Types of Quantitative Research

Correlational research sometimes considered a type of descriptive research as no

variables are manipulated in the study.

Cause and effect are not the basis of this type of observational research.

Examples of Correlational research include the relationships between the types of

activities of mathematics classrooms and the achievement of students, the
relationship between diet and anxiety

Correlational research is the study of relationship between of two or more variable

Types of Quantitative Research

Causal-Comparative research is employed to conclude the cause-effect equation

between two or more variables, where one variable depends on the opposite
experimental variable. An independent variable is not manipulated by the
experimenter, and the effects of the independent variable is on the dependent
variable are measured.

Casual-comparative research is the cause and effect equation between two or more
variable

Types of Quantitative Research

Once analysis and conclusions are made, deciding about the causes should be done
fastidiously, as other different variables, each far-famed and unknown, might still
have an effect on the result.

Examples of this type of research include the effect of preschool attendance on

social maturity at the end of the first grade, the impact of drugs on a teenager.

Types of Quantitative Research

This is very common in educational research, where administrators are unwilling to

allow the random selection of students for experimental samples.

Some examples of quasi-experimental research design include; the time series, no

equivalent control group design, and the counterbalanced design.

Types of Quantitative Research

True Experimental Research Design

The true experimental research design relies on statistical analysis to approve or

disprove a hypothesis. It is the most accurate type of experimental design and may
be carried out with or without a pretest on at least 2 randomly assigned dependent
subjects.

The true experimental research design must contain a control group, a variable
that can be manipulated by the researcher, and the distribution must be random.

Constructs
are mental abstractions derived from the combination of concepts, or your mental
representation of the world around you.
Examples of constructs include intelligence or life satisfaction.
Variables

Variables are created by developing the construct into a measurable form.

Variables, by definition, correspond to any characteristic that varies (meaning
they have at least two possible values). Examples of variables include height in
inches, scores on a depression inventory, and ages of employees.

Independent variables
Independent variables-are manipulated variables that cause a change in another
variable. Usually, these are treatments or condition that produce a varied response
or effect.

In the research, “Peace-loving Learning Environment Reduces Test Anxiety Level of
Grade School Students,” the phrase “Peace-loving Learning Environment” is the
independent variable because it is a condition.
Dependent variables

Dependent variables are those that are affected by independent variables. They
are the responses or effects that result from the treatment or conditions
employed.“test anxiety” is the dependent variable.

Confounding variables/Extraneous variables

indicated in an experimental research.

They are not included in the study but in one way or another causes effect on
dependent variable.

Lessen the impact.

Family background of the grade school student is an example.

Discrete variables

quantitative or numeric variables that are obtained by counting.

No. of family members, no. of votes, no. of respondents, no. of subjects enrolled.

Continuous variables

quantitative or numeric variables that are obtained by measuring or computation.

Height, length, electric, temperature, in come, etc.

Quantitative variables

count the frequency of response or effect.

Eg: popularity contest-the contestant who will get the highest number of votes as
the well-liked will be declared the winner.

Variables and Their Level of Measurement

Level of Measurement are the association of the values that are linked to variable.
o Proper interpretation of data related to the variable
o Decisions about the proper statistical analysis to be used

Variables and Their Level of Measurement

o Nominal scales-concerned with the names and categories of responses.

(nationality, hair color)
o Ordinal scales-intends to be ranked.(first, second, third; good, better, best)
o Interval scales-equal unit of measurement and intervals. (temperature, attitude,
IQ)
o Ratio scales-highest level of measurement. (height, weight, age)