GRADE: 12 SEMESTER: FIRST SEMESTER

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

PREREQUISITE: Statistics and Probability

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

QUANTITATIVE RESEARCH

COMPILATION

IN

PRACTICAL RESEARCH 2

(UPPER TUMAPOC NATIONAL HIGH SCHOOL)

BY: JAY-AR MARIO V. MARIANO

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

 CURRICUM GUIDE
CONTENT CONTENT STANDARD
The learner demonstrates
understanding of:
1. the characteristics,
strengths, weaknesses,
and kinds of
Nature of Inquiry quantitative research
and Research 2. the importance of
quantitative
research across
fields
3. the nature of variables
The learner demonstrates
understanding of:
1. the range of
research topics in
the area of inquiry
Identifying the 2. the value of research
Inquiry and in the area of
Stating the interest
Problem 3. the specificity and
feasibility of the
problem pose
The learner demonstrates
understanding of:
1. the criteria in
selecting, citing, and
synthesizing related
literature
2. the ethical standards
in writing related
literature
3. the formulation of
Learning from conceptual framework
Others and 4. the research hypotheses (if
Reviewing the appropriate)
Literature 5. the definition of terms
as used in the study
UNIT 1: NATURE OF INQUIRY and RESEARCH
PERFORMANCE LEARNING
STANDARD COMPETENCIES
The learner is able to: The learner:
decide on suitable 1. describes characteristics,
quantitative research in strengths, weaknesses,
different areas of and kinds of quantitative
interest research
2. illustrates the
importance of
quantitative research
across fields
3. differentiate kinds of
variables and their
uses
The learner is able to: The learner:
1. designs a research useful
formulate clearly the
in daily life
statement of research 2. writes a research title
problem
3. describes background of
research
4. states research questions
5. indicates scope and
delimitation of study
6. cites benefits and
beneficiaries of study
7. presents written statement
of the problem
The learner is able to: The learner:
1. select, cite, and 1. selects relevant literature
synthesize 2. cites related literature using
judiciously related standard style (APA, MLA
literature and use or Chicago Manual of
sources Style)
according to 3. synthesizes information
ethical standards from relevant literature
2. formulate clearly
4. writes coherent review of
conceptual
literature
framework,
research 5. follows ethical standards in
hypotheses (if writing related literature
appropriate), and
define terms used 6. illustrates and explain
in study conceptual framework
3. present objectively 7. defines terms used in study
written review
of related 8. lists research hypotheses (if
literature and appropriate)
JAY-AR MARIO V. MARIANO
 conceptual 9. presents written review of
framework related literature and
conceptual framework

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

 The learner demonstrates The learner is able to: The learner:
understanding of:

1. quantitative 1. describe 1. chooses appropriate

research designs adequately quantitative research
2. description of sample quantitative design
3. instrument development research designs, 2. describes sampling
4. description of intervention sample, instrument procedure and the sample
Understanding (if applicable) used, intervention 3. constructs an instrument
Data 5. data collection and (if applicable), and establishes its validity
and Ways to analysis procedures such data collection, and reliability
Systematically as survey, interview, and and analysis 4. describes intervention (if
Collect observation procedures applicable)
Data 6. guidelines in writing 2. apply 5. plans data collection
research methodology imaginatively procedure
7. the application of art/design 6. plans data analysis using
art/ design principles to create statistics and hypothesis
fundamentals for artwork testing (if appropriate)
execution
7. presents written research
methodology
8. implements design
principles to produce
creative artwork
The learner demonstrates The learner is able to: The learner:
understanding of:

1. data collection procedures 1. gather and 1. collects data using

and skills using varied
Finding Answers instruments
through Data 2. data processing,
Collection organizing, and analysis
The learner demonstrates
understanding of:
analyze data with appropriate instruments
intellectual 2. presents and interprets
honesty, using data in tabular and graphical
suitable techniques forms
3. uses statistical techniques
to analyze data— study
of differences and
relationships limited for
bivariate analysis
The learner is able to: The learner:

1. guidelines in 1. form logical 1. draws conclusions

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

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

 UNIT 1: NATURE OF INQUIRY AND RESEARCH

WHAT THIS UNIT ALL ABOUT?

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

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

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

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

Research findings are subjected to statistical treatment to determine significant

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

In this unit, you will be encountering also the characteristics of quantitative research, its
strength and weaknesses, its kinds and importance across disciplines. In here also, we will be
tackling kinds of variables and its uses.

WHAT DO YOU EXPECT TO LEARN?

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

 describe the characteristics, strengths, weaknesses and kinds of quantitative

research;
 explain the kinds of quantitative research designs;
 illustrate the importance of quantitative research across fields; and
 differentiate kinds of variables and their uses.
HOW ARE YOU GOING TO LEARN?

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

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

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

This icon introduces a list of important ideas to remember. Read it

carefully and keep it in mind.

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

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

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

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

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

Good luck, enjoy reading and doing the activity. God bless.
 LESSON 1: QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGTH,
WEAKNESSES and KINDS

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

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

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

2. Quantitative research can be easily misinterpreted because it provides numerical data.

3. Quantitative research puts emphasis on proof, rather than discovery.

4. Normative research is conducted by researcher whose aim would be to find out
the direction and/or relationship between different variables or group of
respondents under study.
5. Qualitative research requires a large number of respondents. It assumes that the
larger the sample is, the more statistically accurate the findings are.
6. Evaluation describes the status of a phenomenon at a particular time. It describes
without value judgment a situation that prevents.
7. Correlational is conducted by researchers whose aim would be to find out the
direction and/or relationship between different variables or groups of respondents
under study.

8. Methodological is the implementation of a variety of methodologies that forms a

critical part of achieving the goal of developing a scaled-matched approach, where
data from different disciplines can be integrated.
9. One characteristics of quantitative research is that its method can be repeated to
verify findings in another setting, thus, reinforcing validity findings.
10. In quantitative experiments it filters out external factors, if properly designed, and
so the results gained can be seen, as real and unbiased.

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

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

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

DEFINITION OF QUANTITATIVE RESEARCH

Quantitative research is an objective, systematic empirical investigation of

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

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

CHARACTERISTICS OF QUANTITATIVE RESEARCH

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

STRENGHTS and WEAKNESSES OF QUANTITATIVE RESEARCH

STRENGHTS OF QUANTITATIVE RESEARCH

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

WEAKNESSES OF QUANTITATIVE RESEARCH

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

What are the strengths and weaknesses of quantitative research?

KINDS OF QUANTITATIVE RESEARCH DESIGNS

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

QUANTITATIVE RESEARCH DESIGNS

EXPERIMENTAL NON-EXPERIMENTAL

TRUE EXPERIMENTAL PRE- EXPERIMENTAL DESCRIPTIVE

1. Pre-Test Design 1. One Shot Case

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

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

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

1. EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to control the

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

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

that with least internal validity. One type of pre-experiment, the simple group,
pre- test-post-test design, measures the group two times, before and after
the intervention.
Instead of comparing the pretest with the posttest within one group,
the posttest of the treated groups is compared with that of an untreated
group. Measuring the effect as the difference between groups marks this as
between-subjects design. Assuming both groups experienced the same time-
related influences, the comparison group feature should protect this design from
the rival explanations that threaten the within-subject design.
 Two classes of experimental design that can provide better internal validity than
pre- experimental designs are: quasi-experimental and true experimental design (Dooly,
1999).

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

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

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

phenomena as they occur naturally and no external variables are introduced. In this
research design, the variables are not deliberately manipulated nor is the setting
controlled. Researchers collect data without making changes or introducing treatments.
This may also called as DESCRIPTIVE RESEARCH DESIGN because it is only one under
non- experimental design.
DESCRIPTIVE RESEARCH DESIGN’s main purpose is to observe, describe and
document aspects of a situation as it naturally occurs and sometimes to serve as a
starting point for hypothesis generation or theory development.
The types of descriptive design are as follows:
A. SURVEY. It is used to gather information from groups of people by
selecting and studying samples chosen from a population. This is
useful when the objective of the study is to see general picture of the
population under
 investigation in terms of their social and economic characteristics,
opinions, and their knowledge about the behavior towards a certain
phenomenon.
B. CORRELATIONAL. It is conducted by researchers whose aim would be
to find out the direction, associations and/or relationship between
different variables or groups of respondents under study. Correlational
Research has three types, these are:
a. Bivariate Correlational Studies – It obtains score from two
variables for each subject, and then uses them to calculate a
correlation coefficient. The term bivariate implies that the
two variables are correlated (variables are selected because
they are believed to be related).
Example: Children of wealthier (variable one), better
educated (variable 2) parents earn higher salaries as adults.

b. Prediction Studies – It uses correlation coefficient to show

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

c. Multiple Regression Prediction Studies – All variables in the

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

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

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

D. COMPARATIVE. It involves comparing and contrasting two or more

samples of study subjects on one or more variables, often at a single
point of time. Specifically, this design is used to compare two distinct
groups on the basis of selected attributes such as knowledge level,
perceptions, and attitudes, physical or psychological symptoms.
Example: A comparative Study on the Health Problems among Rural
and Urban People in Ilocos Region, Philippines.

E. NORMATIVE. It describes the norm level of characteristics for a given

behavior. For example: If you are conducting a research on the study
habits of the high school students you are to use the range of score to
describe the level of their study habits. The same true is when you would
want to describe their academic performance.
 F. EVALUATIVE. It is a process used to determine what has happened
during a given activity or in an institution. The purpose of evaluation
is to see if a given program is working, an institution is successful
according to the goals set for it, or the original intent was successfully
attained. In other words, in evaluation judgments can be in the forms
of social utility, desirability, or effectiveness of a process. For
example, we can cite here a situation. In evaluation study, it will not
just be considering the performance of the students who were taught
under modular instruction; instead, it is the rate of progress that
happened among the students who were exposed to modular instruction.
Example: A test of children in school is used to assess the
effectiveness of teaching or the deployment of a curriculum.

G. METHODOLOGICAL. In this approach, the implementation of a variety

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

What are the types of quantitative research designs? Give example each type.

KEEP THIS IN MIND.

QUANTITATIVE RESEARCH
– use numbers in stating generalization
about a given problem or inquiry
STRENGHT WEAKNESSES
 Objectivity CHARACTERISTICS  Requires large number
 Real & 1. OBJECTIVE of Respondents
Unbiased 2. CLEARLY DEFINED  Costly
 Facilitates RESEARCH QUESTIONS  Contextual Factors
Sophisticated Analysis 3. STRUCTURED are ignored
 Analyzed in quick RESEARCH  Difficult to gather
& easy way INSTRUMENTS data
 Replicable 4. NUMERICAL DATA  Little glitch in
 Useful in Testing 5. LARGE SAMPLE SIZES the procedure
Qualitative Research 6. REPLICATION leads to
7. FUTURE OUTCOMES incomplete and
inaccurate data

EXPERIMENTAL NON-EXPERIMENTAL/
DESCRIPTIVE
SURVEY

CORRELATIONAL

EX POST FACTO

COMPARATIVE

NORMATIVE

EVALUATIVE

METHODOLOGICAL
 PR QUA TRU
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EX EXPE EXPE
UNIT 1: NATURE
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RIMEand RESEARCH
RIME JAY-AR MARIO V. MARIANO
RIM NTA NTA
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 MIND CHALLENGE. Answer the following questions, follow directions given.

I. NON-STOP WRITING. In 10 mins., write your concise learning about the following.
1. What is quantitative research?

.
2. What are the characteristics of quantitative research?

.
3. Discuss the strengths of quantitative research.

.
4. Discuss the weaknesses of quantitative research.

.
5. Describe each type of quantitative research design. Give example each.
Example: Survey - used to gather information from groups of people by
selecting and studying samples chosen from a population.
Example: Preference T.V network of viewers in Upper Tumapoc, Burgos, La
Union.

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

 POST_TEST. This serves as your summative test. Answer the questions below
following the instruction given in each test.

I. Identification. Identify what is being asked in each number. Write your answer after the
statement.

1. It highlights numerical analysis of data hoping that the numbers yield unbiased results that
can be generalized to some larger population and explain a
particular observation.

2. It suggests that the data concerned can be analyzed in terms of numbers.

3. This kind of research derives conclusion from observations and manifestations that
already occurred in the past and now compared to
some dependent variables.

4. It describes the norm level of characteristics for a given behavior.

5. In this design, the researcher can collect more data, either by scheduling more observations
or finding more existing measures.
6. It is conducted by researchers whose aim would be to find out the direction, associations
and/or relationship between different variables or groups of
respondents under study.

7. It refers to the overall strategy that you choose in order to integrate the different
components of the study in a coherent and logical way, thereby ensuring you will effectively
address the research problem.
8. It controls for both time-related and group-related threats. Two features mark true
experiments: two or more differently treated groups; and random assignment to these
groups.

9. All variables in the study can contribute to the over-all prediction in an equation that
adds together the predictive power of each identified variable.
10. Its main purpose is to observe, describe and document aspects of a situation as it naturally
occurs and sometimes to serve as a starting point for hypothesis generation or theory
development.

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

1. Which of the following BEST defines quantitative research?

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

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

quantitative research. Write your answer on the blank provided for.
1. The most reliable and valid way of concluding results, giving way to a new hypothesis or
to disproving it.
2. Since, there are more respondents compared to qualitative research, the expenses will be
greater in reaching out to these people and in reproducing questionnaires.
3. If not done seriously and correctly, data from questionnaires may be incomplete and
inaccurate.

4. Standardized approaches allow the study to be replicated in different areas or over

time with formulation of comparable findings.
5. Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of possible
directions to follow.

6. It is assumed that the larger the sample is, the more statistically accurate the findings are.

7. Researchers must be on the look-out on respondents who are just guessing in answering
the instrument.
8. It does not consider the distinct capacity of the respondents to share and elaborate
further information unlike the qualitative research.
9. It is real and unbiased.
 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 B. Survey
the 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 D. Evaluative
of their social and economic
characteristics, opinions, and their E. Comparative
knowledge about the behavior towards
a certain phenomenon F. Ex-post facto
4. conducting a research on the study
habits G. Descriptive
of the high school students you are to
use the range of score to describe the H. Correlational
level of their study habits
5. discusses why and how a phenomenon I. Bivariate Correlational
occurs
6. selecting groups, upon which a variable is J. Prediction
tested, without any random pre-selection
processes K. Multiple Regression
7. uses correlation coefficient to show
how L. Pre-Experimental
one variable (the predictor variable)
predicts another (the criterion variable) M. Quasi Experimental
8. employs both treated and control
groups N. True Experimental
to deal with time-related rival explanations
9. it obtains score from two variables for
each subject, and then uses them
to calculate a correlation
coefficient
10. term that seems synonymous to survey
research

ASSIGNMENT: RESEARCH WORK. Research 15 different titles of research in a research

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

RESEARCH TITLE RESEARCH DESIGN

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS VARIOUS FIELDS

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

I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the
letter of the correct answers in the space provided in column A from among the choices I
column
B. Identify what discipline the given research title is related.

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

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

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

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

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

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

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

QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT (ABM)

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

QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology is a research method of combining qualitative and quantitative research data.
It is concerned with exploring connections simultaneously, amidst cultural differences, alternatives
and identity. In the contemporary academic, socio-cultural and political climate these concepts have
immense symbolic overtones.
Quantitative research is use in Anthropology in many aspects. Like, true experiments may
use in studying people provided that you follow certain steps (Bernard, 2004). This is to look into
the Effects of an intervention in ethnic behavior of a group. In here, you need at least two groups,
called the treatment group and the control group. On group gets the intervention and the other
group don’t. Next, individuals may be randomly assigned, either to the intervention group or to
the control group to ensure that the groups are equivalent. Then, the groups are measured on one
or more dependent variables; this is called the pre-test. After which, the intervention is introduced.
Lastly, the dependent variables are measured again. This is the post test.
True in experiments with people in laboratory are also common. Laboratory experiments
often produce results that beg to be tested in the natural world by Anthropologists. Aaron and Mills
(1959, as cited by Bernard, 2004) demonstrated in a lab experiment that people who go through
severe initiation to a group tend to be more positive toward the group than are people who go
through a mild initiation. They reasoned that people who go through tough initiation rites put a lot
of personal investments into
getting into the group. Later, if people see evidence that the group is not what they thought it
would be, they are reluctant to admit the fact because of the investments.
In Field, Janet Schofield and her colleagues did a 3 year ethnographic study in middle
school. During the first year, they noticed that African-American and while children seemed to
react differently to “mildly aggressive acts’ – things like bumping in the hallway, poking one another
in the classroom, asking for food, or using another student’s pencil without permission. There
appeared to be no event of racial conflict in the school, but during interviews while students were
more likely to report being intimidated by their African-American peers than vice versa (Sagar &
Schofield, 1980, as cited by Bernard, 2004)

QUANTITATIVE RESEARCH and COMMUNICATION

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

QUANTITATIVE RESEARCH and SPORTS MEDICINE

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

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

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

QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

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

QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often used in evaluating social problems. Suppose a researcher
has invented a technique for improving reading comprehension among third graders. She/he selects
two third grade classes in a school district. One of them gets the intervention and the other doesn’t.
Students are measured before and after the intervention to see whether their reading scores
improve. This design contains many of the elements of true experiment, but the participants are not
assigned randomly to the treatment and control groups.
QUANTITATIVE RESEARCH and PSYCHOLOGY
Mertens (2005) says that the dominant paradigms that guided early psychological research
were positivism and its successor, post positivism. Positivism is based on rationalistic, empiricist
philosophy that originated with Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel
Kant. the underlying assumptions of positivism include the belief that the social world can be
studied in the same way as the natural world, that there is a method for studying the social world
that is value-free, and that explanations of a causal nature can be provided.

QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING, and

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

POST_TEST. This serves as your summative test. Answer the questions below following the
instruction given in each test.

I. ESSAY. Briefly explain what is asked below.

A. How important quantitative research across fields? Cite at least five fields and explain
how quantitative research is interconnected with it.
 .
II. CONCEPT MAP. Complete the concept map presented below. You add figures so long as
you will use your creativity using the figures given. Present the importance of quantitative
research to different fields. Maximize the space below.

QUANTITATIVE
RESEARCH
 LESSON 3: KINDS OF VARIABLES and THEIR USES

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

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

 VARIABLE  DEPENDENT  INDEPENDENT

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

1. It refers to the characteristics that have two or more mutually exclusive values or
properties.

2. Variables that represent categories that cannot be ordered in any particular way.

3. Special kind of independent variables that are measured in a study because they
potentially influence the dependent variable.
4. Variables that have values that lie along an evenly dispersed range of numbers when there is
an absolute zero, as opposed to net worth, which can have a negative debt-to-income ratio-
level variable.
5. Kind of variable that are not actually measured or observed in a study. They exist but
their influence cannot be directly detected in a study.
6. It “stands between” the independent and dependent variables, and they show the effects of
the independent variable on the dependent variable.
7. Variables that represent categories that can be ordered from greatest to smallest.

8. Kind of variable that probably cause, influence, or effect outcomes. They are variably called
treatment, manipulated, antecedent or predictor variables.
9. Variables that depend on independent variables; they are the outcomes or results of the
influence of the independent variable.
10. Variables that have values that lie along an evenly dispersed range of numbers.

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

1. Military Title
2. Temperature in degree Celsius
3. Birthplace
4. Year Level
5. Favorite Type of Music
6. Clothing such as hat, shirt, shoes
7. A score in 5- item quiz in Math
8. Feeling for today
9. Means of Transportation
10. How internet is used at home
11. Freshman, Sophomore
12. Person’s net worth
13. Male or female
14. 1, 2, 3, 4, 5
15. Political Affiliation
 THE VARIABLES IN RESEARCH
The term ‘variable’ has been mentioned several times so that it is necessary to define it
here. In research, a variable refers to a “characteristics that has two or more mutually
exclusive values or properties” (Sevilla and Other, 1988). Sex, for instance, has two properties
which are maleness and femaleness. The ages of different persons have different values; so with
their size, height, weight and income. The phenomenon of variety is what makes life interesting; it
is one of the motivating factors of the research undertaking.
The root word of the word variable is “vary” or simply “can change”. These variables are
among the fundamental concepts of research, alongside with measurement, validity, reliability, cause
and effect; and theory. Bernard (1994) defines a variable as something that can take more than one
value, and values can be words or numbers.
A variable specifically refers to characteristics, or attribute of an individual or an
organization that can be measured or observed and that varies among the people or organization
being studied (Creswell, 2002).

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

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

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

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

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

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

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

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

FARM PRODUCTION ATTITUDE TOWARDS REPAYMENT

LOAN REPAYMENT

DV IV DV

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

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

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

study. They exist but their influence cannot be directly detected in a study. Researchers
comment on the influence of confounding variables after the study has been completed,
because these variables may have operated to explain the relationship between the
independent variables and dependent variable, but they were not or could not be easily
assessed.
 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

DO THIS DOING THE 8 RESEARCH TITLES YOU SUBMITTED TO ME.

CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS

1.

2.

3.
4.

5.

6.

7.

8.
``