Senior High School

Practical Research 1
Quarter 1 – Module 4:
Differences Between Quantitative and
Qualitative Research and Kinds of
Research Across Fields
Practical Research 1- Senior High School
Alternative Delivery Mode
First Quarter- Module 4: Differences Between Quantitative and Qualitative Research
and Kinds of Research Across Fields
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Mr. Rogel Zamora Aro
Reviewer : Dr. Clavel D. Salinas
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ii
 Senior High School

Practical Research 1
Quarter 1 – Module 4:
Differences Between Quantitative and
Qualitative Research and Kinds of
Research Across Fields

iii
 Key Message
For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity Plan.
One of the probable solutions is the use of Teacher-made Educational Modules in
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You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Differentiates quantitative
from qualitative research (CS_RS11-IIIa-4)” and “Provide examples of research
in areas of interest (CS_RS11-IIIa-5)” as written and found in the K-12 Most
Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
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knowledgeable educators to assist you in imparting the lessons to the learners while
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The use of Teacher-made Educational Module aims to surpass the challenges

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Competencies based from the K-12 Curriculum Competencies, to work on in
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the prerequisite 21st Century skills needed with emphasis on utmost effort in
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As the main source of learning, it is your top priority to explain clearly on how
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iv
For the Learners:

As a significant stakeholder of learning, Department of Education researched

and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.

You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Differentiates quantitative
from qualitative research (CS_RS11-IIIa-4)” and “Provide examples of research
in areas of interest (CS_RS11-IIIa-5)” as written and found in the K-12 Most
Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest assured
that you will be able to take pleasure as well as to deeply understand the contents of
the lesson presented; recognizing your own capacity and capability in acquiring
knowledge.

This module has the following parts and corresponding icons:

The first part of the module will keep you on

track on the Competencies, Objectives and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

WHAT I KNOW on the lesson to take.

WHAT’S IN This part helps you link the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

part of the module creatively. It may be
WHAT’S NEW through a story, a song, a poem, a problem
opener, an activity, a situation or the like.

v
 A brief discussion of the lesson can be read in
WHAT IS IT this part. It guides and helps you unlock the
lesson presented.

A comprehensive activitiy/es for independent

practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic.

This part of the module is used to process your

WHAT I HAVE LEARNED learning and understanding on the given topic.

A transfer of newly acquired knowledge and

skills to a real-life situation is present in this
WHAT I CAN DO part of the module.

This activity assesses your level of mastery

ASSESSMENT
towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

module.
ANSWER KEYS

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary

marks are prohibited. Use a separate sheet of paper in answering all
the given exercises.

vi
 2. This module is organized according to the level of understanding.
Skipping one part of this module may lead you to confusion and
misinterpretation.

3. The instructions are carefully laden for you to understand the given
lessons. Read each item cautiously.

4. This is a Home-Based class, your reliability and honour in doing the

tasks and checking your answers are a must.

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to clearly comprehend the first activity before proceeding to the next
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especially prepared for Practical Research 1 subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with
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We do hope that in using this material, you will gain ample knowledge and skills
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vii
 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons befitted
in your grade level. The exercises, drills and assessments are carefully made to suit
your level of understanding. Indeed, this learning resource is for you to fully
comprehend the difference between quantitative and qualitative research
(CS_RS11-IIIa-4) and the examples of research in areas of interest (CS_RS11-
IIIa-5). Independently, you are going to go through this module following its proper
sequence. Although you are going to do it alone, this is a guided lesson and
instructions/directions on how to do every activity is plotted for your convenience.

Using this learning resource, you are ought to differentiate quantitative from
qualitative research (CS_RS11-IIIa-4) and provide examples of research in areas
of interest (CS_RS11-IIIa-5) as inculcated in the K-12 Most Essential Learning
Competencies.

At the end of this module, you are expected to achieve the following objectives:

 recognize qualitative research from quantitative research;

 differentiate quantitative from qualitative research;
 detect different researches in various areas of interest; and
 work with flexibility to attain the objectives of this self-learning module

1
 WHAT I KNOW

Pre-Test.
Directions: Read carefully each statement. Choose the best letter that represents the
correct answer. Use separate sheet of paper in answering this activity.

1. The most basic distinction between types of data is that some data are quantitative
while other data are qualitative. Quantitative data generally consists of:
a. numbers b. equations
c. open-ended responses d. survey and questionnaire data
2. Qualitative data generally can include:
a. Only written material that respondents provide in response to open-ended
items.
b. Any sort of data that can be summarized with numbers.
c. Text, pictures, videos, sound recordings.
d. Survey and questionnaire data.
3. The most fundamental difference between qualitative data and quantitative data is
that:
a. The type of judgment that is used to make meaning of the data, and how the
data are manipulated.
b. The research questions that can be addressed using each of the types of
data.
c. The topics about which the data are being collected.
d. The respondents providing the data.
4. Considering the way researchers handle data, it is helpful to remember that:
a. It is not possible to convert qualitative data into quantitative data.
b. Researchers often use quantitative data so that they avoid any subjective or
qualitative judgments.
c. A researcher who converts qualitative data into quantitative data is ensuring
that the validity of the research will be improved.
d. Although some data are collected quantitatively, there are many qualitative
judgments that go into how those responses are collected.

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5. Which of the following statements about qualitative data is not accurate?
a). Qualitative data is collected from a desk, e.g. by using Google
b. Qualitative data is often collected using informal group discussions
c. The quality of qualitative data depends to a large extent on the way it is
interpreted
d. The quality of qualitative data can be affected if one person dominates the
group discussion
6. Which of the following statements about quantitative data is accurate?
a) Quantitative data is easy to analyse
b) Quantitative data is collected using in-depth interviews
c) An example of quantitative data is ‘80% of people questioned have tried an
Innocent smoothie’
d) Quantitative data is collected to find out the reasons for customers’ behaviour
7. Quantitative research tends to bring out a static picture of social life. However,
qualitative research depicts it as _______.
a. statistical b. symmetrical
c. processual d. proverbial
8. How might qualitative research facilitate quantitative research?
a. By providing hypotheses that can later be tested.
b. By helping with the design of survey questions.
c. By informing the schedule of a structured interview.
d. All of the above.
9. How might quantitative research support qualitative research?
a. By identifying specific groups of people to be interviewed.
b. By utilizing a rigorous positivist framework.
c. By combining laboratory experiments with structured participant observation.
d. By showing the occurrence of different responses to a survey.
10. How might qualitative research assist with the analysis of quantitative data?
a. By providing statistical data.
b. By identifying a sample of respondents for triangulation.
c. By making the research more value-laden and subjective.
d. By assisting the explanation of the relationship between two variables.

3
 WHAT’S IN

Directions: Complete the venn diagram below to show the similarities and differences
between Qualitative and Quantitative research. Use the given clues below for you to
accomplish the given task. A separate sheet of paper is needed in answering this
activity.

Qualitative

Quantitative

Clues:

a. Measurable variables
b. Come to a conclusion
c. Mostly inductive reasoning to look for themes and patterns, then deductive
reasoning to support hypothesis
d. Qualities that cannot easily be quantified
e. Formulate research question
f. Hypothesis and parameters set before research begins
g. Researcher becomes immersed in the research, and reacts subjectively to data
h. Hypothesis and parameters can emerge in reaction to data as it is collected - not
needed to begin researh
i. Inductive reasoning only before research begins, then wholly deductive reasoning
used to support or refute hypothesis
j. Collect Data

4
 WHAT’S NEW

Test I.
Directions: Read and understand each statement then determine whether the given
data belong to Qualitative or Quantitative type of research. Write QL if it is Qualitative
and QT if Quantitative. Use separate sheet of paper in answering this activity.

1. Number of bicycles sold in one year by a large sporting goods store

2. Colors of baseball caps in a store
3. Time to cut a lawn
4. Classification of children in a day-care center (infant, toddler,
preschool)
5. Weights of fish caught in the red sea
6. Marital status of faculty members in a large university

Test II.
Directions: Tell whether the following examples is a Qualitative or a Quantitative type
of research. Write QL if it is Qualitative and QT if Quantitative. Use separate sheet of
paper in asnwering this activity.

_________ 1. Application Forms

_________ 2. Closed ended questionnaires
_________ 3. Diary Accounts
_________ 4. IQ Tests
_________ 5. Document Review
_________ 6. Unstructured interviews
_________ 7. Measurements
_________ 8. Unstructured observations
_________ 9. Open ended questionnaires
_________ 10. Field notes
 WHAT IS IT 5

DEFINITION OF QUANTITATIVE AND QUALITATIVE RESEARCH

Quantitative research is a type of educational research in which the

researcher decides what to study; asks specific, narrow questions; collects
quantifiable data from participants; analyzes these numbers using statistics;
and conducts the inquiry in an unbiased, objective manner.

Qualitative research is a type of educational research in which the

researcher relies on the views of participants; asks broad, general
questions; collects data consisting largely words (text) from participants;
describes and analyzes these words for themes; and conducts the inquiry in
a subjective, biased manner.

Qualitative Quantitative
o Quantification of
o In-depth understanding
data
Objectives of underlying reasons
o Measurement of
and motivations
incidence, etc.
o Non-statistical
Data Analysis o Contextual o Statistical
o Thematic
o Broad based
Not conclusive nor insights
Outcomes
generalizable o Population based
understanding

Similarities of Quantitative and Qualitative Research

You have examined and compared qualitative and quantitative categories of

research. Further, Bechman (2009) identifies the following commonalities:
1. Empirical research is aimed at creating new knowledge.
2. Research creates knowledge by observing phenomena.
3. All the entities of interest like attitudes, motives, and learning can be inferred
from observing what people do or say in a given setting.
4. All researchers are concerned about the universality of ideas or expressing
an idea in a general statement; that is, they desire to find meaning for the
research results beyond a particular study.
 Differences Between Quantitative and Qualitative Research
6

Quantitative Methodologies Qualitative Methodologies

Preference for precise hypothesis Preference for hypotheses that

stated at the outset
Preference for precise definitions
stated at the outset
Data reduced to numerical scores
Much attention to assessing and
improving reliability of scores
obtained from instruments
Assessment of validity through a
variety of procedures with reliance on
statistical indices
emerge as the study develops
Preference for definitions in context or
as study progresses
Preference for narrative description
Preference for assuming that
reliability of inferences is adequate
Assessment of validity through
crosschecking sources of information
(triangulation)

Differing Philosophical Assumptions of Quantitative and

Qualitative Researchers

Assumptions of Quantitative Assumptions of Qualitative

Researchers Researchers

There exists a reality ―out there,

The individuals involved in the
independent of us, waiting to be
research situations construct reality;
known. The task of science is to
thus, realities exist in the form of
discover the nature of reality and how
multiple mental constructions.
it works.

Research investigations can

Research investigations produce
potentially result in accurate
alternative visions of what the world is
statements about the way the world
like.
really is.

It is possible for the researcher to

It is impossible for the researcher to
remove him- or herself—to stand
stand apart from the individuals he or
apart—from that which is being
she is studying.
researched.
 WHAT’S MORE
7

Directions: Put a checkmark ( ) before each number if the statement is reffering to

a Quantitative Methodology and an (X) mark if it is a Qualitative Methodology. Use
separate sheet of paper in answering this activity.

__________ 1. Preference for precise hypothesis stated at the outset.

__________ 2. Data reduced to numerical scores.
__________ 3. Preference for definitions in context or as study progresses.
__________ 4. Much attention to assessing and improving reliability of scores
obtained from instruments.
__________ 5. Preference for assuming that reliability of inferences is adequate.
__________ 6. Preference for expert information (purposive) samples.
__________ 7. Willingness to manipulate aspects, situations, or conditions in studying
complex phenomena.
__________ 8. Preference for narrative/literary descriptions of procedures.
__________ 9. Preference for design or statistical control of extraneous variables.
__________ 10. Preference for specific design control for procedural bias.
__________ 11. Preference for logical analysis in controlling or accounting for
extraneous variables.
__________ 12. Preference for statistical summary of results.
__________ 13. Preference for breaking down complex phenomena into specific parts
for analysis.
__________ 14. Unwillingness to tamper with naturally occurring phenomena.
__________ 15. Preference for hypotheses that emerge as study develops.

8
 WHAT I HAVE LEARNED

Directions: Evaluate the given research questions then tell whether it is an example
of a Qualitative or a Quantitative type of research. Give a brief explanation of your
answer. Use separate sheet of paper in doing this activity.

Research Question 1:
What is the client’s degree of satisfaction with the services provided by
the Philippine Social Security System?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Research Question 2:
What are perceptions of Filipino women and men on intimate partner
violence?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Research Question 3:
What are the lived experiences among public healthworkers in facing
COVID-19 in the Philippines?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Research Question 4:
What is the average age of secondary school students who have a
Facebook account?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 WHAT I CAN DO 9

Test 1:
Directions: List down at least three (3) topics for every broad category of research.
Discuss comprehensively how every topic you have suggested can be carried out
using Qualitative or Quantitative type of research. Use separate sheet of paper in
doing this activity.

Qualitative Research

Topic 1: ____________________________
___________________________________________________________________
___________________________________________________________________
Topic 2: ____________________________
___________________________________________________________________
___________________________________________________________________
Topic 3: ____________________________
___________________________________________________________________
___________________________________________________________________

Quantitative Research

Topic 1: ___________________________
___________________________________________________________________
___________________________________________________________________
Topic 2: ___________________________
___________________________________________________________________
___________________________________________________________________
Topic 3: ___________________________
___________________________________________________________________
___________________________________________________________________
Test 2:
10
Directions: Detect whether the following researches belong to arts, humanities,
sports, science, business, agriculture and fisheries, information and
communication technology, and social inquiry. Write the correct field of these
researches before the number. Use separate sheet of paper in doing this activity.

_________ 1. Promoting Inclusion in a Fitness Center through Non-Impaired Staff:

Creating a Multi-Narrative Environment
_________ 2. Guest editorial to international conference on advances in accounting-
based valuation
_________ 3. Farmers' perceptions of yield losses due to insect pests and methods
for assessment in pearl millet
_________ 4. Broadcasting, Scalability, and Reconfigurability Aspects in an All-
Optical Network Architecture
_________ 5. An Investigation of how a group of social workers respond to the cultural
needs of black, minority ethnic looked after children
_________ 6. ‘Back to the future’: the impact of political ideology on the design and
implementation of geography in the National Curriculum
_________ 7. Using arts to enhance mental healthcare environments: Findings from
qualitative research
_________ 8. Parallels of Lived Experiences in Learning: A Scientist Learning
Qualitative Research and Nurses Learning Science
_________ 9. Profiling an Open Source Project Ecology and Its Programmers
_________ 10. Strepsiptera parasites- novel biocontrol tools for oil palm integrated
pest management in Papua New Guinea

11
 ASSESSMENT

Directions: Complete the table below. Examine the given clues which will help you in
accomplishing this task. Use separate sheet of paper in answering this activity. The
8th criteria is done for you.

Criteria Qualitative Research Quantitative Research

Purpose

Group Studied

Variables

Type of Data Collected

Form of data Collected

Type of Data Analysis

Objectivity and
Subjectivity

Researcher & their biases

Researcher & their biases
are not known to participants
may be known to
in the study, & participant
participants in the study, &
Role of Researcher characteristics are
participant characteristics
deliberately hidden from the
may be known to the
researcher (double blind
researcher.
studies).

Results

Scientific Method

View of Human Behavior

Most Common Research

Objectives
10
Focus

Nature of Observation

Nature of Reality

12
Final Report

Clues:

 Narrative report with contextual description & direct quotations from research
participants.
 Statistical report with correlations, comparisons of means, & statistical
significance of findings.
 Multiple realities; subjective.
 Single reality; objective
 Smaller & not randomly selected.
 Larger & randomly selected.
 Study behavior in a natural environment.
 Study behavior under controlled conditions; isolate causal effects
 Study of the whole, not variables.
 Specific variables studied
 Wide-angle lens; examines the breadth & depth of phenomena.
 Narrow-angle lens; tests a specific hypotheses.
 Words, images, or objects.
 Numbers and statistics.
 Explore, discover, & construct.
 Describe, explain, & predict.
 Qualitative data such as open- ended responses, interviews, participant
observations, field notes, & reflections.
 Quantitative data based on precise measurements using structured & validated
data-collection instruments
 Dynamic, situational, social, & personal.
 Regular & predictable.
 Identify patterns, features, themes
 Identify statistical relationships.
 Exploratory or bottom–up: the researcher generates a new hypothesis and
theory from the data collected.
 Confirmatory or top-down: the researcher tests the hypothesis and theory with
the data.
 Subjectivity is expected.
 Objectivity is critical.
 Particular or specialized findings that is less generalizable.
 Generalizable findings that can be applied to other populations
 Researcher & their biases may be known to participants in the study, &
participant characteristics may be known to the researcher.
 To understand & interpret social interactions.
 To test hypotheses, look at cause & effect, & make predictions.

13
 ADDITIONAL ACTIVITY/IES

Directions: Below are examples of research titles of actual studies. Identify each title
whether it is a Qualitative type of research or a Quantitative one. Use separate sheet
of paper in doing this activity.

____________ 1. Experience of Reaction and Coping of Filipino Fathers and Mothers:

During and After a Natural Disaster
____________ 2. Hoping for Higher Ed: The Differential Effects of Parental
Expectations of Education Attainment
____________ 3. The Lived Experiences of Trauma and Post-traumatic Growth of
Women with History of Social Abuse
____________ 4. The Meaning Behind the Journey Towards Acceptance: An
Interpretative Phenomenological Analysis of Accounts of Parents of
Transgender Women
____________ 5. A Multi-level Growth-curve Analysis of the Association between
Student Body Composition and English Literacy Development among
Language Minority Students in New York City Public Schools
____________ 6. I Am Your Father: A Study on the Perspective of a Father with a
Homosexual Son
____________ 7. Exploring the Relationship between Video Games and Academic
Achievement via Cross-sectional and Longitudinal Analyses
____________ 8. Your Life Design: A Study on the Contribution of Feng Shui to Life
Satisfaction
____________ 9. A PWD’s Battle: A Study on the Reactions and Experiences of
Persons with Disabilities
____________ 10. A Multi-level Analysis of Student Assignment to Out-of-field and
Uncertified High School Math Teachers: Implications for Educational
Equity and Access
WHAT I HAVE
LEARNED
RQ 1: Quantitative WHAT’S NEW
RQ 2: Qualitative
RQ 3: Qualitative Test I
RQ 4: Quantitative 1. QT
2. QL
Note: All answers 3. QT
for explanation part 4. QL
may vary. 5. QT
6. QL WHAT I KNOW
WHAT I CAN DO 1. a
Test I. Test II 2. c
Answers may vary. 1. QL 3. a
Test II. 2. QT 4. d
1. Sports 3. QL 5. a
2. Business 4. QT 6. c
3. Agriculture & 5. QL 7. c
Fisheries 6. QL 8. d
4. ICT 7. QT 9. a
5. Social Inquiry 8. QL 10. d
6. Humanities 9. QL
7. Arts 10. QL WHAT’S IN
8. Science Qualitative
9. Business WHAT’S MORE c.
10. Agriculture & 1.  d.
Fisheries 2.  h.
3. X g.
ASSESSMENT 4.  Similiraties
See attached table 5. X b.
6. X e.
ADDITIONAL 7.  j.
ACTIVITIES 8. X Quantitative
1. Qualitative 9.  a.
2. Quantitative 10.  f.
3. Qualitative 11. X i.
4. Qualitative 12. 
5. Quantitative 13. 
6. Qualitative 14. X
7. Quantitative 15. X
8. Qualitative 14
9. Qualitative
10. Quantitative ANSWER KEY
ANSWER KEY
15

Assessment

Notes to the Teacher!

The teacher will check all the

Answers Vary Part.
REFERENCES

Published Books

Buensuceso, D., Dacanay, D., Manalo, G., & San Gabriel, N. (2016). Practical
research 1 (1st ed.). Pasig, Philippines: Department of Education-Bureau of
Learning Resources

Prieto, N., Naval, V., & Carey, T. (2017). Practical research 1 for senior high school.
Quezon City, Metro Manila: Lorimar Publishing, Inc.

Published Journals

Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative,

and mixed approaches (p. 34). Thousand Oaks, CA: Sage Publications.

Lichtman, M. (2006). Qualitative research in education: A user’s guide (pp. 7-8).

Thousand Oaks, CA: Sage Publications.

Electronic Resources

Lindsay, L. (n.d.). Quantitative vs. qualitative research (venn diagram). Retrieved from
https://creately.com/diagram/example/i9kx9w1i2/Quantitative%20vs.%20Quali
tative%20Research

Sample thesis titles (n.d.). Retrieved from http://www.qmss.columbia.edu/thesis-titles

Other Resources

K to 12 Most Essential Learning Competencies with Corresponding CG Codes

 17

For inquiries or feedback, please write or call:

Department of Education, Region VII, DepEd-Cebu Province
(Office Address) IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph