers right now.
The process of obtaining information to seek solutions to problems is called research. It may also
involve formulating a tentative answer to research questions. The tentative answer is called hypothesis.
Research is important in science, technology and engineering. Researchers in these fields

conduct experiments to better understand the physical world. For example, medical scientists conduct
research to discover cures or vaccines for COVID-19 patients and other life-threatening diseases.
Agricultural technologists study crop production to help farmers maximize their harvest. In today’s
technology, when Earth’s materials are becoming scarce, research engineers devise new and alternative
processes and products that are environment-friendly. All these advances in science, technology, and
engineering are products of research.
Research is also important in the fields of humanities and social sciences. The behaviors, beliefs,
and perceptions of people on certain social issues are important to psychologists and social scientists.
Educational research is essential in understanding how today’s youth learn in the context of social media
and accessible technology. How can technology be seamlessly integrated in the curriculum is a
fundamental question that educator often ask. This can be answered by engaging in research.
Activity # 1.1
In your own understanding and based on your prior learnings, how do you define research? Let
me test your prior knowledge and understanding about research. On a separate sheet, you may write
on the diagram about your knowledge on research. You can write as many you can in phrase or words.
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My understanding of a Quantitative Research as a concept
In this part of the learning activity, we will go into deeper meaning of quantitative research
based on the perspectives of different authors across different fields and how it is important in any fields
of endeavor. As you go along the way, come on, let us READ, EXPLORE and LEARN!
Quantitative Research Defined
 Quantitative research is a systematic and organized investigation to seek solutions to problems

by obtaining numerical data and testing the relationships of variables using statistical
techniques. It focused on acquiring numerical data through the use of research instruments
(Pulmones, 2016).
 Creswell defined this as an inquiry into social or human problem-based on testing a theory
composed of variables, measured with numbers, and analyzed with statistical procedures in
order to determine whether the predictive generalizations of the theory hold true (Melegrito &
Mendoza, 2016).
 According to Matthews & Ross (2010) quantitative research methods are fundamentally put on
the collection of data that is set up and that could be displayed numerically. Generally
quantitative data is accumulated when researcher has followed the positivist epistemological
way and data is collected that may be scientifically analyzed.
 Quantitative research is implemented as a research technique for this dissertation. Quantitative

research method is implemented because it allows the researcher to get the reality rather than
abstract about the purpose of dissertation (Bryman and Bell, 2007).
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 Fellows and Liu (2008) said that quantitative research methods are usually adopted because
they're scientific methods and provide immediate results. Other reason behind selecting this
approach is that it is more efficient, can test hypothesis and always targeted at clarifying
features, matter them and build statistical models to describe what is discovered during
research. In contrast qualitative research is mainly found in disciplines where target is on reason
and information such as sociology, interpersonal anthropology and psychology alternatively
than on predictions (Hakim 2000).
 Berg (2004) argued that quantitative research is usually given more esteem and acceptance
reflecting the tendency of general public to regard knowledge as it uses medical methods and
implying precisions. Compared qualitative research requires higher time, more clarity of goals
during placing the research design, and can't be measured or analyzed by using computer
programs. Many authors say that qualitative research methods and analytic strategies can't be
associated with high tech society in the ways quantitative research approach could be.
Characteristics of Quantitative Research
Table 1. Characteristics of quantitative research

Assumptions • The world or physical reality is explained by the laws of
nature and science.
• Data can be objectively and reliably drawn from a sample
and accurately reflect reality.
Research goal and purpose • To explain the causes of phenomena thru objective
measurement and numerical analysis
• To predict and establish relationships, and generalize
findings
Sampling • Randomized and controlled for extraneous variables.
Large samples are usually needed to represent the population
Data Collection techniques  Include administration of tests and questionnaires,
experimentation, survey questionnaires, and use of existing
data sets
 Structured, predetermined, formal, and flexible.
Research design  Use of instrumentation that is designed and structured to
verify the hypothesis set at the beginning of the inquiry
process. It usually involves an intervention and manipulation
of variables.
Hypothesis  Specific, testable, and stated at the onset of the study.
Generalizability  Assumes that the researcher can discover “laws of nature”
that may add to reliable predictions and control of
phenomena.
Data analysis  Deductive and statistical. This implies that numeric data are
subjected to statistical analysis that may involve descriptive,
parametric, nonparametric, inferential, and analytic
procedures.
Role of researcher  Is objective, impartial, and detached.
 There is intersubjective reliability, thus, researchers adhere
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strictly to the scientific method or to a formal set of

procedures in collecting, and analyzing data.
As shown on Table 1, the strength of quantitative research lies on the use of a systematic
procedure to obtain numerical data that are subjected to a rigorous statistical analysis. Data drawn from
a large sample may yield valid and reliable conclusions that can be generalized to other research setting.
Quantitative researchers adhere to strict standards of procedure in collecting and analyzing numerical
data. They also believe that the world or the physical reality id relatively stable, uniform, and coherent.
Thus, the world can be measured, classified, and understood through a robust instrumentation.
Activity # 1.2
Now, let us check and verify the ideas and concepts you have answered in Activity 1 if you were
on a right track towards understanding the topic. Based on your readings, extract the ideas and concepts
of quantitative research and post it on a Venn Diagram and compare your answers in Activity 1.
Quantitative
Research
Answer the following questions? Answer on a separate sheet of paper.
1. In what ways can a student like you engage in research?
2. Why is research important in engineering, agriculture, medicine, and social sciences?
3. Is research confined to a school setting? Why or why not?
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Note: To address any clarifications and gray areas for an improved teaching-learning process, please do
not hesitate to ask questions regarding the lesson. You may attach your questions on your answer
sheets.
References:
Definitions available for quantitative research distributed by different authors (Blog), retrieved July 22, 2020 from
https://studybayhelp.co.uk/blog/definitions-designed-for-quantitative-research/
Melegrito, M.L. & Mendoza, D.J. (2016) Applied Research: An Introduction to Quantitative Research Methods and
Report Writing, Manila: Phoenix Publishing House.
Pulmones, R. (2016) Quantitative Research, Manila: Phoenix Publishing House.
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TOPIC : Strengths and weaknesses of quantitative research
On the previous lesson, we dealt about knowing and understanding the definition and
characteristics of quantitative research. This time, we will explore and widen our understanding by
knowing the strengths and weaknesses of quantitative research as a methodology.
Activity 1. My Strengths and Weaknesses
Instructions. Imagine yourself today as a neophyte researcher, write on a separate sheet of bond paper,
your strengths and weaknesses in conducting a research. You can write as many strengths and
weaknesses as you can. This activity could be used by your teacher in identifying yourself and assessing
your capabilities as a student-researcher later on.
Strengths Weaknesses Strengths
________ ______________ ________________
________ ______________ ________________
________ ______________ ________________
________ ______________ ________________
________ ______________ ________________
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Just like as student as you are right now, quantitative research has also its own strengths and
weaknesses. Any research methodology has both strengths and weaknesses. It is important that you are
aware of what a certain research methodology or design can or cannot provide. It is also vital that you
understand what information a research methodology can tell you that can help ascertain things in your
daily life.
To further understand quantitative research, InterAction (n.d.), Pulmones and Prieto, et al.,
identified the areas of strengths and weaknesses of this type of research. These are outlined in Table 1
below.
Strengths and Weaknesses of Quantitative Research

Strengths Weaknesses
 Quantitative research is the most reliable  Quantitative research can be costly,

and valid way of concluding results, difficult and time-consuming because
giving way to a new hypothesis or to most researchers are non-
disproving it mathematicians
 Study findings can be generalized to the
population about which information is  Quantitative studies require extensive
required statistical treatment, requiring stringent
 Samples of individuals, communities, or standards, more so with confirmation of
organizations can be selected to ensure results. When ambiguities in some
that the results will be representative of findings surface, retesting and
the population being studied refinement of the design call for another
 Structural factors that determine how investment in time and resources to
inequalities (such as gender inequalities) polish the results
are produced can be analyzed
 Estimates of the magnitude and  Quantitative methods also tend to turn
distribution of impacts can be obtained out only or unproven results, leaving little
 Estimates of the costs and benefits of room for uncertainty, or grey areas. For
intervention can be obtained the social sciences, education,
 Clear documentation can be provided anthropology and psychology, human
regarding the content and application of nature us a lot more complex than just a
the survey instruments so that other simple yes or no response
researchers can assess the validity of the
findings  Self-reported information obtained from
 Standardized approaches permit the questionnaires may be inaccurate or
study to be replicated in different areas incomplete
or over time with the production of
comparable findings  Errors in the hypothesis tested may yield
 It is possible to control the effects of misimpressions of program quality or
extraneous variables that might result in influential factors
misleading interpretations of causality
 Errors in the selection of procedures for
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determining statistical significance can

result in erroneous findings regarding
impact
Activity 2: A Tree with Good and Defective Fruits
Instructions: Draw a tree in the box on a separate sheet of paper. Imagine the tree bearing good fruits
and defective fruits. On the left-side branches of the tree, the strengths of a quantitative type of
research. On the right-side branches, write the weaknesses of a quantitative type of research. Note:
Using appropriate keywords or phrases may suffice your answer.
Answer this question (10 points):
1. Identify and explain at least one strength or weakness of a quantitative research?
Note: To address any clarifications and gray areas for an improved teaching-learning process, please do
not hesitate to ask questions regarding the lesson. You may post your questions on your answer sheets.
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References:
Prieto, N.G., Naval, V.C. & Carey, T.G. (2017) Practical Research 2: For Senior High School, Manila: Lorimar
Publishing, Inc.


TOPIC : Kinds of quantitative research designs
On the previous lesson, we were able to identify and determine the strengths and weaknesses
of quantitative research. This time, we will go into deeper study by determining into the different kinds
of on 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 design you should
use.
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.
Activity 3.1 What I Know about Quantitative Research
Instructions: On the first column, list the things that you know about quantitative research. On the
second column, list the things that you want to know about quantitative research. On the third column,
list the things that you have learned (based on your readings) about quantitative research.
What I Know About What I Want to Know About What I Learned About
Quantitative Research Quantitative Research Quantitative Research
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There are varied ways of doing quantitative research. In this lesson, we focus on the five types
of quantitative research: descriptive, experimental, survey, correlational and causal-comparative.
1. Descriptive research – designed to give answers to the questions if who, what, when, where,
and how which are linked with a research problem. Descriptive research does not the question
“why” because it does not seek to explain why certain things happen. It is applied only to
describe what exists and to gather information about the current status of a certain
phenomenon. You must remember that this type of research cannot be applied to discover a
definitive answer or to disprove a hypothesis because it usually uses observational methods as
opposed to quantitative methods.
2. Experimental research – a type of quantitative research that authorizes researchers to “control
the situation which allows them to answer the question. “What causes something to occur?” In
addition, it also sanctions researchers to identify cause-and-effect relationships between
variables and to distinguish placebo effects from treatment effects. It supports the ability to
limit alternative explanations and to infer direct causal relationship in the study.
3. Survey research – It is intended to acquire information from people concerning the
predominance, distribution, and interrelations of variables within an identified group. In simple
terms, surveys are done to gather evidence of people’s knowledge, opinions, attitudes, and
values on various issues and concerns. Surveys are used for collecting data that are mainly
quantitative.
4. Correlational research – According to Black, correlations are “based on pairs of measures or
scores for members of a single sample and provide an indication of the strengths of the
relationship between two variables that embody characteristics of or performances by that
group. Correlational studies are means to examine the field, to contemplate on the likelihood of
interrelations among a number of pair variables, to see if future research into possible causality
is useful. Correspondingly, surveys are linked with correlational studies as the instrument, such
as questionnaires and interviews, may gather data on several variables for each subject. The
correlation between the different meaningful pairs is assessed to determine the existence of
relationships.
5. Causal-comparative – According to Gray, there are times that causal-comparative research is
considered as a kind of descriptive research because it describes existing conditions. However,
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unlike descriptive research, causal comparative research endeavors to find out the causes of
existing phenomena. Hence, causal-comparative studies about proving the cause-effect
relationships which descriptive and correlational studies do not ascertain. It is also likened to
experimental research methods where cause-and-effect relationships are generated. Causal-
comparative may also be likened to correlational methods because both are non-experimental
since they lack manipulation of an independent variable. The variables are observed as they
arise naturally. Causal-comparative and correlational studies are also similar because both are
used to examine relationships among variables.
The Baltimore City Public Schools (BCPS) presented the key features of these five different types of
quantitative research. These features are described and summarized in the table below:
The Defining Features of the Different Types of Quantitative Research

Type of Quantitative Defining Features Examples
Research
Descriptive research  Aims to define the existing condition of  A description of how
a classified variable senior students celebrates
 Intended to offer methodological data their birthdays
or systematic information about a  A description of how
phenomenon parents feel about the K12
 Does not usually start with a hypothesis Curriculum
but rather after a systematic data  A description about the
gathering perception of the children
 about COVID-19 pandemic
Correlational  Tries to define the degree of  The relationship between
Research relationship between two or more online learning and
variables using statistical data academic performance
 Seeks to interpret the relationships  The relationship between
between and among a number of facts parental guidance and the
 Distinguishes tendencies and patterns academic performance of
in data, but it does not go so far in its their school-aged children
analysis to prove causes for these  The relationship between
observed patterns use of social media and the
 The data, relationships, and distribution attitude of the students
of variables are identified only in a towards their studies
natural setting and not in a
manipulated one
Causal-comparative  Endeavors to ascertain cause-effect  The effect of studying in
Research relationship among variables Catholic schools in the
 Similar to true experiments but with moral value system of
key dissimilarities such as (1) an those who graduated from
independent variable is identified but these schools
not manipulated; (2) the effects of  The effect of exercising
independent variable on the dependent regularly to body fitness
variable are measured  The effect of gender in
college course choices
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 The effect of good family

upbringing to good
performance in class
Experimental  Usually termed as “true  The effect of positive
research experimentation” reinforcement on one’s
 Applies the scientific method to prove attitude to excel in school
the cause-effect relationship among a  The effect of peer
group of variables that make up a study counselling and support
 Usually considered as a laboratory group on a student’s
study emotional condition
 The effect of a math terror
teacher on students
attitude about attending
math classes under that
teacher
Survey Research  Intended to acquire information from  Youths’ satisfaction on the
people concerning the predominance, performance of Pres.
distribution, and interrelations of Rodrigo Duterte
variables within an identified group. In  Attitudes of the students
simple terms, surveys are done to towards solid waste
gather evidence of people’s knowledge, management
opinions, attitudes, and values on  Perception of the students
various issues and concerns on physical distancing to
 Surveys are used for collecting data avoid COVID-19
that are mainly quantitative
 Used when the researcher intends to
provide a quantitative or numeric
description of trends, attitudes or
opinions of a population by studying a
sample of that population
Activity 3.2 More Examples Please!
Instructions. The last part of our lesson is about examples of the different types of quantitative research.
Now it is your turn to give examples. Provide at least three (3) examples for each type of quantitative
research. Write your answers on a separate sheet.
Descriptive
1. _______________________________________________________
_______________________________________________________
_______________________________________________________
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2._______________________________________________________
_______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
_______________________________________________________
Correlational Research 1. _______________________________________________________

_______________________________________________________
_______________________________________________________
2._______________________________________________________
_______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
_______________________________________________________
Causal-comparative Research 1. _______________________________________________________
_______________________________________________________
_______________________________________________________
2._______________________________________________________
_______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
_______________________________________________________
Experimental research 1. _______________________________________________________

_______________________________________________________
_______________________________________________________
2._______________________________________________________
_______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
_______________________________________________________
Survey Research 1. _______________________________________________________

_______________________________________________________
_______________________________________________________
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2._______________________________________________________
_______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
_______________________________________________________
Identify the type of research design depicted by the following research situations.
You can have more than one answer
Survey research experimental research
Descriptive research causal-comparative research
Correlational research
1. Identify the effect of pre-school attendance toward the motivation of Grade 1 pupils.
2. Investigate the effects of post-traumatic stress disorder toward teenagers’ academic
performance.
3. Identify the learning styles of Grade 11 students and its relations with their academic
performance.
4. Identify the factors that might cause diabetes using samples who are already diagnosed with
Type II diabetes.
5. Determine the frequency and reasons of firecracker-related cases in a hospital during New
Year’s Eve.
6. Conduct a study on the preference of the youth on cosmetics, particularly the kind of cosmetics
they buy.
7. Determine the relationship between levels of anxiety experienced during exams and students’
academic performance in the exam.
8. Studying the effects of diets of fruits and vegetables on lowering blood cholesterol versus nor al
diets for those diagnosed with obesity.
9. Randomly groups participants into two groups. One group receives the new drug on exercise
endurance and the other group receives no treatment at all.
10. Investigate the effect of graphic organizers in the reading comprehension of randomly selected
Grade 10 students and compare the results to another class that did not use graphic organizers.
References:
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Publishing, Inc.


TOPIC : Kinds of variables and their uses
The earlier lesson that we tackled centered on the different kinds of

quantitative research design. For us to thoroughly understand how quantitative
research operates, it is also noteworthy to identify and determine some terminologies that are
important in understanding what research means to us. This time, we will study about variables, its
kinds and their uses. However, before we go through it, let me ask you about your personal knowledge
particularly about the word VARIABLE.
Activity 4.1 What variable means to me?
Using a dictionary or online sources, search and find the meaning of variable as it relates with
research. Try to use it in a least three (3) sentences.
Variable (definition):
Sentence # 1:
Sentence # 2:
Sentence # 3:
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When conducting a research, it is important to identify and measure the variables being studied.
What are variables? How important are these variables in the inquiry process? Hence, the foundation of
quantitative research are the variables.
The root word of the word variable is “vary” or simply “can change”.
Variables are among the fundamental concepts of research, alongside with measurement,
validity, reliability, cause and effect and theory. The most common variables in social research are age,
sex, education, income, marital status and occupation. Variables are units of analysis, some of which
include gender, age, attitudes or behaviors such as bullying, discrimination, among others.
Variables are properties or characteristics of some event, object, or person that can be assigned
with different values or amounts. In conducting a quantitative research, especially in experiments, these
variables are often manipulated.
According to Hefner, variable refer to any aspect of a theory that can vary or change as part of
the interaction within the theory. Variables are anything that can affect or change the result of the
study. Every study has variables because these are needed to understand differences.
For example, a student is interested in determining the effects id exposure to different colored
lights (e.g. yellow, green and red) on the growth of plants. The independent variable is “exposure to
different colored lights” because this is the variable being manipulated. Plant growth is the dependent
variable because this variable changes as a result of manipulating the independent variable. Figure 1
shows the relationship between independent and dependent variables in the example.
exposure to different colored lights affects plant growth

(independent variable) (dependent variable)
Fig. 1. The relationship between independent and the dependent variables.
Kinds of Variables
Several experts have lumped together the following as the major kinds of variables.
Kinds of Variables Characteristics Example

Independent variables  Those that probably cause,  Amount of studying (IV)
(IV) influence, or affect outcomes affects test grades (DV)
 They are invariably called
treatment, manipulated,
antecedent or predictor variables
 A variable that is presumed to
cause changes in another variable
Dependent variables  Those that depend on the  Amount of studying (IV)
(DV) independent variables; they are the affects test grades (DV)
outcomes or result of the influence
of the independent variables
Intervening or  Stand-between the independent  Amount of studying (IV)
mediating variables and the dependent variables leads to input and
 They show the effects of the organization of knowledge
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independent variables on the in one’s long-term memory

dependent variable (mediating variable) which
affects test grades (DV)
Control variables  Special type of independent  Exposure of plants to
variables that are measured in a different colored lights, the
study because they potentially control variables are the
influence the dependent variable type of plant, the amount of
soil, and the amount of
water given to the plant
Confounding variables  Those that are not actually  Problems encountered by
measured but they exist. the students in online
 Researchers comment on the learning as it influence the
influence of confounding variables, academic performance of
after the study has been completed the students
because those variables may have
operated to explain the relationship
between the independent and the
dependent variables.
Levels of Measurement
The variables has four (4) levels of measurement. These levels are:
1. Nominal variables – represent categories that cannot be ordered in any particular way.
Variables like gender, religion, or favorite movie are examples of nominal variables.
e.g.
Gender - male
Female
Religion Roman Catholic
Born Again Christian
Iglesia ni Kristo
Islam
2. Ordinal variables – represent categories that can be ordered from greatest to smallest.
e.g.
Educational attainment - Post-graduate
College graduate
High school graduate
Elementary graduate
Grade Level - Grade 12
Grade 11
Grade 10
Grade 9
Grade 8
Grade 7
Level of satisfaction - Very satisfied
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Satisfied
Somewhat satisfied
Somewhat dissatisfied
Not satisfied at all
3. Interval variables have variables that lie along an evenly dispersed range of numbers. Interval
variables are numerical scales in which the exact difference between two values is known. An
example for this is time of day on a 12-hour clock. The difference between 6pm and 5pm is the
same as the difference between 3pm and 2pm. Because an hour is a universally known quantity.
4. Ratio variables have values that lie along an evenly dispersed range of numbers when there is
an absolute zero. A good example of ratio variable is the number of months (or years) of work
experience of a person after college graduation.
Characteristics of the levels of measurement
 Categorization, label, or classification

 Allows for the calculation of the mean or median
 The “order” of the value is known
 Can quantify the difference between each value
 Can add or subtract each value
 Can multiply and divide each value
 Has a true zero
Activity 4.2
1. Visit https://www.google.com.ph
2. Browse and read at least one (1) thesis using quantitative research design. Use the keyword:
thesis samples or any other keyword you find more convenient to apply.
3. Copy the title, author and the abstract.
4. Look for the variables they used (search for the paradigm and the methodology, it will lead
you in identifying the variables they used)
5. Do a report on the research particularly on the variables they used.
6. End report with Learnings from the actual theses read that enhanced your understanding on
how to go about doing and reporting a research, using specific research design.
A. Identify which of the following is an independent variable.
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1. The extent of parental involvement and the academic performance of the

Grade 12 students
2. Learning styles of Grade 10 students and their performance in mathematics
3. Attitude of parents and the extent of implementation of K12 curriculum
B. Identify which of the following is a dependent variable.
4. The effect of online games and the study habits of Grade 12 students
5. Awareness on solid waste management and the implementation of Solid Waste
Management Act.
C. Identify the level of measurement in the following research questions.
6. A movie critic lists the top 50 films of the decade.
7. A health worker surveys the students’ status whether it is excellent, average or poor.
8. A researcher wants to find out the number of hours that you spent in doing extra
readings for your assignment.
9. A teacher asks the class on the degree of difficulty (easy, moderate, difficult) they
experienced in their last periodic examination in mathematics.
10. The teacher surveys the population of her advisory based on gender.
References:
Publishing, Inc.
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Eladio T.

Balite Memorial School of Fisheries (ETBMSF)

Hi, I am Ma’am ROSALVIE P. DANTE. I will be

LESSON 1: CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF

Content Standard: The learners demonstrate understanding of the characteristics, strengths,

Research is important in science, technology and engineering. Researchers in these fields

My understanding of a Quantitative Research as a concept

Quantitative Research Defined

 Quantitative research is a systematic and organized investigation to seek solutions to problems

 Quantitative research is implemented as a research technique for this dissertation. Quantitative

Characteristics of Quantitative Research

Table 1. Characteristics of quantitative research

strictly to the scientific method or to a formal set of

Answer the following questions? Answer on a separate sheet of paper.

1. In what ways can a student like you engage in research?

2. Why is research important in engineering, agriculture, medicine, and social sciences?

3. Is research confined to a school setting? Why or why not?

Pulmones, R. (2016) Quantitative Research, Manila: Phoenix Publishing House.

LESSON 2: CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF

Content Standard: The learners demonstrate understanding of the characteristics, strengths,

Activity 1. My Strengths and Weaknesses

Strengths Weaknesses Strengths

________ ______________ ________________

________ ______________ ________________

________ ______________ ________________

________ ______________ ________________

________ ______________ ________________

Strengths and Weaknesses of Quantitative Research

 Quantitative research is the most reliable  Quantitative research can be costly,

determining statistical significance can

Activity 2: A Tree with Good and Defective Fruits

Answer this question (10 points):

1. Identify and explain at least one strength or weakness of a quantitative research?

Pulmones, R. (2016) Quantitative Research, Manila: Phoenix Publishing House.

LESSON 3: CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF

Content Standard: The learners demonstrate understanding of the characteristics, strengths,

Quantitative methods emphasize objective measurements and the statistical, mathematical or

Activity 3.1 What I Know about Quantitative Research

The Defining Features of the Different Types of Quantitative Research

 The effect of good family

Activity 3.2 More Examples Please!

Correlational Research 1. _______________________________________________________

Experimental research 1. _______________________________________________________

Survey Research 1. _______________________________________________________

Survey research experimental research

Descriptive research causal-comparative research

Pulmones, R. (2016) Quantitative Research, Manila: Phoenix Publishing House.

LESSON 4: CHARACTERISTICS, STRENGTHS, WEAKNESSES, AND KINDS OF

Content Standard: The learners demonstrate understanding of the characteristics, strengths,

The earlier lesson that we tackled centered on the different kinds of

Activity 4.1 What variable means to me?

exposure to different colored lights affects plant growth

Kinds of Variables Characteristics Example

independent variables on the in one’s long-term memory

Characteristics of the levels of measurement

 Categorization, label, or classification

A. Identify which of the following is an independent variable.

1. The extent of parental involvement and the academic performance of the

Pulmones, R. (2016) Quantitative Research, Manila: Phoenix Publishing House.

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