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Common Subject Description: This course develops critical thinking and problem-solving skills through
quantitative research.
QUANTITATIVE RESEARCH
COMPILATION
IN
PRACTICAL RESEARCH 2
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.
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.
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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:
9. 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.
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 i
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.
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.
EXPERIMENTAL NON-EXPERIMENTAL
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 re something to occur?” This kind of research 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.
2. 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:
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 mainpurpose 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:
1. 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
2. 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?
Example: Suppose the High School GPA is not the sole predictor of
college GPA, what might be other good predictors?
What are the types of quantitative research designs? Give example each type.
QUANTITATIVE RESEARCH
–use numbers in stating generalization about
a given problem or inquiry
STRENGHT WEAKNESSES
Objectivity CHARACTERISTICS Requires large number
of Respondents
Real & Unbiased 1. OBJECTIVE Costly
Facilitates 2. CLEARLY DEFINED Contextual Factors are
RESEARCH
Sophisticated Analysis QUESTIONS ignored
Analyzed in quick & 3. STRUCTURED Difficult to gather
easy way RESEARCH data
INSTRUMENT
Replicable S Little glitch in the
Useful in Testing
4. NUMERICAL DATA procedure leads to
Qualitative Research
5.LARGE SAMPLE SIZES incomplete and
6. REPLICATION inaccurate data
7. FUTURE OUTCOMES
UNIT 1: NATURE
EXPERIMENTAL OF INQUIRY and NON-
RESEARCH EXPE
RIME
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EXPERIMENTAL-QUASI
EXPERIMENTAL-TRUE
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EXPERIMENTAL-PRE
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SURVEY
CORRELATIONAL
EX POST FACTO
COMPARATIVE
NORMATIVE
EVALUATIVE
METHODOLOGICAL
MIND CHALLENGE. Answer the following questions, follow directions given.
9. 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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
9. 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.
__________________________
35. Multiple Choice. Choose the correct letter that best describe the question or complete the statement.
Write your answer before the number.
61. 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 group A. Normative
2. a test of children in school is used to
assess the effectiveness of teaching or the B. Survey
deployment of a curriculum
3. useful when the objective of the study is C. Census
to see general picture of the population
under investigation in terms of their social D. Evaluative
and economic characteristics, opinions,
and their knowledge about the behavior E. Comparative
towards a certain phenomenon
4. conducting a research on the study habits F. Ex-post facto
of the high school students you are to use
the range of score to describe the level of G. Descriptive
their study habits
5. discusses why and how a phenomenon H. Correlational
occurs
6. selecting groups, upon which a variable is I. Bivariate Correlational
tested, without any random pre-selection
processes J. Prediction
7. uses correlation coefficient to show how
one variable (the predictor variable) K. Multiple Regression
predicts another (the criterion variable)
8. employs both treated and control groups L. Pre-Experimental
to deal with time-related rival explanations
9. it obtains score from two variables for M. Quasi Experimental
each subject, and then uses them to
calculate a correlation coefficient N. True Experimental
10. term that seems synonymous to survey research
PRE-TEST QUESTIONS:
9. 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 Mushrooming A. QUANTI & ANTHROPOLOGY
of Fast Food Chains and Obesity of Children
in Kuopo, Eastern England. B. QUANTI & COMMUNICATION
3. Effect of Tourism to the Cultural System of
Villagers in Southern Cordillera. C. QUANTI & SPORTS MED.
4. Factors Affecting Quality of Medical
Education in Saint Louis University. D. QUANTI & MEDICAL ED.
5. Relationship of Verbally Aggressive Behavior
to the Physical Aggression of a Person. E. QUANTI & BEHAVIORAL SCI.
6. Factors Affecting Crime Rates in Burgos, La
Union. F. QUANTI & EDUCATION
7. Video Integration in Teaching Science in
Grade 12 of Upper Tumapoc National High G. QUANTI & PSYCHOLOGY
School.
8. Communicative Behaviors Associated in H. QUANTI & ABM
Different Stages of a Romantic Relationship.
9. Ethnographic Study: Changes of Aeta I. QUANTI & STEM
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.
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 lif 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.
POST_TEST. This serves as your summative test. Answer the questions below following the
instruction given in each test.
QUANTITATIVE
RESEARCH
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.
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 depe 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. ______________
35. 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.
The term ‘variable’ has been mentioned sever research, a variable refers to a “characterist
properties”andOther,(Sevilla1988).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” 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).
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
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 “sta 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 tr 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 ACADEMIC
STUDY HABITS DISCRETE DISCRETE
STUDENTS PERFORMANCE
CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS
1.
2.
3.
5.
6.
7.
8.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
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