Types of Experimental Research

Legend
X – Treatment or Intervention O1 – Pretest
O – Observation O2 – Posttest
RS – Random Selection EG – Experimental Group
CG – Control Group

A. True Experimental Research

1. Pretest – Posttest Controlled Group Design

EG --------- O1 ------ X -------- O2

RS

CG --------- O1 ------------------- O2

2. Posttest Only Controlled Group

EG --------------- X -------- O2

RS

CG ---------------------------- O2

3. Solomon Four Group

EG1 --------- O1 ------ X -------- O2

CG1 --------- O1 ------------------- O2

RS

EG2 --------------- X -------------- O2

CG2 ---------------------------------- O2

B. Quasi Experimental Research

1. Non—Equivalent Controlled Group Design

(EG) O1 X O2
(CG) O1 O2

2. Time-Series Design – there is a periodical observation

O1 O2 O3 X O 4 O5 O6
 Practical Lesson 1: Qualities of
Research 2
Quantitative Research

K to 12
APORBO, JERELYN C.
Basic Education Instructor
Curriculum
At the end of the lesson, you are expected to:

➢ describe quantitative research;

➢ apply qualitative and quantitative
descriptions to various objects; and
➢ discuss the strengths and weaknesses of
quantitative research.
 Systematic
investigation
The act of Seek
into and study
asking information
of materials
information to have
and sources to
to resolve extensive
establish facts
doubt or a knowledge
and new
problem
conclusions.
➢ It makes use of numeric data and
statistics in gathering and analyzing the
data, and considered to be more
rigorous, more reliable and more precise
(Goodman, 2011).

➢ Cristobal and Cristobal (2017) added that

quantitative research is the traditional,
positivist scientific method which refers
to a general set of orderly, disciplined
procedures to acquire information.
➢ Quantitative research deals with the
numerals and how it can describe a
phenomenon or infer a relationship.

➢ It is a go-to approach in scientific

inquiry because of its ability to test
hypothesis.
Qualitative Research
Vs.
Quantitative Research
1. Controllability
➢ Quantitative research should be in an
environment, where all the variables are
identified and can be controlled.

2. Generalizability
➢ Outcomes are based on large sample sizes
that can be generalized to an entire
population.
3. Objectivity
➢ Results are based on statistics that are
observable and measurable using structured
instruments.

4. Replicability
➢ It should be replicable by other teams of
researchers that will eventually come up
with similar outcomes.
1. Analysis of data is assisted with
statistical methods

➢ The use of statistical methods in

gathering and analyzing the data
allows the researchers to come up
with a reliable, precise, and objective
generalization.
2. Large-scale research can be
undertaken
➢ The participants in each area are
randomly chosen, thus, it will
represent the whole. Data are
gathered quantitatively (survey, test,
etc.), making the gathering procedure
faster. Likewise, in-depth interviews
are unnecessary.
3. Data can be presented in graphical
or tabular form

➢ Since statistical methods are

employed, data/results can be
presented using graphs and tables. It
would easily be understood and can be
interpreted in few words.
1. Large sample size requires a lot
of time and effort.

➢ To make the research result more

reliable, large sample size (number
of respondents) must be chosen.
However, in doing such, it would
need more resources (money, time,
and effort).
2. Statistical analysis of data requires
an expert to perform.

➢ Ininterpreting the gathered data, it

might require descriptive statistics
(percent, frequency, mean, median,
mode, standard deviation, etc.) and/or
inferential statistics (T-test, Chi
square, ANOVA, etc.), depending on
the research problem/objective.
3.Quantifying and reducing
observations to numerical values
makes it too simplistic.

➢ Resultsmight be too simplistic and

sometimes shallow. It does not include
the respondents’ relevant thoughts and
experiences, which could probably
enhance the research result.
 Qualitative Research
or
Quantitative Research?
After the discussion, kindly open
your Quipper account and answer
the assigned quiz. Make sure to
finish the quiz before the class
session ends.
 Practical Lesson 2: Kinds of
Research 2
Quantitative Research

K to 12
APORBO, JERELYN C.
Basic Education Instructor
Curriculum
At the end of the lesson, you are
expected to:

➢ identify the kinds of quantitative

research; and
➢ enumerate topics in which each
kind of quantitative research can be
used
 What is quantitative research?
 Characteristics
 Strengths
 Weaknesses
I. Experimental Research
A. True Experimental Research
B. Quasi Experimental Research

II. Non-experimental Research

A. Descriptive Research
B. Comparative Research
C. Correlational Research
A. True Experimental Research
1. Pretest – Posttest Controlled Group Design
2. Posttest Only Controlled Group
3. Solomon Four Group

B. Quasi Experimental Research

1. Non-Equivalent Controlled Group Design
2. Time Series Design
determines the extent of the
effects or the influence on the
object/subject, then discovers the
cause of such effects

 manipulation of the variable/s

involves two groups: experimental

and controlled group
1. True Experimental Research
The primary objective of a true
experimental research design is to
identify a cause-effect relationship
between the variables where the
samples are randomized.
2. Quasi Experimental Research
This type of research also identifies
the cause-effect relationship
between variables. However, the
samples are not randomized or
selected based on a criteria.
In this kind of design, the
phenomena are observed as they
occur naturally and no external
variables are introduced. There is
no manipulation of the variables.
1. Descriptive Research
It focuses on the description of
factors, variables, or phenomena
that occur in nature.
Descriptive Research Example

1. To identify the factors that

contribute to the spoilage of
food, a survey is conducted to
know about food spoilage.

2. You can use descriptive

statistics (mean, median, mode)
in the survey.
Descriptive Research Example

3. Based on the survey, you may

find that the mode or the
frequency for “temperature” as a
factor is the highest. It means
temperature contributes most to
food spoilage.
2. Comparative Research
Its primary objective is to compare two
variables in order to identify whether
there exists a causative relationship
between them. This kind of research
usually involves two or more groups and
one independent variable.
Comparative Research Example

1. You want to know if attendance

to the school’s summer program is
the cause for an increased student’s
class participation.

2. You identify two groups of

students who enrolled in the
summer program and those who did
not.
Comparative Research Example

3. You collect data on their

individual class participation.

4. After analyzing the data, you

conclude that the summer program
helped the student in participating
more in class
3. Correlational Research

Its primary objective is to compare

two variables then identify the
relationship between them.
Correlational Research Example

1. You want to know if there is a

relationship between the length of
sleep and student productivity.

2. Data on length of sleep is based on

the bedtime and waking up time of
students.
Correlational Research Example

3. Data on student productivity is

based on the number of activities
being finished everyday.

4. Data analysis shows that the closer

the length of sleep to eight hours,
the higher the number of activities
done.
Correlational Research Example

5. You conclude that there exists a

direct relationship between the
length of sleep and student
productivity.
The word “effect” is indicative that
the research study aims to understand a
cause and effect relationship attributed
to comparative, true experimental or
quasi experimental research.

The word “relationship” or

“correlation” is a clue that the
research study is either a comparative
or correlational study.
End of Lesson 2
 Lesson 3:Importance
Practical of Quantitative
Research 2
Research and Kinds of
Variables
K to 12
APORBO, JERELYN C.
Basic Education Instructor
Curriculum
At the end of the lesson, you are expected
to:

➢ determine the importance of

quantitative research in your future
profession; and

➢ differentiate the types of variables.

 From the root word “vary”, which
means that a variable has varying or
different values in relation to time and
situation (Braceros, 2016).

Example:
As time goes by, the height of a child may
increase.
 It is any factor or property that a
researcher measures, controls, and/or
manipulates (Cristobal, et.al., 2017).

 It can be changed or can inflict change.

They also vary depending on its role and
level of measurement.
1. Numeric variables are variables
with values that describe a
measurable numerical quantity and
answer the questions: “how many” or
“how much”.

a. Continuous Variables
b. Discrete Variables
a. Continuous variables can assume any value
between a certain set of real numbers. These
are also called interval variables.
e.g. time, age, temperature, height, and
weight

b. Discrete variables can only assume any

whole value within the limits of the given
variables.
e.g. population of students, number of family
members, number of registered cars
2. Categorical variables are variables
with values that describe a quality or
characteristic of a data unit like “what
type” or “which category”.

a. Ordinal Variables
b. Nominal Variables
c. Dichotomous Variables
d. Polychotomous Variables
a. Ordinal variables can take a value which can be
logically ordered or ranked.

e.g. academic grades (A+, A-, B+, B-), clothing size

(S, M, L), and measures of attitudes (strongly agree,
agree, disagree, or strongly disagree).

b. Nominal variables are variables whose values

cannot be organized in a logical sequence.

e.g. various languages, types of learners, religions

c. Dichotomous variables represent only two
categories.

e.g. gender (male or female), answer (yes or no),

veracity (true or false)

d. Polychotomous variables have many categories.

e.g. educational attainment (elementary, high

school, college, graduate school), level of
performance (excellent, very good, good,
satisfactory, poor)
3. Experimental variables are used
in the experimental research under
quantitative research design.

a. Independent Variables
b. Dependent Variables
c. Extraneous Variables
a. Independent variables are factors that are
usually manipulated by the researchers.

b. Dependent variables are usually the affected

by the manipulation of the independent
variables.

c. Extraneous variables are already existing

during the conduct of an experiment and could
influence the result of the study.
Example:
Title of Research: Effects of the Use of Learning
Management Systems and Academic Performance of
Elementary Pupils

Independent Variable: Learning Management Systems

Dependent Variable: Academic Performance
Extraneous Variable: Internet accessibility, time-
management skills of students
4. Non-experimental variables are
used in descriptive, comparative, and
correlation studies.

a. Predictor Variables
b. Criterion Variables
a. Predictor variables change the other variable/s in a
non-experimental study (assumed cause).

b. Criterion variables are usually influenced by the

predictor variables.

Example:
Title of Research: Motivation and Language Competence
of Grade 12 Students
Predictor Variable: Motivation
Criterion Variable: Language Competence
End of Lesson 3
 Lesson 1: Research
Practical Topic and Research
Research 2
Title

K to 12
APORBO, JERELYN C.
Basic Education Instructor
Curriculum
At the end of the lesson, you are expected
to:
 list down possible research topics from
your observations;
 choose a research topic in line with your
track;
 determine the characteristics of a good
research title; and
 write a research title.
 There are a wide variety of
topics which you can use, but
which of these topics should
you focus on?
 When you are choosing a research topic, that
you never lose sight of the track you are
enrolled in.

 You being in that particular strand means that

you have an idea of what phenomena your
future profession may let you experience, OR

 you have an inkling as to what professionals

in the field are already experiencing
Before you decide on a research topic,
ponder upon these questions:

1. What area/s, not covered in

lessons/discussions do I still want to know
or investigate in my specific track?

2. If I do this research project, how useful

will it be to me as a future senior high
school graduate and to the community
where I belong?
In choosing a research problem, you can
further be guided by the following criteria
(Faltado et al., 2016):

1. It should be something new or different from

what has already been written about.
2. It must be original.
3. It should be significant to your field of study
or discipline.
4. It must necessarily arouse intellectual
curiosity.
5. It should be of researcher’s interest and
researcher must be with the topic.

6. It should be a modest one for a beginner to

be carried on within a limited period of time.
7. It should be clear.

8. It should be specific.
9. It should consider the training and personal
qualifications of the researcher.
10. It should consider the availability of data
involved in the study and the methods and
techniques to be employed in gathering them.

11. It should consider the availability of

effective instruments for gathering the data
and their treatment.

12. It should consider the financial capacity of

the researcher to support the project.
 A research title must give
readers an idea as to what may
be the content of the research
paper.
Important!

 Informulating the research title, you avoid using

unnecessary words that might mislead indexers
(methods, results, investigations, and study).

 In many cases, the general problem or even the

specific question that you intend to answer,
when rewritten in statement form, can serve as
the title.

 The title must have 10-15 words.

What is a RESEARCH TITLE? (Cristobal, 2016 & Quipper, 2020)

 A research title concisely summarizes the content of

the study.

 It should include the major variables of the study.

 It should show the relationship of the variables.

 It should mention the respondents of the study

Sample Title:
The Relationship between Learning
Environment and Quality of Learning among
Grade 12 Students of Davao Doctors College

OR
Learning Environment and Quality of Learning
among Grade 12 Students of Davao Doctors
College
Sources of Research Problems Research problems
are commonly found in areas where there is/ are:

1. a feeling of discomfort like during recitation or in

making projects;

2. perceived difficulties in the management and

leadership of the class president or the adviser;

3. a daily experience of a person that requires

further inquiry; and many more.
Sources of Research Problems Research problems
are commonly found in areas where there is/ are:

4. pattern or trend (classmates failing in Math

subjects, increasing tardiness in English Class, etc.)

5. literature review
These instances can give students an idea
that something is researchable:

1. Solutions are available but not yet tested.

2. No solutions are available.
3. A phenomenon which requires further
description.
End of Lesson 1