PRACTICAL RESEARCH 2 (QUANTITATIVE RESEARCH)

Name of Student:____________________________ Name of Teacher:____________

Section:__________________________ Date Submitted:______________

Quarter 1 – Week 2-3

TOPIC: Importance of Quantitative Research Across Fields and Kinds of Variables and their uses

I.CONNECT AND LEARN

In the previous lesson, you learned and understand about the different characteristics of quantitative research with its
kinds likewise, its strengths and weaknesses. Quantitative approaches are best used to answer what, when and who
questions and are not well suited to how and why questions. The kinds of quantitative research will guide you in what
research design you’re going to use in your study. Hence, in this new lesson we talk about the importance of
quantitative research across fields and the different kinds of variables in their uses.

II. MOST ESSENTIAL LEARNING COMPETENCIES (MELC)

1.Illustrates the importance of quantitative research across fields (CS_RS12-Ia-c-2).
2.Differentiates kinds of variables and their uses. (CS_RS12-Ia-c-3).
III. Objectives:
In this lesson, you will learn:
a. understand the importance of quantitative research across fields;
b. explain the importance of quantitative research across fields.
c. compare and contrast the different types of variables; and
d. understand the different uses of variables.
IV. DISCUSSION:
Quantitative research is used to populate statistics from a high volume sample size to gain statistically valid
results in customer insight. Generally, quantitative customer research incorporates a survey-based approach to gain
feedback in relation to populations ideas and opinions. It is important to ensure a suitable sample size is used to gain
accurate and trustworthy results (Fatima, 2019).
Importance of Quantitative research
1. More reliable and objective
2. Can use statistics to generalize a finding
3. Often reduces and restructures a complex problem to a limited number of variables
4. Looks at relationships between variables and can establish cause and effect in highly controlled circumstances
5. Tests theories or hypotheses
6. Assumes sample is representative of the population
7. Subjectivity of researcher in methodology is recognized less
8. Less detailed than qualitative data and may miss a desired response from the participant

The Nature of Variables

All experiments examine some kind of variable/s. A variable is not only something that we measure, but also
something that we can manipulate and something we can control for. To understand the characteristics of variables
and how we use them in research, this guide is divided into three main sections. First, we illustrate the role of
dependent and independent variables. Second, we explain how variables can be characterized as either categorical or
continuous.
Three types of variables defined by the context within which the variable is discussed
1. Independent and dependent variables (i.e., cause and effect)
 Independent variables act as the cause in that they precede, influence, and predict the dependent
variable.
 Dependent variables act as the effect in that they change as a result of being influenced by an
independent variable.
Example: - The effect of two instructional approaches (independent variable) on student
achievement (dependent variable). - The use of SAT scores (independent variable) to predict
freshman grade point averages (dependent variable).
2. Extraneous and confounding variables
 Extraneous variables are those that affect the dependent variable but are not controlled adequately by the
researcher.

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 Example: Not controlling for the key-boarding skills of students in a study of computer assisted
instruction.
 Confounding variables are those that vary systematically with the independent variable and exert
influence of the dependent variable.
Example: Not using counsellors with similar levels of experience in a study comparing the
effectiveness of two counselling approaches.
3. Continuous and categorical variables.
 Continuous variables are measured on a scale that theoretically can take on an infinite number of
values.
Example: - Test scores range from a low of 0 to a high of 100 - Attitude scales that range from very
negative at 0 to very positive at 5 - Students„ ages
 Categorical variables are measured and assigned to groups on the basis of specific characteristics.
Example: - Gender: male and female - Socio-economic status: low middle, and high Take note that
the term level is used to discuss the groups or categories: Gender has two levels - male and female and
Socio-economic status has three levels: low, middle, and high.
 Continuous variables can be converted to categorical variables, but categorical variables cannot be
converted to continuous variables.
Example: IQ is a continuous variable, but the researcher can choose to group students into three levels based on
IQ scores - low is below a score of 84, middle is between 85 and 115, and high is above 116.

Categorical and Continuous Variable

Categorical variables are also known as discrete or qualitative variables. Categorical variables can be further
categorized as nominal, ordinal or dichotomous.
1. Nominal variables are variables that have two or more categories, but which do not have an intrinsic order.
2. Dichotomous variables are nominal variables which have only two categories or levels. For example, if we were
looking at gender, we would most probably categorize somebody as either "male" or "female".
3. Ordinal variables are variables that have two or more categories just like nominal variables only the categories can
also be ordered or ranked. So if you asked someone if they liked the policies of the Democratic Party and they could
answer either "Not very much", "They are OK" or "Yes, a lot" then you have an ordinal variable.
Continuous variables are also known as quantitative variables. Continuous variables can be further categorized as
either interval or ratio variables.
1. Interval variables are variables for which their central characteristic is that they can be measured along a continuum
and they have a numerical value (for example, temperature measured in degrees Celsius or Fahrenheit). So the
difference between 20C and 30C is the same as 30C to 40C. However, temperature measured in degrees Celsius or
Fahrenheit is NOT a ratio variable.
2. Ratio variables are interval variables, but with the added condition that 0 (zero) of the measurement indicates that
there is none of that variable.
V. LEARNING ACTIVITIES/EXERCISES
Let us know what have you learned about the importance of quantitative research and its kinds of variables.
Activity 1: CHALLENGE YOUR UNDERSTANDING
Directions: Answer the given questions below. You will be graded using rubric.

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Activity 2: TRANSFER YOUR IDEA INTO A REAL LIFE SITUATION

Directions: Answer the guide questions given below. You will be graded using a rubric.
Guide Question No. 1: Choose only one (1) type of variables and think a possible title of your chosen problem that
you identified during this pandemic that you want to have a solution using research. Make sure that the title is guided
by your chosen variable.