SENIOR HIGH SCHOOL

Practical Research 2
Quarter 2 – Module 2:
Quantitative Research Designs
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Practical
Research 2
Quarter 2 – Module 2:
Quantitative Research Designs
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on

Quantitative Research Designs!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on

Quantitative Research Designs!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to

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 process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master qualitative research designs. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Identify the various designs of quantitative research;
2. Differentiate experimental and non-experimental designs;
3. Justify the appropriate design for given research topics;
4. Decide for the best design for their approved topic; and
5. Write a proposed research design for their respective topic.

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 What I Know

Rearrange the letters below to form words that are related to quantitative
research designs. Write your answers on the spaces provided.

1. PERIMEXNALT _______________________________
2. NTEVENRTIONI _______________________________
3. EATMTENTR _______________________________
4. PETESRT _______________________________
5. SLOONMO _______________________________
6. ETIM SRISEE _______________________________
7. AMPSLE _______________________________
8. TROSVETPIECRE _______________________________
9. ITDINLAULNGO _______________________________
10. ESRIIVEPTCD _______________________________
11. RELTIOANALCOR _______________________________
12. XE OSTP ACTFO _______________________________
13. URVYSE _______________________________
14. COSSR TIONSALEC _______________________________
15. OSTP ETST _______________________________

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 Lesson
Quantitative Research
1 Designs
As the researcher begins to traverse the third chapter of the research paper,
he should keep in mind five key elements that are essential in answering the
research questions cited in Chapter 1. As stated by Cristobal and Cristobal (2017),
these are the five researchers should remember:

1. Research design. What quantitative design will be used in the study? There
are a lot to choose from, but which is the most appropriate?
2. Respondents. Who is the target population?
3. Instrumentation. What instrument will be used to answer the research
questions? Is it questionnaire, checklist, interview, tests? Of all these, which
is the best?
4. Validity and reliability of the instrument. Did the instrument pass
validity and reliability before it is actually used?
5. Statistical treatment. Of the numerous statistical strategies researchers
may use to measure the objectivity of their study, which is the most
essential?

What’s In

Observe the picture below then answer the questions that follow.

Source: https://www.roomsketcher.com/wp-content/uploads/2016/10/1-Bedroom-Floor-Plan.jpg

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Questions for discussion:

1. What do you know about the image shown?

2. What is it for? What are its functions?
3. Why is it essential in building a house?
4. If the plan is not thoroughly followed, what may happen to the construction?
5. Where else are designs important?
6. Is it also important in research writing? Defend your answer.

Notes to the Teacher

The teacher may show a blueprint of a bungalow floor plan
from an architect or an engineer. He may ask the functions of the
blueprint, the reasons why having one is essential in building a
house, and the possible consequences the owner may face if the
plan is not thoroughly followed. The teacher may use this
example to orient the students with the significance of having a
research design. He may also opt for other designs such as a fire
exit plan, earthquake survival drill, dietary plan, budget
proposal, or even a recipe, etc.

What’s New

Research Design Defined

Creswell (2009) defines a research design as “a plan or proposal to conduct
research.” It is an umbrella term for a range of strategies one may apply in his
study (Buensuceso, et al. n.d.). That is, it refers to the overall strategy that
researchers choose to integrate the different components of his probe in a logical
and coherent manner (De Vaus, 2001). It is therefore imperative that researchers
become careful in choosing the design regardless if the study is qualitative or
quantitative.

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Quantitative Research Designs
Quantitative research designs are largely classified into experimental and
non-experimental (Nieswiadomy, 2004). Under experimental design, there lies true
experimental, quasi-experimental, and pre-experimental designs. Meanwhile,
descriptive, correlational, and ex post facto generally make up non-experimental
designs.

What is It

Experimental studies are mostly about cause-and-effect relationships

where the researchers manipulate the causes (independent variables) and the
effects (dependent variables). This design follows the principle named as method of
difference where the effects of variables are computed and the difference is
determined (Cristobal & Cristobal, 2017).

Moreover, in experimental studies, it is better if students familiarize

themselves with the following terms (Barrot, 2017):

1. Intervention – also called treatment which involves the researchers’

manipulation of the independent variables.
2. Experimental group – also known as the treatment group or research
participants who are subjected or given intervention.
3. Control group – participants who are not exposed to the intervention.

Types of Experimental Research Designs

1. True experimental design. This design is called a true experiment because

the researcher has control over the independent variables and the treatment
of the subjects (Cristobal & Cristobal, 2017). The succeeding models will
best be explained using the labels below:
R Random selection (of participants)
01 Pretest
02 Posttest
X Intervention

a. Pretest-posttest controlled group design

The procedure of this design can best be summarized below:
R 01 X 02  experimental group
R 01 02  control group
As seen in the summary, the participants both in the experimental
and control groups are randomly selected. Both receive pre- and

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 posttests but only the experimental group gets to be treated—the
intervention.
b. Posttest only controlled group design
R X 02  experimental group
R 02  control group
Unlike in pretest-posttest controlled group design, no group gets to be
pretested but both are likely to be given a posttest. Also, only the
experimental group is given an intervention.

c. Solomon four-group design.

R 01 X 02  experimental group 1
R 01 02  control group 1
R X 02  experimental group 2
R 02  control group 2
This is considered as the most reliable design as it minimizes threats
of validity. As seen in the summary, there are four groups and the
participants are randomly selected in all of them. The first two groups
(experimental 1 and control 1) both get pretested but only
experimental group 1 receives the intervention. Meanwhile, the
second group (experimental 2 and control 2) does not get pretested
and only experimental group 2 receives the intervention. Lastly, all of
them are given posttests.

2. Quasi-experimental design. This design has either no control group or the

subjects are not randomly selected.

a. Non-equivalent controlled group design.

01 X 02  experimental group
01 02  control group
This is almost the same as the pretest-posttest controlled group
design only that the subjects are not randomly selected, both get to be
given a pretest and a posttest but only the experimental group
receives treatment.

b. Time-series design.
01 02 03 X 04 05 06
The researcher observes the participants where 01, 02, and 03 are
given pretests while 04, 05 and 06 receive posttests. Moreover, both
groups undergo multiple observations.

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 3. Pre-experimental design. Of all the designs presented earlier, this is the
weakest as the researcher has no or little control over the research.

a. One-shot case study.

X 0
With the summary above, it is seen that only one group is exposed to
the treatment but it is neither given a pre- or posttest. What the
researcher does it to observe the participants after the intervention.

b. One-group pretest-posttest design

01 X 02
The participants in a group are not randomly selected but they are
given both pre- and posttests. It also undergone intervention.

Non-Experimental Research Designs

This is a type of research that lacks the manipulation of independent

variables. Survey studies generally make up non-experimental research designs.
From the name itself, data is collected through self-report. Respondents usually
“report their attitudes, opinions, perceptions, and behaviors” (Cristobal & Cristobal,
2017, p. 141). Surveys aim to describe a current phenomenon based on what
existed in the questionnaires.

Cristobal and Cristobal (2017) also reiterated that surveys can be taken by
looking at certain conditions:

1. Source of data. Data can be collected from any of the three groups:
a. sample – a portion of the population
b. group – smaller than a mass/population
c. mass – larger than a group.
2. Method of data collection. Survey results may be gathered via:
a. telephone
b. text message
c. snail mail
d. e-mail or any online portal (i.e. social media)
e. face-to-face interaction
3. Time orientation.
a. Retrospective. This study looks backwards and examines exposures
which attempt to determine independent variables that might have
caused a phenomenon at present to exist. For example, two doctors
may want to find what really cause breast cancer among Filipinas.
They may check these women’s lifestyles way back to determine
probable independent variables.
b. Cross-sectional. This involves looking at data from a population or
sample at a specific point in time (Cherry & Gans, 2019). Think of a
snapshot of people walking on one of the busiest roads in your
locality. A researcher may examine each person on the picture based

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 on how they dress, act, move, smile, pout, etc. This design requires
subjects who are at various points, ages, and stage of experience.
c. Longitudinal. This is different from cross-sectional study because
data collection in a longitudinal probe traverses time. It aims to collect
data from the same respondents at different times. It involves
continuous or repeated procedures over prolonged periods of tome
which normally takes years or decades (Caruana, et al., 2015). For
example, another group of doctors compiled the same individuals who
are diagnosed with systemic lupus erythematosus, an autoimmune
disease. They will observe and study the patients and see the changes
that happen to them over a period of time.

Notes to the Teacher

Let’s try to analyze the last example as regards time
orientation in non-experimental research. doctors may look back
at what could have caused these patients to acquire lupus
(retrospective). In another study, these medical professionals will
see how lupus attacks people of different age, sex, and race at the
same period of time (cross-sectional). Lastly, they may to examine
the emerging changes the patients show as time goes by—
regardless if it is toward healing or another attack (longitudinal).

Types of Non-Experimental Research Designs

1. Descriptive design. This aims to “observe and report on a certain

phenomenon, type of behavior, or trait as it takes place or manifests itself”
(Barrot, 2017, p. 102). The researcher arrives at his results upon using
surveys, checklists, or observations. For example, in a study conducted by
Lange, Thom, and Kline (2018), they assessed nurses’ attitudes toward death
and caring for dying patients in a cancer facility. They collected data by
giving questionnaires and through observations. No experimental treatments
were manipulated.
2. Correlational design. The main purpose of this design is to see if the
increase or decrease in one variable corresponds or relates to the increase or
decrease of another. It seeks to realize cause-effect relationships and does
not manipulate variables, too. An example is a study done by Ojo (2010)
where he looked at the relationship between service quality and customer

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 satisfaction among BPO companies or the telecommunication industry. He
used questionnaires, tests, and observations to see relationships.
3. Ex post facto design. This design aims to assume causes from effects that
are already existing. The same with descriptive and correlational designs,
this does not use experimental manipulation. Bernardo’s (2016) study on
university students’ drop-out rates and persistence is compared to their
personal, social, and academic data. A questionnaire was used to determine
results.

What’s More

Activity 1.1 Choosing the Best Quantitative Research Design

Identify the quantitative research design that is best for the following titles. Justify
your answers in at least three sentences.

Research Title Research Design Justification

The Impact of
Smoking Bans on
Teenage Smoking
and Behavior

Using E-books in
Enhancing the
Vocabulary,
Comprehension,
and Reading Skills
of Grade One
Pupils

Relationship
between Frequent
Social Media
Surfing and
HUMSS Students’
Social Skills

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 What I Have Learned

1. A research design is an overall plan, proposal, or strategy to conduct and

accomplish a research work.
2. Quantitative research designs are largely classified into experimental and
non-experimental.
3. Experimental designs are categorized into true experimental, quasi-
experimental, and pre-experimental while non-experimental designs
generally comprise descriptive, correlational, and ex-post facto studies.
4. Three important research terms are always encountered in experimental
studies—intervention, experimental group, and control group—because
such involves the manipulation of independent and dependent variables to
explore if the former affect the latter.
5. Non-experimental designs do not involve influencing variables and data are
collected through self-report.
6. Sources of non-experimental data can be from a sample, group, or mass.
Data may be collected through telephone, text message, snail mail, e-mail, or
face-to-face interaction. Time is also a consideration in non-experimental
designs and the researcher may choose whether his study is retrospective,
cross-sectional, or longitudinal.

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 What I Can Do

What quantitative research design is best suited to your topic? Define and
justify it in the space below.

Approved Research Title:

Proposed Design:

Justification:

Supporting Literatures:

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 Assessment

MODIFIED TRUE OR FALSE. Write TRUE if the underlined word/s fit/s the
statement, otherwise write the correct answer on the space provided before
the number.

______________________ 1. A research design is an overall plan or strategy to

answer the research questions stated in Chapter
1.
______________________ 2. There are three major designs under
experimental research and they are true
experimental, quasi-experimental, and ex post
______________________ facto.
3. The amount of sunlight causes a sunflower plant
to grow tall. Therefore, the amount of sunlight it
______________________ receives is the independent variable.
4. The group that is exposed to the intervention is
______________________ called the treatment group.
5. The group that does not receive treatment is
______________________ called control group.
6. Pretest-posttest controlled group design is
considered the strongest of all true experimental
______________________ types.
7. The difference between quasi-experimental and
true experimental designs is the randomization of
______________________ participants.
8. Miss Angelica uploaded an online poll which aims
to know the parents’ perceptions regarding
shifting classes as early as Grade 3. This type of
______________________ research requires a correlational design.
9. Leon, a medical student, is interested to know if a
woman’s diet has any sort of side effect to the
possibility of acquiring breast cancer. Leon may
______________________ opt to use an ex post facto design for this.
10. Sir Martin believes that Gov. Jonvic Remulla’s
cool FB announcements is a factor in his
successful political campaigns. Sir Martin may
use a descriptive design for this.

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 Additional Activities

There are so many ways a student can do to come up with a meaningful

research topic. He may visit the library, he may attend conferences or seminars, or
he may observe the community around him and look for problems and questions
that are in need of solutions or answers. Try to plot some topics below in different
designs. You may use this as reference for future use.

Research Design Proposed Research Topic

Experimental Design

Quasi-experimental
Design

Descriptive Design

Correlational Design

Ex Post Facto
Design

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Answer Key

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References
Barrot, J. S. (2017). Practical research 2. Quezon City: C&E.
Cristobal, A. P. & Cristobal, M. C. D. C. (2017). Practical research 2 for senior high
school. Quezon City: C&E.
Caruana, E. J. et al. (2015). Longitudinal studies. Journal of Thoracic Disease,
7(11). doi: 10.3978/j.issn.2072-1439.2015.10.63
Cherry, K. & Gans, S. (2019, October 10). How does the cross-sectional research
method work. VeryWellMind. Retrieved from www.verywellmind.com
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed
methods approaches, 3rd ed. SAGE.
De Vaus, D. A. (2001). Research design in social research. SAGE.
Buensuceso, D. B. et al. (n.d.). Practical Research 1 teacher’s guide. Pasig City:
Department of Education.

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