SENIOR HIGH SCHOOL

INSTRUCTIONAL MODULE
SCHOOL YEAR 2020-2021- FIRST SEMESTER

QUANTITATIVE RESEARCH

Prepared By: SAMOYA , SALVE D.

Email address:salve.samoya@stjude.edu.ph

TABLE OF CONTENTS

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 FIRST QUARTER

Nature of Inquiry and Research___________________________________6- 8

Lesson 1
Quantitative Research: Characteristics , Strength , Weaknessess , and Kinds
_________________________________8 -21
Lesson 2 Importance of Quantitative Research
_________________________________21 -26

Lesson 3
Kinds of Variable and their Uses__________________________________27 -32

SECOND QUARTER
VIRTUAL DEFENSE

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 CURRICULUM GUIDE

CONTENT CONTENT STANDARD PERFORMANCE LEARNING

STANDARD COMPETENCI
ES
The learner demonstrates The learner is able to: The learner:
understanding of:
Decide on suitable 1. describes
Nature of 1. the characteristics, quantitative research characteristics
Inquiry strengths, weaknesses, and in different areas of strengths,
and kinds of quantitative interest weaknesses, and
Research research kinds of research
2. the importance of 2. illustrates the
quantitative research across importance of
fields quantitative
3. the nature of variables research across
fields
3. differentiate
kinds of variables
and their uses
The learner demonstrates The learner is able to: The learner:
understanding of: 1. designs a
Identifying research useful in
the Inquiry 1. the range of research Formulate clearly the daily life
and Stating topics in the area of inquiry statement of research 2. writes a
the 2. the value of research in problem research title
Problem the area of interest 3. describes
3. the specificity and background of
feasibility of the problem research
pose 4. states research
questions
5. indicates scope
and delimitation
of study
6. cites benefits
and beneficiaries
of study
7. presents written
statement of the
problem

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 The learner demonstrates The learner is able to: The learner:
understanding of:
1. select, cite, and 1. selects relevant
1. the criteria in selecting, synthesize judiciously literature
Learning citing, and synthesizing related literature and 2. cites related
from related literature use sources according literature using
Others and 2. the ethical standards in to ethical standards standard
Reviewing writing related literature 2. formulate clearly style[APA, MLA,
the 3. the formulation of conceptual or Chicago
Literature conceptual framework framework, research Manual of Style]
4. the research hypotheses[if 3. synthesizes
hypotheses[if appropriate] appropriate], and information from
5. the definition of terms as define terms used in relevant literature
used in the study study 4. writes coherent
3. present objectively review of
written review of literature
related literature and 5. follows ethical
conceptual framework standards in
writing related
literature
6. illustrates and
explain
conceptual
framework
7. defines terms
used in study
8. lists research
hypotheses[If
appropriate]
9. presents written
review of related
literature and
conceptual
framework

The learner The learner is able to: The learner:

demonstrates
understanding of: 1. chooses
1. describe adequately appropriate
Understanding 1. quantitative quantitative research quantitative research
Data and Ways research designs designs, sample, design
to 2. description of instrument used, 2. describes sampling
Systematically sample intervention[if procedure and the
Collect Data 3. instrument applicable],data sample

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 development collection, and 3. constructs an
4. description of analysis procedures instrument and
intervention[if establishes its validity
applicable] 2. apply and reliability
5. data collection and imaginatively 4. describes
analysis procedures art/design principles intervention[if
such as survey, to create artwork applicable]
interview, and 5. plans data
observation collection procedure
6. guidelines in 6. plans data analysis
writing research using statistics and
methodology hypothesis testing[if
7. the application of applicable]
art/design 7. presents written
fundamentals for research methodology
execution 8. implements designs
to produce creative
work
The learner The learner is able to: The learner:
demonstrates
understanding of:
1. gather and analyse 1. draws conclusions
1. data collection data with intellectual from research
Finding procedures and skills honesty, using findings
Answers using varied suitable techniques 2. formulates
through Data instruments recommendations
Collection 2. data processing, 3. lists references
organizing, and 4. presents written
analysis research report
5. finalizes and
presents best design
6. presents research
workbook
The learner The learner is able to: The learner:
demonstrates
understanding of:
1. form logical 1. draws conclusions
1. guidelines in conclusions from research
Reporting and making conclusions 2. make findings
Sharing and recommendations recommendations 2. formulates
Findings 2. the techniques in based on conclusions recommendations
listing references 3. write and present 3. lists references
3. the process of clear report 4. presents written
report writing 4. execute best design report

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4. the selection 5. finalizes and
criteria and process of presents best design
best design 6. presents research
workbook

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 Nature of Inquiry and Research

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.
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 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 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. 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 analysed in terms of numbers.
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 variales.
Research findings are subjective to statistical treatment to determine significant
relationships or differences between variables, the results of which are the bases
for generalization about phenomena.
In this unit, you will be encountering also the characteristics of quantitative research,
its strength and weaknesses, its kinds and importance across disciplines. In here also, we
will be tackling kinds of variables and its uses.
Intended Learning Outcomes
After this lesson, you should be able to:
1. relate an unfamiliar term with other terms to discover the meaning of such difficult
term;

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2. explain the meaning of research in relation to inquiry;
3. point out the similarities and differences of research and inquiry;
4. distinguish lower-level questions from top level questions to give stress to investigative
kind of thinking;
5. judge the applicability of inquiry or research to a given situation; and
6. appraise the value of concepts learned about inquiry and research

Old and New Concepts Fusion

Activity 1: Vocabulary Improvement
Directions: Based on your stock knowledge and on the words surrounding the middle
word, define the middle word each cluster:

study
inspect
scrutinize

probe
investigate
peruse

haphazard
mixed

disorderly
consider
ponder Activity 2: Vocabulary
reflect random Practice
meditate contemplat unplanned
e illogic

Directions:Construct sentences using the newly learned words.

Activity 3: Free Writing

Whatdo you recall about these two words:Inquiry and Research?Write them freely
without worrying about your grammar.

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 LESSON 1. QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGHT,WEAKNESSES
and KINDS

PRE-TEST QUESTIONS:
I. TRUE or FALSE.Write QUANTITATIVE after the item when the sentence is true while
QUALITATIVE if the statement is false.
_______1. In quantitative research, researchers know in advance what they are looking
for.
_______2. Quantitative research can be easily misinterpreted because it provides numerical
data.
_______3. Quantitative research puts emphasis on proof, rather than discovery .
_______4. Normative research is conducted by researcher whose aim would be to find out
the direction and/or relationship between different variables or group of
respondents under study.
_______5. Qualitative research requires a large number of respondents. It assumes that the
larger the sample is, the more statistically accurate the findings are.
_______6. Evaluation describes the status of a phenomenon at a particular time. It describes
without value judgement a situation that prevents.
_______7. Correlational is conducted by researchers whose aim would be to find out the
direction.
_______8. Methodological is the implementation of a variety of methodologies that forms a
critical part of achieving the goal of developing a scaled-matched
approach, where data from different disciplines can be integrated.
_______9. One characteristics of quantitative research is that its method can be repeated to
verify findings in another setting, thus reinforcing validity findings.

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_______10. In quantitative experiments it filters out external factors, if properly designed,
and so the results gained can be seen as real and unbiased.

QUANTITATIVE RESEARCH
Quantitative research is an objective , systematic empirical investigation of observable
phenomena through the use of computational techniques. It highlights
numerical analysis of data hoping that the numbers yield unbiased
results that can be generalized to some larger population and explain a
particular observation. Simply, quantitative research is concerned with
numbers and its relationship with events.
The quantitative research suggests that the data concerned can be analysed in terms of
numbers. An example that we can give for this study is a study
comparing the performance of Grade 12 STEM IN SJCDC in GENBIO
when ICT is integrated in teaching. Getting the averages performance
of both schools before and after integrating ICT.Then the averages can
be compared and analysed to see the differences or effectiveness. In this
case, numbers are used as data for analysis. Another is surveying what
do viewers in Molino IV , Bacoor prefer to watch:is it EAT BULAGA
or ITS SHOWTIME. In here. It may be approached by making a survey
questionnaire asking for the preference of viewers in MOLINO IV ,
BACOOR.

YOU may NOW give your own example of a Quantitative Research.

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
forwhich 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 vality of data.
Data are normally gathered using structured research tools such as
questionaires to collect measurable characteristics of the population like
age, socio-economic status, number of children , among others.

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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 scenerios may be formulated thus predicting
future results. Quantitative research puts emphasis on proof , rather than
discovery.

STRENGHTS and WEAKNESSES OF QUANTITATIVE RESEARCH

STRENGHTS OF QUANTITATIVE RESEARCH

The advantages of quantitative research includes 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 facilities 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 analysed 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.
WEAKNESSES OF QUANTITATIVE RESEARCH
The disadvantages of quantitative research are as follows:

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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 o 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 are difficult to gather using structured research instruments,
specifically on sensitive issues like pre-marital sex , domestic violence,
among others.
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.

What are the strengths and weaknesses of quantitative research?

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.
Quantitative methods emphasize objectives measurements and the statistical, mathematical,
or numerical analysis of data collected through polls, questionnaires,
and surveys, or by manipulating pre-existing statistical data using
computational techniques.
The kind of research is dependent on the researcher’s aim in conducting the study and the
extent to which the findings will be used. Quantitative research designs
are generally classified into experimental and non experimental as the
following matrix below.
QUANTITATIVE RESEARCH DESIGNS
EXPERIMENTAL NON- EXPERIMENTAL

PRE- DESCRIPTIVE
TRUE
EXPERIMENTAL EXPERIMENTAL

QUASI-
EXPERIMENTAL

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 The following are the various kinds of quantitative research design that a researcher
may employ:
1. EXPERIMENTAL RESEARCH DESIGN- this allows the researcher to control
the situation. In doing so, it allows the researcher to answer the question, “What causes
something to occur?”. This kind of research also allows the researcher to identify cause and
effect relationships between variables and to distinguish placebo effects from treatment
effects. Further, this research design supports the ability to limit alternative explanations and to
infer direct causal relationships in the study; the approach provides the highest
degree level of evidence for single studies.
A. PRE-EXPERIMENTAL DESIGN-a type of research apply to experimental design
that with least internal validity. One type of pre-experiment, the simple group, pre-
test-post-test design, measures the group two times, before and after the intervention.
Instead of comparing the pretest with the post test of the treated groups is compared with
that of an untreated group. Measuring the effect as the difference 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.
Two classes of experimental design that can provide better internal validity than
pre-experimental designs are: quasi-experimental design.[Dooly, 1999].
B. QUASI-EXPERIMENTAL DESIGN- in this design, the researcher can collect
more data, either by scheduling more observations or finding more existing
measures.Quasi- experimental design 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.
There are two types of quasi-experimental design, these are:
a. Non-Equivalent Control Group- these refers to the chance failure of
random assignment to equalize the conditions by converting a true experiment into this
kind of design , for purpose of analysis.
b. Interrupted Time Series Design-it employs multiple measures before and
after the experimental intervention. It employs multiple measure before and after the
experimental intervention. It differs from the single-group pre-experiment that has only one
pretest and one post test. Users of this design assume that the time threats such as history
or maturation appear as regular changes in the measures prior to the intervention.

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 C. TRUE-EXPERIMENTAL DESIGN-it controls for both time-related and group-
related threats.Two features mark true experiments:two or more differently treated groups;
and random assignment to these groups. These features require that the researchers have
control over the experimental treatment and the power to the place subjects in groups.
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 tha time of the study. Such changes include effects of outside events,
maturation by the subjects, changes in measures and impact of any pretests.
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.
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 called as DESCRIPTIVE RESEARCH DESIGN because it is
only one under non- experimental design.
DESCRIPTIVE RESEARCH DESIGN’s main purpose 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.
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 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. Correlaational 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 tto 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]

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 Example: Which high school applicants should 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 more samples
of study subjects on one or more variables, often at a single point of time. Specifically,
this designs 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 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 rangeof score to describe the level of their study
habits. The same true is when you would want to describe their academic performance.
F. EVALUATIVE-it is a process used to determine what has happened during a given
activity or on in an instruction. 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.

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 What are the types of quantitative research designs? Give example each type.
KEEPTHIS IN
MIND QUANTITATIVE RESEARCH

-use numbers in stating generalization about a

given problem or inquiry

STRENGTH CHARACTERISTICS WEAKNESSES

SURVEY PRE-EXPERIMENTAL
-Objectivity 1.OBJECTIVE -Requires large
EX POST number of
FACTO
QUASI-EXPERIMENTAL CORRELATIONAL
Respondents
-Real
TRUE& EXPERIMENTAL
Unbiased 2.CLEARLY DEFINED RESEARCH
QUESTIONS -Costly NORMATIVE
-Facilities Sophisticated
Analysis 3.STRUCTURED RESEARCH -Contextual Factors are
INSTRUMENTS ignored
-Analyzed in quick & easy
way 4.NUMERICAL DATA -Difficult to gather data
EVALUATIVE
NON-EXPERIMENTAL
COMPARATIVE
-Replicable 5. LARGE SAMPLE SIZES -Little glitch in the DESCRIPTIVE
procedure leads to
-Useful in Testing Qualitative 6. REPLICATION incomplete and inaccurate
EXPERIMENTAL METHODOLOGICAL
data

MIND CHALLENGE.Answer the following questions, follow directions given.

I. NON-STOP WRITING. In 10 minutes, write your concise learning about the
following:
1. What is quantitative research?
2. What are the characteristics of quantitative research?
3. Discuss the strengths of quantitative research.
4. Discuss the weaknesses of quantitative research.
5. Describe each type of quantitative research design. Give example each.

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 POST TEST. This serves as your summative test. Answer the questions below
the following instruction given in each test.[Use answer sheet]

I. IDENTIFICATION.Identify what is being asked in each number. Write your answer

after the statement.
1. It highlights numerical analysis of data hoping that the numbers yield unbiased
results that can be generalized to some larger population and explain a particular
observation.
2. It suggest that the data concerned can be analysed in terms of numbers.
3. This kind of research derives conclusion from observations and manifestations that
already occurred in the past and now compared to some dependent variables.
4. It describes the norm of characteristics for a given behaviour.
5. In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures.
6. 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.
7. It 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.
8. It controls for both time-related and group-related threats. Two features mark true
experiments:
Two or more differently treated groups; and random assignment to these groups.
9. All variables in the study can contribute to the overall prediction in an equation that
adds together the predictive power of each identified variable.
10. Its 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.

II. MULTIPLE CHOICE. Choose the correct letter that best describe the
question or complete the statement.Write your answer before the number.

1. Which of the following BEST defines quantitative research ?

A. It is an exploration associated with libraries, books and journals.
B. It is an activity concerned with finding new truth in education.
C. It is an systematic process obtaining numerical information about the world.
D. It is an activity of producing or providing a theorem.
2. Which of the following is NOT a characteristics of quantitative research?
A. Data are gathered before proposing a conclusion or solution to a problem.
B. Quantitative methods can be repeated to verify findings in another setting, thus
strengthen and reinforcing validity of findings eliminating the possibility of spurious
conclusions.

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 C. 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.
D. It seeks to gather a more comprehensive understanding of activities related to
human behaviour and the attributes that rule such behaviour.
3. Which of the following describes the characteristics of research where data
are in form of statistics?
A. Objective B. Numerical Data C. Replication D. Large Sample
Size
4. This characteristics of quantitative research which refers to its necessity to
arrive to arrive at a more reliable data analysis.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
6. 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.
A. Future Outcomes C. Clearly defined Research Questions
B. Structured Research Instruments D. Evaluation
7. Which research design seeks to describe “what is”?
A. Correlational C. Experimental
B. Descriptive D. Evaluation
8.In this type of research, the investigator tries to probe the significance of relationship
between two or more factors or characteristics.
A. Correlational C. Ex-post Facto
B. Experimental D. Survey
9. Which of the item below does NOT hold true for descriptive research?
A. describes the nature of a situation or event
B. presents the profile of persons, events and things
C. describes past situations
D. there is no manipulation of variables or search for cause and effect related to the
performance
10. Which of the following illustrates a quantitative study?
A. attributes to malnutrition in children
B. public opinion to the sex scandal of the Pres. In our country
C. academic performance of high school students
D. all of the above choices

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 III. DETERMINATION .Determine if the description given below is a strength or
weakness of a quantitative research. Write your answer on the blank provided for.
1. The most reliable and valid way of concluding results, giving way to a new
hypothesis or to disproving it.
2. 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. If not done seriously and correctly, data from questionnaires may be incomplete
and inaccurate.
4. Standardize approaches allow the study to be replicated in different areas or over
time with formulation of comparable findings.
5. 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.
6. It is assumed that the larger the sample is, the more statistically accurate the findings
are.
7. Researchers must be on the look-out on respondents who are just guessing in
answering the instrument.
8. It does not consider the distinct capacity of the respondents to share and elaborate
further information unlike the qualitative research.
9. It is real and unbiased.
10. It is costly.

IV. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by

placing the letter of the correct answers in the space provided in column A from
among the choices.

ANSWE COLUMN A COLUMN B

R
1. The post test of the treated groups
is compared with that of an untreated A. Normative
group
2. A test of children in school is used B. Survey
to assess the
effectiveness of teaching or the C. Census
deployment of a curriculum
3. Useful when the objective of the D. Evaluate
study is to see general picture of the
population under investigation in E. Comparative
terms of their social and economic
characteristics, opinions, and their F. Ex-post facto
knowledge about the behaviour

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 towards a certain phenomenon G. Descriptive
4. Conducting a research on the study
habits of the high school students you H. Correlational
are to use the range of score to
describe the level of their study I. Bivariate Correlational
habits
5. Discusses why and how a J. Prediction
phenomenon occurs
6. Selecting groups, upon which a K. Multiple Regression
variable is tested, without any
random pre-selection processes L. Pre-Experimental
7. Uses correlation coefficient to
show how one variable (the predictor M. Quasi Experimental
variable predicts another, the
criterion variable) N. True Experimental
8. employs both treated and control
groups to deal with time-related rival
explanations
9. Is obtains score from two variables
for each subject, and then uses them
to calculate a correlation coefficient
10. Term that seems synonymous to
survey research

ASSIGNMENT: RESEARCH WORK. Research 15 different titles of research in

a research reports and classify them any of the research designs we have
discussed. Choose only quantitative research titles. Follow the format below.
RESEARCH TITLE RESEARCH
DESIGN
1.
2.
3.
4.
5.
6.
7.

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 8.
9.
10.
11.
12.
13.
14.
15.

LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS

VARIOUS FIELDS
PRE-TEST QUESTIONS:
Answer the questions below. Follow the instructions properly.

I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by

placing the letter of the correct answers in the space provided in column A from
among the
choices.

ANSWE COLUMN A COLUMN B

R
1. What effect do Punitive Behavioral
Control Statements have on classroom?
2. The Relationship between the A. QUANTI &
Mushrooming of Fast Food Chains and ANTHROPOLOGY
Obesity of Children in Kuopo, Eastern
England.
3. Effect of Tourism to the Cultural B. QUANTI &
System of Villagers in Southern COMMUNICATION
Cordillera.
4. Factors Affecting Quality of Medical
Education in Saint Louis University. C.QUANTI & SPORTS MED.
5. Relationship of Verbally Aggressive
Behavior to the Physical Aggression of
a Person. D. QUANTI & MEDICAL ED
6. Factors Affecting Crime Rates in
Burgos, La Union.
7. Video Integration in Teaching E. QUANTI &BEHAVIORAL
Science in Grade 12 of Upper Tumapoc SCI.
National High School.
8. Communicative Behaviors
Associated in Different Stages of a F.QUANTI & EDUCATION

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 Romantic Relationship. G. QUANTI &PSYCHOLOGY
9. Ethnographic Study: Changes of Aeta
Behaviors in past 5 years.
10. Relationship of Physical Activity to H. QUANTI &ABM
the Amount of Adipose Tissue and
Endurance Fitness of Children Aged 15-
22 in Burgos, La Union. I. QUANTI &STEM

II. ESSAY. Discuss briefly, what is ask below.

1. How quantitative research related or important to different field of discipline?

2. Choose two disciplines enumerated above (column B) and explain how quantitative
research was used on it.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

People do research to find solutions, even tentative ones, to problems, in order to

improve or enhance ways of doing things, to disprove or provide a new hypothesis, or simply
to find answers to questions or solutions to problems in daily life. Research findings can
affect people’s lives, ways of doing things, laws, rules and regulations, as well as
policies, among others. Widely, quantitative research is often used because of its
emphasis on proof rather than discovery.
In recent times, research studies are gaining an unprecedented focus and attention.
Then only the faculty in higher education has so much interest and conduct researchers, but
now even the teachers in the basic education are engrossed in researches and devote time and
effort in conducting researches to improve educational practices that may lead
to more quality learning of the students. Many teachers do action researches
because there is a serious need to identify the problems of the deteriorating quality of
education. By doing so, they can address systematically and make educational decisions
regarding the problems met. Innovative teaching strategies are product of research.
In the natural and social sciences, 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 quantitative research because it provides the fundamental
connection between empirical observation and mathematical expression of quantitative
relationships.

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 Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.)use
quantitative research designs like descriptive, pre-experimental, quasi-experimental, true-
experiment, case study, among others.
QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and
MANAGEMENT (ABM)
Researches can help design a new product or service, figuring out what is needed and
ensure the development of product is highly targeted towards demand. Businessmen can
also utilize research results to guarantee sufficient distribution of their products and
decide where they need to increase their product distribution. Conducting researches can
also help a business determine whether now is the proper time to open another branch
or whether it needs to apply for a new loan. It may also help a small business decide if a
procedure or strategy should be change to meet the requirements of the customer base.
Research is important for any organization to remain in the market. The primary function of
research in ABM is to correctly determine its customers and their preferences,
establish the enterprise in the most feasible location, deliver quality goods and services,
analyse what the competitors are doing and find ways on how to continuously satisfy the
growing and varied needs of the clients.

QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology is a research method of combining qualitative research data. It is
concerned with exploring connections simultaneously, amidst cultural differences,
alternatives and identity. In the cotemporary academic, socio-cultural and political climate these
concepts have immense symbolic overtones.
Quantitative research is use in Anthropology in many aspects. Like, true experiments
may use in studying people provided that you follow certain steps (Bernard 2004). This is
to look into the Effects of an intervention in ethnic behavior of a group. In here, you need
at least two groups, called the treatment group and the control group. On group gets
the intervention and the other group don’t. Next, individuals may be randomly
assigned, either to the intervention group or to the control group to ensure that the groups are
equivalent. Then, the groups are measured on one or more dependent variables; this is called
the pre-test. After which, the intervention is introduced. Lastly, the dependent variables
are measured again. This is the post test.
True in experiments with people in laboratory are also common.Laboratory
experiments often produce results that beg to be tested in the natural world by
Anthropologists. Aaron and Mills (1959, as cited by Bernard, 2004) demonstrated in a lab
experiment that people who go through severe initiation to a group tend to be more
positive toward the group than are people who go through a mild initiation. They
reasoned that people who go through tough initiation rites put a lot of personal
investments into getting into the group. Later, if people see evidence that the group is not what
they thought it would be, they are reluctant to admit the fact because of the investments.
In Field, Janet Schofield and her colleagues did a 3 year ethnographic study in
middle school. During the first year, they noticed that African- American and while children
seemed to react differently to “mildly aggressive acts’ – things like bumping in the
hallway, poking one another in the classroom, asking for food, or using another student’s pencil

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without permission. There appeared to be no event of racial conflict in the school, but
during interviews while students were more likely to report being intimidated by their African-
American peers than vice versa (Sagar & Schofield, 1980, as cited by Bernard, 2004)n

QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested in how an understanding of a particular
communication phenomenon might generalize to a larger population. For
example, researchers can advance questions like “What Effect do punitive behavioural
control statements have on a classroom? What communicative behaviors are associated
with different stages in romantic relationships? What communicative behaviors are used to
respond to co-workers displaying emotional stress?(Allen, Titsworth, Hunt, 2009)
QUANTITATIVE RESEARCH and SPORTS MEDICINE
Quantitative research is used to analyzed how sports may be used as an alternative
way of medicating an illness. An example is the research done by University of Eastern
Finland which investigated the relationship between mushrooming of the fast food chains and
obesity, as well as the intervention needed to prevent children’s obesity from reaching serious
proportions. The research focused on the children’s physical inactivity and the
concomitant impact on the children’s amount of adipose tissue (fat mass) and the endurance
fitness. The study is used to analyse certain the effect of physical activity in weight control.

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be predominantly observational
research based on surveys or correlational studies. The designs test interventions like
curriculum, teaching-learning process, or assessment with an experimental group. Either a
comparison or controlled group learners may allow researchers to overcome validity
concerns and infer potential cause-effect generalizations.Researchers are using to cope with
the emerging trends in recent times.
QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES
Relationship Questions in today’s quantitative trend tend to explore how one behavior
exhibited by people is related to other types of behavior. Examples are verbally aggressive
behavior, related to physically aggression-that is, when a person has a level of verbally
aggressive behavior, does he or she tend to be physically aggressive? Are certain
supervisor communication skills related to the emotional experiences of employees?
Questions of difference explore how patterns of behavior or perceptions might differ
from one group or type of a PERSON TO ANOTHER. Do people with disabilities
experience emotional labor differently from those without disabilities? Do women
perceive talkativeness (or lack of it) differently form men? Do communication styles
differ from one culture to the next? (Alle, Titsworth, Hunt, 2009)
When quantitative researchers explore questions of differences or questions of
relationships, they do so in an attempt to uncover certain patterns of behavior. If the researcher
discovers that a certain relationship exists in sample that she or he has drawn from the
population, she/he is then in apposition to draw generalizations about patterns expected of
human behavior.

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 QUANTITATIVE RESEARCH IN EDUCATION
Quasi Experiments are most often used in evaluating social problems. Suppose a
researcher has invented a technique for improving reading comprehension among third
graders. She/he selects two third grade classes in a school district. One of them gets
the intervention and the other doesn’t. Students are measured before and after the
intervention to see whether their reading scores improve. This design contains many of
the elements of true experiment, but the participants are not assigned randomly to
the treatment and control groups.
QUANTITATIVE RESEARCH and PSYCHOLOGY
Mertens (2005) says that the dominant paradigms that guided early psychological
research were positivism and its successor, post positivism. Positivism is based on rationalistic,
empiricist philosophy that originated with Aristotle, Francis Bacon, John Locke, August Comte,
and Immanuel Kant. The underlying assumptions of positivism include the belief that the
social world can be studied in the same way as the natural world, that there is a
method for studying the social world that is value-free, and that explanations of a casual
nature can be provided.
QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING,
and MATHEMATICS
Medical practitioners, for example, conduct researches to obtain significant
information about diseases trends and risk factors, results of various health interventions,
patterns of care and health care cost and use. The different approaches to research
provide complementary insights. Researchers help in determining the effectiveness and
even side effect of drugs and therapies in different populations and various institutions. It
is also necessary in evaluating experiences in clinical practice in order to develop
mechanisms for best practices and to ensure high quality patient care. Researchers in these fields
ultimately aim for man’s longevity.
As for engineers, architects, and other builders, research helps in providing designs
which are creatively beautiful and at the same time give more convenience and efficiency
as they utilize modern technology to adapt to the ever changing society. New materials and
procedures may be developed so as to further strengthen the structural materials that can
withstand various calamities and disasters.
POST-TEST. This serves as your summative test. Answer the questions below
following the instruction given in each test.

I. ESSAY. Briefly explain what is asked below.

A. How important quantitative research across fields? Cite at least five fields and
explain how quantitative research is interconnected with it.

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 II. CONCEPT MAP. Complete the concept map presented below. You add figures
so long as you will use your creativity using the figures given. Present the importance of
quantitative research to different fields. Maximize the space below.

QUALITATIVE RESEARCH

/
/
LESSON 3: KINDS OF VARIABLES and THEIR USES

PRE-TEST QUESTIONS:
Answer the questions below. Follow instructions properly.

/IV. IDENTIFICATION. Identify what is being asked in each number. Write your
answer after the statement. Choose your answer from the box below.

1. It refers to the characteristics that have two or more mutually exclusive values or
properties.
2. Variables that represent categories that cannot be ordered in any particular way.
3. Special kind of independent variables that are measured in a study because they
potentially influence the dependent variable.
4. Variables that have that lie along an evenly dispersed range of numbers when there
is an absolute zero, as opposed to net worth, which can have a negative debt-to income ratio-
level variable.

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 5. Kind of variable that are not actually measured or observed in a study. They exist but
their influence cannot be directly detected in a study.
6. It “stands between” the independent and dependent variables, and they show the
effects of the independent variable on the dependent variable.
7. Variables that represent categories that can be ordered from greatest to smallest.
8. Kind of variable that probably cause, influence, or effect outcomes. They are
variably called treatment, manipulated, antecedent or predictor variables.
9. Variables that depend on independent variables; they are the outcomes or results of
the in fluence of the independent variable.
10. Variables that have lie along an evenly dispersed range of numbers.

II. DETERMINATION. Determine if what type of variable are the following. Write I
if the variable is Interval , N if Nominal , R if Ratio and O if Ordinal.
1. Military Title ____________
2. Temperature in degree Celsius ____________
3. Birthplace ____________
4. Year Level ____________
5. Favorite Type of Music ____________
6. Clothing such as hat, shirt, shoes ____________
7. A score in 5-item quiz in Math ____________
8. Feeling for today ____________
9. Means of Transportation ____________
10. How internet is used at Home ____________
11. Freshman, Sophomore ____________
12. Person’s net worth ____________
13. Male or female ____________
14. 1, 2, 3, 4, 5 _____________
15. Political Affiliation _____________

THE VARIABLES IN RESEARCH

The term variable has been mentioned several times so that it is necessary to define it
here. In research, a variable refers to a “characteristics” that has two or more mutually
exclusive values or properties”(Sevilla and other, 1988). Sex, for instance has two properties
which are maleness and femaleness. The ages of different values; so with their size,
height, weight, and income. The phenomenon of variety is what makes life interesting; it
is one of the motivating factors of the research undertaking.
The root word of the word variable is “vary” or “simply” “can change”. These
variables are among the fundamental concepts of research, alongside with measurement,
validity, reliability, cause and effect; and theory. Bernard(1994) defines a variabl as
something that can take more than one value, and values can be words or
numbers.

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 A variable specifically refers to characteristics, or attribute of an individual or an
organization that can be measured or observed and that varies among the people or
organization being studied (Creswell, 2002).

TYPES OF VARIABLES (ALLEN, TITSWORTH , HUNT, 2009)

1. CONTINOUS VARIABLES- a variable that acan take infinite number on the
value that can occur within the population. Its values can be divided into fractions.
Examples of this type of variable include age, height , and temperature.Continous variables can
be further categorized as:
a. INTERVAL VARIABLES-it have values that lie along an evenly dispersed range
of numbers. It is a measurement where the difference between two values does have
meaning. Examples of interval data
include temperature, a person’s net worth( how much money you have when you
subtract your debt from your assets), etc. In temperature, this may illustrate as the
difference between a temperature of 60 degrees and 50 degrees is the same as
difference between 30 degrees and 20 degrees. The interval between values makes
sense and can be interpreted.
b. RATIO VARIABLES-it have values that lie along an evenly dispersed range
of numbers when there is absolute zero. It possesses the properties of interval variable
and has a clear definition of zero, indication that there is none of that variable. Example of
which are height, weight, and distance. Most scores stemming from response to survey
items are ratio- level values because they typically cannot go below zero. Temperature
measured in degrees Celsius and degrees Fahrenheit is not a ratio variable because 0
under these temperatures scales does not mean no temperature at all.
2. DISCRETE VARIABLES- this is also known as categorical or classificatory
variable. This is any variable that has limited number of distinct values and which
cannot be divided into fractions, like sex, blood group, and number of children in family.
Discrete variable may also categorized into:
a. NOMINAL VARIABLE- It represent categories that cannot be ordered in any
particular way. It is a variable with no quantitative value. It has two or more categories but
does not imply ordering of cases. Common examples of this variable include eye color,
business type, religion, biological sex, political affiliation, basketball fan affiliation, etc.
a sub-type of nominal scale with only two categories just like sex is known as
dichotomous.
b. ORDINAL VARIABLE- It represent categories that can be ordered from
greatest to smallest. This variable has two or more categories which can be
ranked. Example of ordinal variable include education level, income brackets, etc. An
illustration of this is, if you asked people if they liked listening to music while studying and
they could answer either “NOT VERY MUCH”, “MUCH”, “VERY MUCH” then you

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have an ordinal variable. While you can rank them, we cannot place a value to them. In this
type, distances between attributes do not have any meaning. For example, you used
educational attainment as a variable on survey, you might code elementary school graduates =
1, high graduates = 2, college undergraduate = 3, and college graduate = 4. In this
measure, higher number means greater education. Even though we can rank these from
lowest to highest, the spacing between the values may not be the same across the levels of the
variables. The distance between 3 and 4 is not the same with the distance between 1 and 2.
KINDS OF VARIABLES
Several experts have lumped together the following as the major kinds of variables:
1. INDEPENDENT VARIABLES – Those that probably cause influence, or affect
outcomes. They are invariably called treatment, manipulated, antecedent or predictor
variables. This is the cause variable or the one responsible for the conditions that act on
something else to bring about the changes.
EXAMPLE: A study is on the relationship of study habits and academic performance
of UTNHS senior high school students, STUDY HABITS is the independent variable
because it influenced the outcome or the performance of the students.
2. DEPENDENT VARIABLES – those that depend on the independent variables: they
are the outcomes or results of the influence of the independent variable. That is why it is also
called outcome variable.
EXAMPLE: A study is on the relationship of study habits and academic performance
of UTNHS senior high school students. ACADEMIC PERFORMANCE is the dependent
variable because it is depending on the study habits of the students; if the student change
their study habit the academic performance also change.
3. INTERVIEWING OR MEDLING VARIABLES –Variables that “stand between”
the independent variables, ant they show the effects of the independent variable on the
dependent variable.
EXAMPLE: Consider the given below. Even if farm production is good, if the attitude
towards payment is negative, loan repayment would be low, whereas, if the attitude
towards repayment is positive or favourable, loan repayment would be high.

DV IV DV

4. CONTROL VARIABLES- a special types of independent variables that are

measured in the study because they potentially influence the dependent
variable.Researchers use statistical; procedures (e.g. analysis of covariance) to control
these variables. They may be demographic or personal variables that need to be
“controlled” so that the true influence of the independent variable on the dependent variable
can be determined.

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 5. CONFOUNDING VARIABLES- variables that are not actually measured or
observed in a study. They exist but their influence cannot be directly detected in a
study. Researchers comment on the influence of confounding variables after the study has
been completed, because these variables may have operated to explain the relationship
between the independent variables and dependent variable, but they were not or could
not be easily assessed.

POST TEST. This serves as your summative test. Answer the questions below
following the instruction given in each test.

IDENTIFICATION. Identify the variables and the constant in each title of study
presentedbelow:
Determine the independent and dependent variable; then determine whether
discrete or continuous variable.
FOR EXAMPLE: A study on the relationship of study habits and academic
performance of SHS STEM students at SJCDC
CONSTAN VARIABLES
T
INDEPENDENT DISCRETE / DEPENDENT DISCRETE /
CONTINOUS CONTINOUS
SHS STEM STUDY HABITS DISCRETE ACADEMIC DISCRETE
STUDENTS PERFORMANCE

DO THIS WITH THE 8 TITLES THAT YOU SUBMITTED TO ME.

CONSTAN VARIABLES
T
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS

1.

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2.

3.

4.

5.

6.

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 7.

8.

REFERENCES:
METHODS OF RESEARCH (2006) Mindshapers Co. , INC.

PRACTICAL RESEARCH 2 for SENIOR HIGH SCHOOL (2017) C & E Publishing, INC.

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