Chapter One

Chapter One
  describe characteristics, strengths,
weaknesses and kinds of
quantitative research
 illustrate the importance of
quantitative research across
fields
 differentiate the kinds of variables
and their uses

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  It was coined from the French
word “cerhier” which means
seek. The prefix “re” means to
repeat.
 It literally means to repeat
looking for something.

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 Itsignifies finding the truth
again about ideas and
problems which were in
existence before in different
perspectives.
 It
is widely recognized as an
important tool for solving
man's various problems and in
making life more colorful and
convenient.
 It
is a natural day-to-day
activity of gathering information.
  People do the following to obtain information:
 Consult experts
 Review books and articles
 Question/observe colleagues
 Rely on past experience
 Use intuition
 Using scientific research provides another
way to obtain information
 Information is reliable and accurate
 Allows an understanding of why research is valuable

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  Sensory Experience
 Agreement/Sharing with Others
 Expert Opinion
 Logical Reasoning
 The Scientific Method

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 Ways of
Knowing (Figure

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  Itis an objective, systematic,
empirical investigation of
observable phenomena through
the use of computational
techniques.

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 It
is concern with numbers
and its relationship with
events.
  Objective
 Clearly defined
research questions
 Structured Research Instruments
 Numerical Data
 Large Sample Sizes
 Replication
 Future Outcomes

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  Quantitative research seeks
accurate measurement and
analysis of target concepts. It
is not based on mere intuitions
and guesses. Data are
gathered before proposing a
conclusion or solution to a
problem.

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  In quantitative research, 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
management.
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  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.

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  Data are in the form of numbers
and statistics, often organized
and presented using tables,
charts, graphs and figures that
consolidate large numbers of
data to show trends,
relationships, or differences
among variables.

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  To arrive at a more reliable data
analysis, a normal population
distribution curve is preferred. This
requires a large sample size,
depending on how the
characteristics of the population
vary. Random sampling is
recommended in determining the
sample size to avoid researcher's
bias in interpreting the results.

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  Reliable quantitative studies
can be repeated to verify or
confirm the correctness of the
results in another setting. This
strengthens the validity of the
findings thus eliminating the
possibility of spurious
conclusions.

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  By using complex
mathematical calculations
and with the aid of
computers, if-then scenarios
may be formulated thus
predicting future results.

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  It is objective. Since it
provides numerical data, it
cant’ be easily
misinterpreted.

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 The use of statistical
techniques facilitates
sophisticated analyses and
allows you to comprehend a
huge amount of vital
characteristics of data.
 The numerical data can be
analyzed in a quick and
easy way. By employing
statistically valid random
models, findings can be
generalized to the population
about which information is
necessary.
 DistributiDn Df the RespDndents in tems Df their Age

Age bracket Frequency' Percentage

?9-S5 5 8 ?0

11 18.03

4S-49 17 ?7 87

50-56 9 14.75

57-63 11 18.03

$1 au6 6@DY9 6 9.84

3'Dt8t SI 100
Figure 9 : Factors tfiat motivafe other peop7e Dy ASB students

Motivating famors - other people

  Quantitative studies are
replicable, Standardized
approaches allow the study to
be replicated in different
areas or over time with the
formulation of comparable
findings.

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  Quantitative research
requires a large number of
respondents. It s assumed
that the larger the sample is,
the more statistically accurate
the findings are.

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 It is costly. Since, there are
more respondents compared
to qualitative research, the
expenses will be greater in
reaching out to these people
and in reproducing the
questionnaires.
 The information contextual
factors to help interpret the
results or to explain variations
are usually ignored. It does not
consider the distinct capacity of
the respondents to share and
elaborate further information
unlike the qualitative research.
 Many information are difficult
to gather using structured
research instruments,
specifically on sensitive issues
like pre-marital sex, domestic
violence, among others.
 If not done seriously and
correctly, data from
questionnaires may be
incomplete and inaccurate.
Researchers must be on the
look-out on respondents who
are just guessing in answering
the instrument.
  The kind of research is dependent on the
researcher’s aim in conducting the study and the
extent to which the findings will be used. The
following are the various kinds of quantitative
research that a researcher may employ:

*Descriptive Research *Causal-Comparative Research

*Correlational Research *Experimental Research
*Evaluation Research *Survey Research

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 CLASSIFICATION OF RESEAREH DESIGN(POLIT & HUNGLER,
1999)

9uallothe Desgn

Phenomenological
Ethnoga phic study
Grounded Theory
1xj;9rim sntpI NON-EXPERIbIE TAL

DES ¿jjj*TjVE

Tru_e Ex jaerim entalUBSI

- exerimental
1. SURVEY
1, Pre test & post Te›‹
equivalent ¿. ¿on ¿. 0ne• ;h0t f?¿4 ¿tU#/ 2. CORRELATIONAL

control d”esign. On¿1oI gro¿j; ¿Ig;ign gjoup ge;jg¿ t. Ong-group pre ¿e¿;-
7. Post test- only control ¿. Time=¿e¿l?¿
d¿;lIj¿
3. EX-POSTFACTOSTUDIES
4. COMPARATIVE
5. EVALUATIVE
6. METhODOLOGICAL
  This design is concerned with describing the
nature, characteristics and components of
the population or a phenomenon.
***There is no manipulation of variables
or search for cause and effect related to
the phenomenon.

 This design attempts to find general

attributes of the presently existing
situation and determine frequency with
which it occurs.

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 Example:
You want to know:
-how many hours senior high school
students spend in social media

-the number of malnourished students who

failed in the achievement test

-how healthy is the food served during

recess in the public schools
  It is the systematic investigation of the
nature of relationships, or associations
between and among variables without
necessarily investigating into causal
reasons underlying them.

 It is also concerned with the extent of

relationships that exists between or among
the variables.

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 Can help make more intelligent predictions.
 This approach requires no manipulation
or intervention, except to administer the
instrument.
 Used when you want to look for
and describe relationships that may
exist naturally.
 Example:
You want to know:
-if pre-board examination results can be
used to predict performance in the
Licensure Examination for Teachers
(LET), then the higher the pre-board
grade, the higher most likely be the score
in the LET
 Example:
You want to know:
-if the following factors are related to each
other: sex and mathematical ability,
marriage and cancer recovery, occupation
and life span
Is this Assumption Correct? (Figure 1.3)
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  Most conclusive of all scientific methods.
 The researcher establishes treatments
and studies the effects, which can lead to
clear interpretations.
◦ The independent variable: What is being tested
◦ The dependent variable: What is the
outcome (i.e., score)
 Single Subject Research is another
form of Experimental Research.

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Example of Experimental Research Results (Figure 1.2)
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  Determines the cause for, or
consequences of, differences between
groups of people.
 Interpretations are limited due to the fact
that the investigator can not say
conclusively whether a particular factor is a
cause for or a result of a behavior.
 Differences may occur, but the investigator
will not be able to say for sure what caused
the difference.

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  Obtains data to determine specific
characteristics of a group.
 Variety of survey techniques exist, such as:
 Descriptive: asks same set of questions (i.e., interview)
 Open-ended questions
 There are 3 difficulties involved with survey
research:
 Ensuring that questions are clear and not misleading
 Getting participants to answer questions honestly
 Getting enough questionnaires back so
valid interpretations can be made

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  A form of Qualitative Research
 Emphasizes documenting or portraying the
everyday experiences of individuals by
observing and interviewing them in a
naturalistic setting.
 Data can include descriptions,
audiotapes, video footage, flowcharts
showing relationships, etc.

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  Another form of Qualitative Research.
 Some aspect of the past is studied.

 Data is collected and evaluated

objectively in order to establish whether
causes, effects, or trends of a past event
may explain present or future events or
occurrences.
 The major problem with this research is the
question of using an event or time
sequence as a true outcome.

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  Critics raise philosophical, linguistic, ethical,
and political concerns such as:
 Question of Reality
 Question of Communication
 Question of Values
 Question of Unstated Assumptions
 Anything taken for granted before being tested
 Question of Societal Consequences

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  The schematic components of research are
as follows:
◦ Statement of the problem: description of the
background and rationale for performing the
study
◦ Hypothesis: prediction of what is expected to occur,
or relationship expected between the variables
(factors being considered)
◦ Definitions: key terms in the problem statement

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 ◦ Review of Literature: past or current studies that
are relevant to the study
◦ Sample: subjects of the study
◦ Instrumentation: what will be used to measure or
collect data
◦ Procedures: step-by-step directions, outlining
what will occur from beginning to end
◦ Data Analysis: statistical procedure to analyze and
explain the data

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The Research Process (Figure 1.4)
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