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Fundamentals of Quantitative Research

Article · November 2013

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Salim Al Flaiti
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Fundamentals of Quantitative Research
Dr. Salim A. Al Flaiti, GRHP – alflaiti@gmail.com
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Background

Research is a process by which one collects, analyzes, and interprets information to

understand a phenomenon (Leedy & Ormrod, 2010). There are different approaches to
research. Quantitative research is “testing a theory composed of variables, measured
with numbers, and analyzed with statistical procedures in order to determine whether the
predictive generalizations of the theory hold true” (Bielefeld, 2006, p. 4). Throughout this
brief, I address the quantitative research process and reflect on its designs, major
concerns, and its data collection and analysis procedures.

By performing quantitative research studies, researchers aim to understand relationships

or causations by systemic exploration and analysis of data in a process of explaining
events by relating them to specific laws (Dodd, 2008).The goals of quantitative research
in understanding a specific phenomenon are made possible by the researchers’ efforts in
redefining concepts into variables (Neuman, 2006). This redefinition of concepts is based
on the objectivity in research known as the positivistic paradigm (Nodd, 2008, Bielefeld,
2006). The variables can be broadly divided into three different categories; dependent,
independent, and intervening variables (Neuman, 2006, Leedy & Ormrod, 2010). The
independent variable is also known as the cause variable, which affects the dependent
variable, whereas the intervening variable confirms the relationship between the two.

Quantitative Concerns

The first major planning phase of a quantitative research involves identifying the problem
statement, purpose of the research, and research design (Whittemore & Melkus, 2008).
Study designs are categorized into three major categories; experimental, quasi-
experimental, and non-experimental designs. The design of a study is geared by the
purpose of a study (Whittemore & Melkus, 2008). For instance, if the purpose of the study
were to understand the effect of a new medication on certain diseases, then an
experimental design may be the most suitable design for such an investigation.

Quantitative researchers must be aware of the strengths and weaknesses of their chosen
designs (Nodd, 2008). This translates into understanding the reliability and validity or rigor
and relevance of data collected. This is further explained by the consistency of data
collection standards and the degree of representation of data (Whittemore & Melkus,
2008, Bielefeld, 2006).

Much concern is awarded to the internal and external validity. Dodd (2008) posited that
internal validity concerns the effects of variables in the study on the matter studied,
whereas external validity is in regards to the generalization of study inferences to the
larger population. Other validity issues are construct validity and statistical validity that
reflect appropriateness of measurement tools and statistical representation of reality
respectively (Whittemore & Melkus, 2008).

Understanding the validity of studies can be reached by the formalization of hypotheses,

null hypothesis, sampling, data collection, and performing statistical analyses
(Whittemore & Melkus, 2008, Bielefeld, 2006). The statistical analysis may be descriptive
and reflect the shape of the data collected and identify its average, median, and mode.
Statistics also can be inferential and allow the researcher to make inferences to the
population at large (Leedy & Ormrod, 2010). While data collection and analysis are
important, they should only be initiated after a substantial effort is put into formulating the
research question and hypothesis (Dodd, 2008).

Conclusion

Designing a quantitative study requires researchers to master theorizing and statistical

analysis (Corner, 2002). The first task is identifying the purpose and design of the
research to ensure validity and reliability of data (Bielefeld, 2006). Researchers must
further identify research questions that address the problem and purpose statements in
a logical and cohesive manner.
 Reference
Bielefeld, W. (2006). Quantitative research for nonprofit management. Nonprofit
Management & Leadership, 16(4), 395-409.

Corner, P. D. (2002, December). An integrative model for teaching quantitative research

design. Journal of Management Education, 26(6), 671-692.
Dodd, T. (2008). Quantitative and qualitative research data and their relevance to policy
and practice. Nurse Researcher, 15(4), 7-14.
Leedy, P. D. & Ormrod, J. E. (2010). Practical research: Planning and design (9th ed).
UpperSaddle River NJ: Pearson.
Neuman, W.L. (2006). Social research methods: qualitative and quantitative approaches
(6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Whittemore, R., & Melkus, G. (2008). Designing a research study. Diabetes Educator,
34(2), 201-216.

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