Palopalo, Merriecris G.

ED303-E (TTH 1:00 – 2:30 PM)

1. Detailed Summary:
The presentation starts by specifying the intent, form, use, and placement of purpose
statements, research questions, hypotheses, and research objectives. The intent of the
purpose statement is to advance the overall direction or focus of the study, the form can
be one or more sentences, it uses quantitative and qualitative research and placement
at the end of the introduction. A research questions intent is to raise questions to be
answered or narrow the purpose statement to specific questions to answer, the form
can be one or more questions, using qualitative and quantitative research, and
placement is at the end of the introduction, Literature review, or in a separate section of
the study. In hypothesis, the intent is to make predictions about expectations, the form
can be one or more statements, and it can use quantitative research only. Research
Objectives, the intent is to state goals, form one or more objectives, and use them in
typically quantitative research. Statements and questions are important to represent
major signposts, help identify appropriate methods, and help link intent with the results.
Moreover, it then discussed what is variable and a theory. Variables can be measured
(assessed on an instrument or observed and recorded on an instrument) and varies
(can assume different values or scores for different individuals). To design a quantitative
purpose statement, research questions, and hypothesis we need to specify variables. It
can be a categorical variable (e.g., gender) or a continuous variable (continuum of
scores e.g., age). Distinguish variables from constructs (for example the construct is
student achievement and the variable is the grade point average). Confounding
variables are those variables that cannot directly measure or effects cannot be easily
separated from the other variables. The steps in theories and testing of variables starts
with describing variables, test the relationship between variables, establishes the cause
and effect and theories predict the relationship to test.
In quantitative research, starts with a hunch, then to theoretical rationale, to a
conceptual framework, and then to a formal theory that is expressed by connected
hypothesis and variables identified by authors. Writing a quantitative purpose statement
identifies variables, their relationship, and the participants and site for research. In
writing Quantitative research questions is to describe the results of your variables,
compare two or more groups on the independent variable in terms of the dependent
variable and relate two or more variables. In writing the Quantitative hypothesis, we
state the variables in order (Independent, dependent, and control), if variables are
related specify the relationship between the variables, make predictions about changes
you expect in your groups, and state information about the participants.
The difference between the two research design is that quantitative explain or predict
variables while qualitative understand or explore a central phenomenon. Qualitative
research is an emerging design, its purpose statements and research question may
change and feedback and responses of participants inform changes. The central
question begin with how or what and specify central phenomenon to explore.

2. Detailed Reflection
There are lot of things being mentioned in the video and all of those are really important
specifically in writing a quantitative research design. I have learned the guidelines for
writing a purpose statement, research questions, and hypotheses. I am able to recall
variables which is one of the important things that we need to consider in writing our
purpose statement and hypothesis.
I have also learned the guidelines in writing a qualitative research that its purpose
statements and research question may change and feedback and responses of
participants inform changes.

3. Enumeration of the topics

I. Purpose Statements, Research Questions, Hypothesis, and Research Objectives
- The Intent, form, use, and placement.
II. A variable can be measured, and it varies among individuals.
III. The Family of Variables in Quantitative Studies.
- Independent Variables (treatment, measured, control, and moderating variable)
- Dependent Variables (the outcome, effect, criterion, and consequences)
IV. Mediating Variables “Stand Between” Independent and Dependent Variables.
V. Theories as Bridges between Independent and Dependent Variables.
VI. Different Types of Explanations in Quantitative Research
VI. How Researchers Explain or Predict Variables Versus Exploring or Understanding a
Central Phenomenon.
VII. The null and alternative hypothesis
VIII. Emerging questions in Qualitative research
IX. Problems typically found in central questions in Qualitative research.
X. types of Subquestions in Qualitative research
Palopalo, Merriecris G.
ED303-E (TTH 1:00 – 2:30 PM)

1. Detailed Summary:
The presentation is about collecting quantitative data. It starts by specifying the
population (entire target population) and a sample (representative of the population).
If you collect data from a population then the process is called census and if you
collect data from a sample, it is called a survey. A sampling error occurs when there
is a difference between the collected data from a population to the data of the
sample. The two types of sampling are probability and non-probability sampling.
Probability sampling (random sampling) is the selection of individuals from the
population so that they are representative of the population. While non-probability is
the selection of participants because they are available, convenient, or represent
some characteristics of the investigator who wants to study.

Probability sampling includes simple random sampling, stratified sampling, and

multistage cluster sampling. A non-probability sampling includes convenience
sampling and snowball sampling. Furthermore, It also discussed how to obtain the
different types of permissions. It can be from institutions or organizations, specific
sites, individual participants, parents of participants, or campus approval. The steps
in obtaining informed consent are (1) Find out about the review process used at your
campus (2) determine what information the review board needs about your project
(3) Develop an informed consent form and (4) Submit a description of your proposed
study to the IRB.

The types of data and measures include instrument validity and reliability. The
attitudinal measures, behavioral observations, and factual information. In using the
instrument, you can locate or develop an instrument (develop yourself but it needs to
be tested for validity and reliability) or you can modify an instrument from other
studies that are related to your studies. To develop or construct an instrument it will
done through a process normally starts with the planning, construction, then
quantitative evaluation, validation. The criteria in choosing a Good Instrument, the
adequate scales of measurement. The ethical issues in research especially in data
privacy.

2. Detailed Reflection
Upon watching the video discussion, I learned about sampling error as the difference
between the data collected from the population and the data collected from the sample.
The sampling method is classified into two; probability sampling and non-probability. If
the population is finite, we used the random sampling design or probability sampling.
But if it is infinite (some can be enumerated and some cannot) then we can use a non-
random sampling design or non-probability sampling.
The previous video discussion (Module 7) It tackles about sampling design and I have
learned that the best way of choosing sampling design is the use of probability sampling
or random sampling because it gives strong statistical inferences. Furthermore, it is
important to know the flow of activities in collecting data. The instrument being used
must be test for validity and reliability. In addition, if the instrument doesn’t have a
citation or no one cited that means the instrument is not good. But if there are more
citations then we can definitely said that it is a very good instrument to be used. It is
also important to look an instrument that is not biased especially in culture.
It is also important to categorized the data as nominal, ordinal, interval, ratio, or
combined to determine what statistical tool to be used as each has a corresponding
statistic.
3. Topics being mentioned
1. Populations and Samples
2. Types of Quantitative Sampling Strategies
3. Proportional Stratification Sampling Approach
4. An example of an Informed Consent Form
5. Flow of Activities in Collecting Data
6. Example of an Instrument that Measures Performance
7. Developing or Constructing an Instrument
8. Criteria for choosing a Good Instrument
9. Reliability and Validity Questions for Selecting/Evaluating a Test or Instrument
10. Reexamining the Quantitative parent Involvement Study