Module1-PR2-1st Quarter

Teodoro M.
Luansing College of Rosario

Senior High School
Practical Research 2
Quarter 1 - Module 1
Characteristics, Strengths, Weaknesses,
and Kinds of Quantitative Research
The Quantitative Research
Ronald E. Gantong, LPT
National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

Tel. No.: 0917-187-2929/ 043 781 1483
Email: luansingcollege@yahoo.com
Teodoro M. Luansing College of Rosario
Senior High School
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How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
Take your time to read the lessons carefully.
Follow the directions and/or instructions in the activities and exercises diligently.
Answer all the given tests and exercises.
Other Guidelines in/before Using This Module
The activities presented in this module are numbered consequently base on the module
number. (Example: Activity 1.1; first number represents the module number and the second
denotes the number of activity.)
Provide folder with plastic cover and fastener. This will serve as your portfolio where you
are going to compile all of your activities.
 Blue- for STEM
 Green- for HUMSS
 Yellow- for ABM
Copy and answer all the activities in a yellow paper.
Submissions of the activities will be assigned or given by your subject teacher.
Parts of the Module
This part contains learning objectives that are set for you to learn as
Learning Objectives
you go along the module.
This part introduces the new lesson and gives hint what will be the
Introduction
discussion all about.
These are discussions of the lessons to deepen your discovery and
Development
understanding of the concept.
Activities designed to process what you have learned from the lesson.
Engagement
This activities are given to generalize the lesson.
These are tasks that are designed to showcase your skills and
Assimilation
knowledge gained, and applied into real-life concerns and situations.
Disclaimer: The contents or information of this module were based on the books or any form of
documentations or reference (pdf, MS word, PowerPoint, information from the internet, etc.)
written by their respective authors and published by particular publishers. I don’t own the words
from this module. I sincerely pay respect to the rightful owner of the information included in this
module.

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Table of Contents
How to Learn from this Module……………………………………………………………...…… i
Other Guidelines in/before Using This Module……………………………………………........... i
Parts of the Module……………………………………………………………………….......…… i
Table of Contents…………………………………………………………………………….…... ii
What This Module is About?.......................................................................................................... iii
Module 1: Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research
Learning Objectives……………………………………………………………………… 1
Introduction…………………………………………………………….………………… 1
Development
Nature of Research…………………………………………….........................……… 2
Characteristics of Quantitative Research…………………………………………...…. 3
Strengths and Weaknesses of Quantitative Research………….…………………...…. 4
Kinds of Quantitative Research Designs………………………………………...……. 5
Engagement…………………………………………………………………………....…. 8
Activity 1.1………………………………………………………………………….… 8
Assimilation……………………………………………………………………….……... 8
Activity 1.2………………………………………………………………………….… 8
Activity 1.3………………………………………………………………………….… 9
References………………………………………………………………………………. 10

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What This Module is About?

When people experience difficulties or perplexed by the unknown, they resort to various
ways and means for answers and immediate or lasting solutions. Unconsciously, even at a young
age, we use our senses and cognitive skills to gather information, assess and re-assess facts, find
meaning to the numbers and grow in understanding of the world around us. Long before we read
it in books and heard it from teachers, we are already applying quantitative approach in our daily
lives in the most primal way.
Complementary to what you have learned in Practical Research 1 or Qualitative Research,
this module will introduce you to the concepts of Quantitative Research. The following are the
lessons contained in this module:
Nature of Research
Characteristics of Quantitative Research
Strengths and Weaknesses of Quantitative Research
Kinds of Quantitative Research Designs
This module is our modest attempt to present and interpret quantitative research in a way
that Senior High School students can comprehend at this time of Covid-19 pandemic. This module
provides learning materials, lessons and activities or tasks adaptable to the needs of the students at
the comfort of their homes. Learning shall never end regardless of the global crisis.
Upon completing this module, you will have a deeper understanding of the Practical
Research 2 subject that will equip you with the knowledge and skill to decide on a suitable
quantitative research project applicable to your area of interest.

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Name of Teacher: Ronald E. Gantong, LPT Module: 1

Subject: Practical Research 2 Topic: Characteristics, Strengths,
Weaknesses, and Kinds of Quantitative
Research
Academic Year: 2020-2021 Duration:
Semester: First Quarter: 1
CONTENT STANDARD
The learners demonstrate understanding of the characteristics, strengths, weaknesses, and
kinds of quantitative research.
PERFORMANCE STANDARD
The learners should be able to decide on suitable quantitative research in different areas of
interest.
MOST ESSENTIAL LEARNING COMPETENCY (MELC)
• Describes characteristics, strengths, weaknesses, and kinds of quantitative research.
CODE: CS_RS12-la-c-1
I. LEARNING OBJECTIVES
1. Explain the meaning of research.
2. Define quantitative research.
3. Determine the characteristics, strengths, weaknesses, and kinds of quantitative research.
4. Appraise the value of concepts learned about the given topic.
II. INTRODUCTION
There are many things you want to know in this world. People, things, places, events—
their characteristics or qualities make you wonder continuously, frequently, or intermittently.
Marveling at them, you tend to immerse yourself in a situation where you seem to be grappling
with a problem or a puzzle. Questions after questions on the many aspects of the object of your
curiosity prod you to move, act, or do something to find answers to your questions or to discover
truths about your inferences or speculations on such object. Behaving like an investigator, asking
and seeking answers to some questions about the thing you find puzzling indicates the true nature
of inquiry or research.
In this unit, you will be able to identify the meaning of research, the characteristics of
quantitative research, its strength and weaknesses, its kinds.

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III. DEVELOPMENT
Nature of Research
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. According to Treece (2002), research is a
systematic collection and interpretation of data to illuminate, describe or explain
new facts and relationships. 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.
What is Quantitative research?
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.
Quantitative research is defined by Bryman and Bell (2005, p. 154) that ‘entailing the
collection of numerical data and exhibiting the view of relationship between theory and research
as deductive, a predilection for natural science approach, and as having an objectivist conception
of social reality’.
Quantitative research is influenced by the empiricist paradigm, which means that it is
concerned with cause and effect of social phenomena and uses the data - which is based on
empirical observation and their critical interpretation.
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

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quantitative research because it provides the fundamental connection between empirical

observation and mathematical expression of quantitative relationships. Quantitative data is any
data that is in numerical form such as statistics, percentages, etc. The researcher analyzes the data
with the help of statistics. The researcher is hoping the numbers will yield an unbiased result that
can be generalized to some larger population.
"Qualitative research, on the other hand, asks broad questions and collects word data from
phenomena or participants. The researcher looks for themes and describes the information in
themes and patterns exclusive to that set of participants. "
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.

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Strengths and Weaknesses of Quantitative Research
Strengths of Quantitative Research

 The advantages of quantitative research include 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 is difficult to gather using structured research instruments, specifically on
sensitive issues like pre-marital sex, domestic violence, among others.

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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.
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.
The following are the various kinds of quantitative research design that a researcher may employ:
1. Experimental research is commonly used in sciences such as sociology and psychology,
physics, chemistry, biology and medicine etc. It is a collection of research designs which use
manipulation and controlled testing to understand causal processes. Generally, one or more
variables are manipulated to determine their effect on a dependent variable.
The experimental method is a systematic and scientific approach to research in which the
researcher manipulates one or more variables, and controls and measures any change in other
variables.
The word experimental research has a range of definitions. In the strict sense, experimental
research is what we call a true experiment.
This is an experiment where the researcher manipulates one variable, and
control/randomizes the rest of the variables. It has a control group, the subjects have been randomly

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assigned between the groups, and the researcher only tests one effect at a time. It is also important
to know what variable(s) you want to test and measure.
A. 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.
B. Pre-Experimental Design. A type of research applies to experimental design that with
least internal validity. One type of pre-experiment, the simple group, pretest-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.
C. Quasi-experimental design. It 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.
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 call 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.
Descriptive research is a study designed to depict the participants in an accurate way.
More simply put, descriptive research is all about describing people who take part in the study.
There are three ways a researcher can go about doing a descriptive research project, and they are:
 Observational, defined as a method of viewing and recording the participants.
 Case study, defined as an in-depth study of an individual or group of individuals.

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 Survey, defined as a brief interview or discussion with an individual about a specific topic.
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.
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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.
IV. ENGAGEMENT
Activity 1.1
Directions: Answer the following questions or what is being asked. Write your answers for each
question or what is being asked not less than 8 sentences. Write your answers in a yellow paper.
1. What is quantitative research? Explain briefly based on your understanding.
______________________________________________________________________________
2. Discuss the strengths of quantitative research.
______________________________________________________________________________
3. Discuss the weaknesses of quantitative research.
______________________________________________________________________________
4. What are the characteristics of quantitative research? Explain each.
______________________________________________________________________________
V. ASSIMILATION
Activity 1.2
Directions: Match item in COLUMN A with those of COLUMN B by placing the letter of the
correct answers in the space provided beside the column A.
COLUMN A COLUMN B
_____1. Discusses why and how a phenomenon occurs A. Prediction Studies
_____2. uses correlation coefficient to show how one variable B. Correlational
(the predictor variable) predicts another (the criterion variable)
_____3. employs both treated and control groups to deal with C. Ex-Post Facto or
time-related rival explanations Causal-Comparative

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_____4. involves comparing and contrasting two or more D. Quasi-experimental

samples of study subjects on one or more variables, often at a Design
single point of time
_____5. involves selecting groups, upon which a variable is E. Comparative
tested, without any random pre-selection processes
G. True experimental
Design
Activity 1. 3
Directions: Write a short essay about things you learned the most and the least through the topics
dealt with in this lesson. Give your essay an interesting title. Be guided by the given criteria.
Criteria for Essay Writing

5 4 3 2
Features
Expert Accomplished Capable Beginner
Piece was Piece was
Piece had no
written in an written in an Piece had little
style or voice
extraordinary interesting style style or voice
Quality of Gives no new
style and voice and voice Gives some new
Writing information and
Very Somewhat information but
very poorly
informative and informative and poorly organized
organized
well-organized organized
So many
Virtually no Few spelling and A number of spelling,
Grammar, spelling, punctuation spelling, punctuation and
Usage & punctuation or errors, minor punctuation or grammatical
Mechanics grammatical grammatical grammatical errors that it
errors errors errors interferes with
the meaning

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Reference
Baraceros, E. L. (2016) Practical Research 2. Manila: Rex Book Store, Inc.
Mariano, J. M. V. Quantitative Research: Compilation in Practical Research 2. Retrieved from
https://drive.google.com/file/d/167xlLSvW4Sl09j7xOR-kOiIo3fow
35H/view?usp=drivesdk&fbclid=IwAR3El3H9rqgm6mStc1bsSl2j7zqpQs7Hv1W_-
fFMj1hoA7xsHYpUIFL4u1s
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Teodoro M.

Luansing College of Rosario

The Quantitative Research

Ronald E. Gantong, LPT

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

This page is intentionally blank.

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

How to Learn from this Module

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

What This Module is About?

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

Name of Teacher: Ronald E. Gantong, LPT Module: 1

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

quantitative research because it provides the fundamental connection between empirical

Characteristics of Quantitative Research

1. OBJECTIVE. Quantitative research seeks accurate measurement and analysis of target

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

Strengths and Weaknesses of Quantitative Research

Strengths of Quantitative Research

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

Kinds of Quantitative Research Designs

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines 7

National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines

_____4. involves comparing and contrasting two or more D. Quasi-experimental

Criteria for Essay Writing

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National Rd., Brgy. Namunga, Rosario, Batangas, 4225 Philippines 10

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