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Common Subject Description: This course develops critical thinking and problem-solving skills
through quantitative research.
QUANTITATIVE RESEARCH
PRACTICAL RESEARCH 2
PNHS-12-PR2-220
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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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.
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.
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LESSON 1: QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGTH, WEAKNESSES
and KINDS
PRE-TEST QUESTIONS:
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.
__________true_____
2. Quantitative research can be easily misinterpreted because it provides numerical data.
________false_______
3. Quantitative research puts emphasis on proof, rather than discovery. ______true_________
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. __________true_______
5. Qualitative research requires a large number of respondents. It assumes that the larger the
sample is, the more statistically accurate the findings are. _____false______________
6. Evaluation describes the status of a phenomenon at a particular time. It describes without
value judgment a situation that prevents. ______false______________
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.
______true__________
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. ______true__________
9. One characteristics of quantitative research is that its method can be repeated to verify
findings in another setting, thus, reinforcing validity findings. ______true___________
10. In quantitative experiments it filters out external factors, if properly designed, and so the
results gained can be seen, as real and unbiased. false
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are sought.
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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
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blueprint for the selection, measurement and analysis of data. The research problem
determines the research you should.
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
Design
Control Group
Post-Test only/
Post-Test Design
Pre-Test Design
EXPERIMENTAL
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.
TRUE
Time Series Design
Group Design
Non-equivalent Control
EXPERIMENTAL
EXPERIMENTAL
QUASI-
EXPERIMENTAL
PRE-
NON-EXPERIMENTAL
Ex-Post Facto Studies
Methodological
DESCRIPTIVE
Correlational
Comparative
Evaluative
Survey
The following are the various kinds of quantitative research design that a researcher may employ:
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group feature should protect this design from the rival explanations that threaten the
within-subject design.
Two classes of experimental design that can provide better internal validity than pre-
experimental designs are: quasi-experimental and true experimental design (Dooly, 1999).
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 10
CHARACTERISTICS Requires large number of
Respondents
Real & Unbiased OBJECTIVE
Facilitates Sophisticated Costly
CLEARLY DEFINED Contextual Factors are
Analysis
Analyzed in quick & easy RESEARCH QUESTIONS ignored
way STRUCTURED RESEARCH Difficult to gather data
Useful in Testing NUMERICAL DATA procedure leads to
Qualitative Research LARGE SAMPLE SIZES incomplete and
REPLICATION inaccurate data
FUTURE OUTCOMES
EXPERIMENTAL NON-EXPERIMENTAL/
DESCRIPTIVE
SURVEY
TRUE-EXPERIMENTAL
QUASI-EXPERIMENTAL
CORRELATIONAL
PRE-EXPERIMENTAL
EX POST FACTO
COMPARATIVE
NORMATIVE
EVALUATIVE
METHODOLOGICAL
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
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studying samples chosen from a population.
Example: Preference T.V network of viewers in Upper Tumapoc, Burgos, La Union.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________.
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. _______________________
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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.
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 InstrumentsD. Numerical Data
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?
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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
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. _____________________
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 to C. Census
see general picture of the population under
investigation in terms of their social and D. Evaluative
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)
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8. employs both treated and control groups to L. Pre-Experimental
deal with time-related rival explanations
9. it obtains score from two variables for each M. Quasi Experimental
subject, and then uses them to calculate a
correlation coefficient N. True Experimental
10. term that seems synonymous to survey
research
PRE-TEST QUESTIONS:
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
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.
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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 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.
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QUANTITATIVE RESEARCH and MEDICAL EDUCATION
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.
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.
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.
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
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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.
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QUANTITATIVE
RESEARCH
PRE-TEST QUESTIONS:
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.
________________________
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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.
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).
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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.
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.
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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.
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.
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.
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2.
3.
4.
5.
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6.
7.
8.
``
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