Ed 803

ED803
Quantitative Design
and Data
Management
An Academic Module for LiSQuP Course Program
Written by:
Adonis P. David, Ph.D.

Quantitative Design and Data
Management
Course Introduction
The course prepares doctoral students for the tasks of conducting theoretically oriented
and methodologically sound quantitative research. It begins with a brief theoretical,
conceptual, and discursive perspective of quantitative research methodologies with focus
on multivariate designs and culminates with managing and analyzing quantitative data
using technologies. Students will be able to apply specific designs relevant to their
educational practice.
The course consists of four (4) core lessons/topics:
1. The Nature of Quantitative Research

2. Quantitative Data Collection
3. Quantitative Data Analysis
4. Writing a Quantitative Research Paper
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INTENDED OUTCOMES
At the end of the term, the student shall be able to:
Outcomes PPST PPSSH PPSS

Indicator/s Indicator/s Indicator/s
1. Explain the nature,
characteristics, and various
approaches in quantitative 1.2.2 1.4.2 3.3.2
research.
2. Perform the steps essential

to quantitative data
collection and analysis. 1.2.2 1.4.2 3.3.2
3. Conceptualize a research
problem by writing a
quantitative research
proposal (concept paper) 1.2.2 1.4.2 3.3.2
that addresses a gap or 7.4.3 4.2.2 4.4.2
problem in one’s
professional practice.
PPST
PPST 1.2.3 Research-based knowledge and principles of teaching and learning
PPST 7.4.3 Professional reflection and learning to improve practice
PPSSH
PPSSH 1.4.3 Research and innovation
PPSSH 4.2.3 Professional reflection and learning
PPSS
PPSS 3.3.3 Culture of research
PPSS 4.4.3 Professional reflection and learning to improve practice
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BIG IDEAS
The activities and discussions in this academic module will revolve around the following
concepts and ideas:
• RESEARCH FOLLOWS A SYSTEMATIC PROCEDURE
Research, in general, follows a systematic procedure that begins with the

identification of a research problem to the write-up of the final report. In
this module, the students will learn the core steps in the research
process. This will include the procedures for quantitative data collection
and data analysis.
• THE CHOICE OF RESEARCH DESIGN DEPENDS ON THE RESEARCH

PROBLEM
Selecting what quantitative research design to adopt depends largely on

the research problem or question posed by a researcher. In this module,
the focus is on non-experimental quantitative research designs but
students will be tasked to conceptualize a research problem that will
require the use of either non-experimental or experimental designs.
• MANY IMPORTANT RESEARCH PROBLEMS REQUIRE THE

COLLECTION AND ANALYSIS OF MULTIVARIATE DATA
The collection and analysis of quantitative or numerical data is central in

qualitative research. However, many research problems involve
multivariate data. In this module, students will learn the importance of
valid and reliable quantitative research tools and multivariate data
analysis. Students will also learn how to perform multivariate statistical
analysis.
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JOB-EMBEDDED LEARNING (JEL)
The central issue shared by teachers, school heads, and supervisors pertains to the learning and
achievement of basic education learners. What contributes to students’ learning or achievement and
How can teachers, schools and educational programs facilitate students’ learning or achievement? are two
related questions that require teachers, school heads, and supervisors to perform their duties and
responsibilities effectively. Outside of said issue, teachers, school heads, and supervisors face
various issues unique to their working environment and professional duties and responsibilities.
The module aims to contribute to the development of their competencies to address the need to
improve students’ learning/achievement and other common and unique issues and problems in
their educational ecosystem and profession through knowledge creation or research. The module
is designed so teachers, school heads, and supervisors will be able to conceptualize and plan a
quantitative research project. Hence, job-embedded learning (JEL) is adopted as a key feature of
the module. In this module, the students will have a hands-on experience in designing a
quantitative research on a gap or problem relevant to their professional practice and aligned with
the Basic Education Research Agenda.
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TEACHING RESOURCES
The module will be using the following resources that will help you in understanding key
concepts and accomplish required tasks needed for the course:
Type of
Topic Resource Title Link
Resource
Creswell, J.W. (2014).
Research Design:
Link to reference to be
Book Qualitative, Quantitative,
provided in Google Drive
and Mixed Methods
Approaches, 4th ed. SAGE.
Topic 1: The Educational Research:
Nature of Planning, Conducting and Link to reference to be
Book
Quantitative Evaluating Quantitative and provided in Google Drive
Research Qualitative Research, 4th ed.
Pearson.
Johnson, B. (2001). Toward a
new classification of non-
To be provided in ePNU
Journal article experimental quantitative
classroom
research, Educational
Researcher, 30 (2), pp.3-13.
Educational Research:
Planning, Conducting and Link to reference to be
Book
Evaluating Quantitative and provided in Google Drive
Topic 2:
Qualitative Research, 4th ed.
Quantitative Data
Pearson.
Collection
https://www.researchgate.
Kabir, SMS (2016). Chapter
net/publication/325846982_
Book Chapter 7: Sample and Sampling
SAMPLE_AND_SAMPLIN
Designs.
G_DESIGNS
Topic 3:
Educational Research: Link to reference to be
Quantitative Data Book
Planning, Conducting and provided in Google Drive
Analysis
Evaluating Quantitative and
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Qualitative Research, 4th ed.

Pearson.
Hair, J., Black, W., Babin, B.,
& Anderson, R. (2010).
Link to reference to be
Book Multivariate Data Analysis,
provided in Google Drive
7th ed. Pearson Prentice
Hall.
SEM (Introduction) https://www.youtube.com/w
atch?v=eKkESdyMG9w
Video
https://www.youtube.com/w
atch?v=ePdHJOZk2GA
Multiple Regression in https://www.youtube.com/w

Video SPSS atch?v=fijTye9nRDU
MANOVA in SPSS https://www.youtube.com/w

Video atch?v=m0zV_wFGA1I
SEM in AMOS https://www.youtube.com/w

atch?v=fwrp0D7T1UI&t=9
s
Video
https://www.youtube.com/w
atch?v=lydl-PUNpss&t=23s
Topic 4: Educational Research:
Writing a Planning, Conducting and Link to reference to be
Book
Quantitative Evaluating Quantitative and provided in Google Drive
Research Paper Qualitative Research, 4th ed.
Pearson.
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TOPIC 1: THE NATURE OF QUANTITATIVE

RESEARCH
WHAT IS QUANTITATIVE RESEARCH?
This topic provides an introduction and overview of what quantitative research is. It covers a
discussion of the characteristics of quantitative research, the steps in the process of planning
and conducting a quantitative research, and the different quantitative research designs, with
emphasis on non-experimental quantitative research designs.
1.1 OVERVIEW OF QUANTITATIVE RESEARCH
Research is generally defined as the systematic search for knowledge and is typically
referred to as knowledge creation. The importance of research cannot be overstated, and
research in education is central in providing information that shape theory, practice, and
policy in educational systems. Quantitative research is an approach in research that aims
to describe variables and their relationships with each other. This approach is typically
used to test theories, hypotheses, assumptions, or ideas to determine their validity. As
variables are represented by quantitative (i.e. numerical) data, quantitative research
involves collection and analysis of numerical data. Quantitative data collection
emphasizes the importance of valid and reliable measurement tools, while quantitative
data analysis highlights the role of statistics.
Quantitative research is grounded in two philosophical paradigms: (1) positivism and (2)
post-positivism. Ponterotto (2005) describes positivism as a form of philosophical realism
that assumes that reality is objective and apprehendable. Positivism is consistent with the
hypothetico-deductive method that focuses on verifying a priori hypotheses where the
research goal is explanation of phenomena (Ponterotto, 2005). Post-positivism,
meanwhile, believes in an objective reality that is only imperfectly apprehendable
(Ponterotto, 2005). Both paradigms emphasize cause-and-effect relations of phenomena
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and the need to understand reality by collecting and analysing data in order to test a
theory.
1.2 CHARACTERISTICS OF QUANTITATIVE RESEARCH
The following are the major characteristics of quantitative research (Creswell, 2012, p. 13).
1. Describing a research problem through a description of trends or a need for an

explanation of the relationship among variables
2. Providing a major role for the literature through suggesting the research questions to
be asked and justifying the research problem and creating a need for the direction
(purpose statement and research questions or hypotheses) of the study
3. Creating purpose statements, research questions, and hypotheses that are specific,
narrow, measurable, and observable
4. Collecting numeric data from a large number of people using instruments with preset
questions and responses
5. Analyzing trends, comparing groups, or relating variables using statistical analysis,

and interpreting results by comparing them with prior predictions and past research
6. Writing the research report using standard, fixed structures and evaluation criteria,
and taking an objective, unbiased approach
1.3 STAGES IN THE QUANTITATIVE RESEARCH PROCESS
Research is a process that begins with conceptualization of an idea or problem and ends
with the application of the research results or outputs. The process of planning and
conducting research is similar regardless if the approach is quantitative or qualitative.
The following are the stages or steps essential in the process of quantitative research:
1. Problem Identification
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Research begins with the research problem or question. A researcher identifies a research
problem by scanning his/her professional ecosystem to assess if teachers, learners,
parents, school heads, supervisors, policy makers, researchers, and other relevant
professionals have expressed needs, issues, or problems that require research as a
solution or as a mechanism to identify or create possible solutions. The personal, national,
and global contexts of the need, issue, or problem may serve as basis for justifying the
significance of a research problem.
2. Literature Review
A researcher should scan the research literature to determine if the research problem
addresses a research gap. If related studies have been conducted, the literature review
can assist the researcher to specify or modify the research problem to make it more
relevant.
3. Problem Finalization
After literature review, the research problem can be specified or refined and finalized.
The main or central purpose of the research should be articulated, followed by specific
research questions or research objectives. The variables under study should be clear in
the purpose statement and/or research problems/objectives. The theoretical grounding
of the research is made clear as the research purpose and questions/objectives are
finalized. The theory will guide the finalization of both research questions and
hypotheses (if applicable). If the research purpose goes beyond description of variables
or phenomena, then the independent and dependent variables of the research should be
evident in the specific questions or objectives. The theoretical basis of the hypotheses
should be articulated in the theoretical or conceptual framework.
4. Research Planning
The plan on the research methods or procedures to be implemented is crafted after the
main purpose and specific problems of the research are finalized. The research design,
sampling and participants, instrument selection or development, data collection and data
analysis procedures are specified in order to address the purpose of the research and to
answer the research problems.
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5. Data Collection
This stage consists of collecting data from participants identified through a sampling
method. Quantitative research tools and instruments are used to collect the information
required to address the research questions or objectives.
6. Data Analysis and Interpretation
The data collected will be examined using appropriate statistics. The data/results are
presented using tables and figures, and interpretation and discussion of the results are
made based on the research problems. Interpretation of results involves making sense of
the results based on the literature review, theory or conceptual/theoretical framework,
and implications of the results to theory, practice, and policy. Conclusions and
recommendations are expected to arise from the results.
7. Preparation of the Research Report
A written report of the research undertaken and the results obtained are prepared for
sharing to relevant audiences or stakeholders. The dissemination of research findings
through a written report is the initial step in knowledge application or utilization.
Ethical considerations are observed in the entirety of the research process, but it is most
important during the data collection phase. The research plan must include plan on how
to address potential ethical issues and the plan should be strictly observed to ensure
ethical conduct of the research (see Supplemental Material on Research Ethics)
For elaboration of the first three stages of the research process (Problem Identification,
Literature Review, and Problem Finalization, see Directed Reading 1).
Directed Reading 1
Creswell, J.W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, 4th ed. SAGE. (Chapters 5, 6, & 7)
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Supplemental Materials on Research Ethics

https://www.pnuresearchportal.org/wp-content/uploads/2015/08/BOR-
Approved-Code-of-Ethics-and-Review-Process.pdf
https://www.pnuresearchportal.org/wp-content/uploads/2016/06/Guide-for-the-
researchers.pdf
1.4. QUANTITATIVE RESEARCH DESIGNS
Creswell (2012) defined research designs as specific procedures in the research process,
especially in terms of how research data are collected and analysed. Quantitative research
designs are typically categorized into two: Experimental and Non-experimental.
Experimental research examines cause and effect relationships between variables using
experimental methods. The use of experiment means the manipulation of independent
variables in order to bring the desired effect on the dependent variables. Non-
experimental research is the investigation of the current status of variables and their
relation with other variables, without manipulation of variables. In educational research,
research problems that focus on the impact or effect of an intervention (e.g., instructional
approach, instructional material, school program) on teacher or learner outcomes will
require the adoption of an experimental research design. If the purpose of the research is
to describe samples from a population in terms of one or more variables, to describe the
association between or among variables, or to compare groups in terms of certain
variables, then a non-experimental research design is appropriate. Table 1 summarizes
specific research designs under these two categories.
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Table 1
Types of Quantitative Research Designs
Category Type Purpose
Experimental True experimental Examine cause and effect relationships with

samples randomly assigned to groups
Quasi- Examine cause and effect relationships without

experimental random assignment of samples to groups
Non-experimental Descriptive Describe the status and patterns or characteristics

(Johnson, 2001) of a phenomenon
Predictive Determine if one or more variables can be used to

predict a phenomenon in the future
Explanatory Explain how a phenomenon operates by

identifying causal factors
Experimental research designs have the advantage of being able to provide evidence for
cause-and-effect relationships among variables. Non-experimental quantitative research
designs can provide evidence for association among variables, but not causality.
However, the choice of research design will depend on the research purpose and/or
specific research problems. There are other more specific research designs under
experimental research design (see Directed Reading 2) while Johnson (2001)
recommended that the typology of non-experimental quantitative research should also
consider the time dimension of research, not just the purpose or objective of research (see
Directed Reading 2 and Directed Reading 3).
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Directed Reading 2
Creswell, J.W. (2012). Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research, 4th ed. Pearson. (Chapters 10, 11, & 12)
Directed Reading 3
Johnson, B. (2001). Toward a new classification of non-experimental quantitative
research, Educational Researcher, 30 (2), pp.3-13.
LEARNING ACTIVITY
Select two research journal articles from the list of articles on studies using quantitative
approach (articles available in ePNU classroom). Write a Forum entry (in ePNU
classroom) on the following:
1. What did I learn about quantitative research?
2. What insights have I gained that could assist me in my future research?
3. What topics did I not understand that I want the class to discuss?
CONCLUDING STATEMENT
Quantitative research is the approach to be adopted when one wants to address research
problems that will require collection and analysis of numerical data. Moreover, a
quantitative approach is most useful and relevant if a research problem pertains to
identification of factors that influence outcomes, utility of an intervention, or
understanding the best predictors of outcomes (Creswell, 2014). There are various
quantitative research designs and a researcher is expected to adopt the most suitable
design based on the identified research purpose and questions. This part of the module
provided the relevant information that can assist education professionals (i.e., teachers,
school heads, and supervisors) in developing a quantitative research proposal that can
address needs, issues, or problems that they are experiencing in their professional
practice.
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LEARNING ASSESSMENT
1. Identify a research problem that is relevant in your work or professional practice.

Reflect on a need, problem, or issue in your practice/work that you think can be
addressed by conducting a research adopting a quantitative design.
2. Conduct preliminary literature review and specify or modify the research problem as
needed.
3. Propose a topic for research using the Individual Research Plan (IRP) Form 1.
INDIVIDUAL RESEARCH PLAN (IRP) FORM 1

Name:
Gender:
Current Position:
School/Department:
Program/Specialization:
Proposed Research Title
Alignment with the Basic
Education Research Agenda
Related Research
Background of the Research
Problem
Relation of the Problem in One’s

Professional Practice
Main Purpose of the Research
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Research Questions and

Hypotheses
Research Design
The IRP will be assessed using a rubric.

VERY UNSATISFACTO
EXCELLENT SATISFACTORY
CRITERIA & WEIGHT SATISFACTORY RY
RATING
PERCENTAGE
1.00 1.25 1.50 2.00
1. Promptness in the Submitted on Submitted 1 or 2 Submitted 3 to 4 Submitted 5 or
submission (20%) or before the days after the days after the more days after
deadline deadline deadline the deadline
2. Completeness (20%) ALL the The IRP is The IRP is THREE (3) or
sections of the accomplished accomplished more sections of
IRP are EXCEPT FOR EXCEPT FOR the IRP are not
accomplished ONE (1) section TWO (2) sections accomplished.
3. Quality of content Satisfies ALL of 4 of the given 3 of the given 2 or less of the
(60%) the given criteria are criteria are given criteria are
 The research criteria satisfied satisfied satisfied
problem identified is
relevant with one’s
professional practice
 The proposed
research is aligned
with one’s program/
specialization
 The proposed
research is aligned
with the Basic
Education Research
Agenda
 The proposed
research is related to
at least five (5) recent
studies
 The proposed
research design is
congruent with the
main purpose and
research questions
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TOPIC 2: QUANTITATIVE DATA COLLECTION

How do we collect data in quantitative
research?
Data collection refers to the stage of the research process where a researcher implements systematic
procedures for the collection or gathering of data in a sample of participants or respondents. This topic
will cover the basic steps in data collection, with focus on locating and selecting research instruments
needed for data collection.
2.1 STEPS IN THE PROCESS OF QUANTITATIVE DATA COLLECTION
Creswell (2014) identified five steps in the data collection process:

1. Determining the participants of the study.
2. Obtaining permissions needed from several individuals and organizations.
3. Considering what types of information to collect from several sources.
4. Locating and selecting instruments to use.
5. Administering the data collection process.
For elaboration of the steps in data collection, see Directed Reading 4. For further
understanding of the different sampling designs for quantitative research, see Directed
Reading 5.
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Directed Reading 4
Quantitative and Qualitative Research, 4th ed. Pearson. (Chapter 5)
Directed Reading 5
Kabir, SMS (2016). Chapter 7: Sample and Sampling Designs.
https://www.researchgate.net/publication/325846982_SAMPLE_AND_SAMPLING
_DESIGNS
2.2 SELECTION OF INSTRUMENTS FOR QUANTITATIVE

RESEARCH
After reading Directed Reading 4, it is expected that you now know the important
considerations in locating and selecting research instruments for quantitative research.
There are key ideas that are very important to understand when it comes to research
instruments for quantitative research:
1. A researcher does not need to construct or develop a research instrument if there are
valid and reliable instruments that are available. One can use or adopt available
instruments, or adapt/modify if necessary. If applicable or necessary, a translation of the
research can be made (e.g. English to Filipino translation). Constructing a new instrument
should be the last option.
2. Adopting or constructing a research instrument in order to collect data needed to

answer the research questions requires a careful consideration of fit or suitability of the
instruments with the participants of the study as age, gender, education, language, and
other social and cultural contexts may affect the usefulness of a research instrument.
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3. The research instrument used, whether adopted or constructed by a researcher, should

have good psychometric properties and must be valid and reliable (see Supplemental
Material on Validity and Reliability of Quantitative Research Tools). For instruments
adopted, evidence of their validity and reliability as used in the present research must be
provided, not validity and reliability from previous research or report.
4. The research instruments will dictate the type of scores or data that will be collected
(e.g. nominal, interval). The type of scores or levels of measurement of the collected data
will dictate the statistics suitable for the analysis of the data collected. Therefore, when
selecting a research instrument, the format (e.g. scaling technique), and response options
of the instruments should be reviewed if they fit the purpose and design of the study.
Supplemental Material on Validity and Reliability of Quantitative Research Tools

David (2021). Validity and Reliability of Quantitative Research Tools. (Hand-out)
LEARNING ACTIVITY
Using information from the accomplished IRP Form 1, identify one research instrument
that can be adopted/used to measure one of the variables in your proposed quantitative
research. Prepare a PowerPoint with the following content:
1. Title of the Proposed Research
2. Name of the Instrument and Author/Developer
3. Purpose of the Instrument (What variable will it measure in your research?)
4. Format of the Instrument (e.g., scale, number of items)
5. Information on the Validity and Reliability of the Instrument
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Collecting data is central in the quantitative research process. A researcher must have
the competencies in selecting and using instruments for research purposes. Moreover,
the data collection stage of the research process is critical as the data collected is only
valid in as much as the correct group of participants were sampled and that the
instruments used to collect data from the participants are valid and reliable. It will be
difficult and challenging to repeat the data collection process so utmost care should be
observed so that the data collected will not be wasted. It is also important to remember
that much of the potential ethical issues are related to this stage of the research process.
The use of informed consent, proper and careful implementation of the research
procedures, especially in experimental research, and management of the collected data
with consideration of safety, privacy, and confidentiality are among the important steps
in ascertaining the ethical conduct of the data collection procedures. This part of the
module provided the key concepts and important considerations that educational
researchers must understand and should be able to apply in order to plan or implement
the data collection procedures needed in order to address the research questions.
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LEARNING ASSESSMENT
1. Identify one research instrument for each of the variables in your proposed research.
2. Provide details on the research instruments using the Individual Research Plan (IRP)
Form 2.

Name:
Gender:
Current Position:
School/Department:

Hypotheses
Research Design
Research Instruments
Variable Instrument Reference Format/Scale Number of Standardized?
Items (Yes/No)
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VERY UNSATISFACTO
RATING
PERCENTAGE
1.00 1.25 1.50 2.00
2. Completeness ALL the The IRP is The IRP is THREE (3) or
(40%) sections of the accomplished accomplished more sections of
3. Quality of content Satisfies ALL of 2 of the given 1 of the given None of the given
(40%) the given criteria are criteria are criteria is satisfied
 All variables in the criteria satisfied satisfied
research have a
corresponding
research instrument
 The research
instruments are
suitable for the
variables they are
supposed to measure
 All the information
required about the
instruments are
provided
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TOPIC 3: QUANTITATIVE DATA ANALYSIS

How do we analyze and interpret data
in quantitative research?
After data collection, a researcher is now ready to organize the data collected for analysis and
interpretation. Since quantitative research deals with numerical data, statistics will be used for
analysis. In this topic, the steps in quantitative analysis and interpretation are discussed, with
emphasis on the use of multivariate statistics as analytical tools.
3.1 STEPS IN THE PROCESS OF QUANTITATIVE DATA ANALYSIS
Creswell (2012) identified the steps important in the process of quantitative data
analysis:
1. Preparing the data for analysis
1.1. Determining how to assign numeric scores to the data
1.2. Assessing the types of scores to use.
1.3. Selecting and inputting data in a statistical program
1.4. Cleaning the database for analysis
2. Perform data analysis
3. Reporting the results of the data analysis
4. Interpreting the results of the data analysis
For elaboration of the steps in data analysis, see Directed Reading 6.
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3.2 OVERVIEW OF MULTIVARIATE ANALYSIS
After reading Directed Reading 6, it is expected that you now have some knowledge of
the various statistics that can be used to analyse quantitative data. However, many
quantitative research problems nowadays require multivariate statistics or analysis.
Multivariate analysis (Hair et al., 2010) refers to all statistical analysis that
simultaneously analyze multiple measurements (i.e. simultaneous analysis of two or
more measured variables). Table 2 presents some of the common multivariate statistical
analysis used in educational research. For more information on these statistical
techniques, see Directed Reading 7.
Table 2
Common Multivariate Statistics in Educational Research
Type of Relationship Statistics Purpose*
Independence Factor Analysis Examine and explain the interrelationships

among a number of variables in terms of their
common underlying dimensions or factors.
Cluster Analysis Use to develop meaningful subgroups of

entities (e.g. individuals) based on the
similarities among the entities.
Dependence Multiple Regression Predict changes in the dependent variable as

a function of the changes in the two or more
independent variables.
Multivariate Analysis Examine simultaneously the relationship

of Variance between one or more categorical independent
(MANOVA) variables and two or more dependent
variables.
Structural Equation Test separate multiple regression equations

Modeling (SEM) simultaneously.
* Adapted from Hair et al. (2010)
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3.3 MULTIVARIATE DATA ANALYSIS USING SOFTWARES
Multivariate data analysis requires complex equations and exhaustive calculations. Thus,
the use of software that can perform multivariate statistics are welcome resources that a
researcher will need in order to conduct multivariate data analysis. Table 3 presents links
to some of the available YouTube video tutorials on multivariate data analysis using
various software, as well as some videos to introduce SEM.
Table 3
Links to Sample Video Tutorials of Multivariate Data Analysis
Statistics YouTube Link
SEM (Introduction) https://www.youtube.com/watch?v=eKkESdyMG9w

https://www.youtube.com/watch?v=ePdHJOZk2GA
Multiple Regression in SPSS https://www.youtube.com/watch?v=fijTye9nRDU
MANOVA in SPSS https://www.youtube.com/watch?v=m0zV_wFGA1I
SEM in AMOS https://www.youtube.com/watch?v=fwrp0D7T1UI&t=9s

https://www.youtube.com/watch?v=lydl-PUNpss&t=23s
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Directed Reading 6
Directed Reading 7
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate Data Analysis, 7th ed.
Pearson Prentice Hall. (Chapter 1)
LEARNING ACTIVITY
Using the data provided (ED803 worksheet data), perform the following statistical using
SPSS and accomplish the Worksheet (available in ePNU classroom):
1. Descriptive Statistics (Mean, SD)
2. Bivariate Correlations (Pearson Correlation)
3. Multiple Regression (Enter Method)
The data analysis stage is also central to the quantitative research process. Knowing what
statistical technique should be used for a given research problem is critical for a
researcher. Knowing how to perform the required statistical analysis is not essential, but
very valuable. A researcher who has knowledge of data analysis using statistics has the
advantage in interpreting data vis-à-vis the research questions. However, there will be
instances where a researcher will need the help of a statistician in data analysis. This is
an acceptable practice. That is why researchers do not need to be a statistician in order to
do quantitative research. What is more important is that a researcher is knowledgeable
of what statistics is applicable to a research problem, and that he/she has the competency
to make sense of the data analysis results. This part of the module discussed statistical
concepts and procedures that educational researchers must understand and should be
able to apply in order to plan or implement the data analysis procedures of the research
process.
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LEARNING ASSESSMENT
1. Identify the data analytical/statistical technique required to answer your research

questions.
2. Provide details on the data analysis strategy using the Individual Research Plan (IRP)
Form 3.

Name:
Gender:
Current Position:
School/Department:

Hypotheses
Research Design
Data Analysis
Research Question Variable Level of Statistical Analysis
Measurement
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VERY UNSATISFACTO
RATING
PERCENTAGE
1.00 1.25 1.50 2.00
2. Completeness ALL the The IRP is The IRP is THREE (3) or
(40%) sections of the accomplished accomplished more sections of
 All research criteria satisfied satisfied
questions have a
corresponding
statistical analysis
 The statistical
analysis are suitable
for the variables they
are supposed to
analyze
 All the information
required about the
data analysis are
provided
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TOPIC 4: WRITING A QUANTITATIVE

RESEARCH PAPER
How do we write a quantitative
research paper?
Writing a quantitative research paper requires a different set of skills compared with skills
required in data collection and data analysis. In this topic, students will learn how to write a
quantitative research proposal (concept paper) and report.
4.1 WRITING A QUANTITATIVE RESEARCH CONCEPT PAPER

A concept paper is a brief but detailed description of a research proposal. The following
are the general guidelines in writing a quantitative research concept paper.
1. As a proposal, the concept paper should be to provide the rationale for the study and
justify the research problem it proposes to address. The rationale for conducting the
research should be supported by literature review and the context to which the research
problem is situated.
2. The main purpose of the research and the specific research questions or objectives
should be articulated in the concept paper. The purpose statement and research questions
are expected to pertain to variables. If the research problems involve the examination of
relationships among variables, which variable is independent and dependent should be
clear. The hypotheses per research questions should also be articulated.
3. The theory that provides support to the hypotheses of the study should be explained
as part of the concept paper. Sometimes, a section on theoretical or conceptual framework
is needed to highlight the theoretical basis of the research.
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4. The research method should be congruent with the research questions. In the concept
paper, the specific details of the methods or procedures may be more tentative compared
with the other sections because the method is still a plan. However, it is very important
that the concept paper gives the impression that the researcher knows the
methods/procedures needed in order to address the research questions.
Supplemental Material on Writing a Quantitative Research Concept Paper

David (2021). The Research Concept Paper. (Hand-out)
4.2 WRITING A QUANTITATIVE RESEARCH REPORT
Writing a full research report once a research is completed is the culmination of the
research process. While research ends with the application of results or outputs, the
application begins with the preparation and dissemination of the report to its intended
audience.
The IMRAD (Introduction, Method, Results and Discussion) format provides a general
structure for a research report, but the format to be adopted depends on the target
audience to which the research report will be submitted or presented. A number of the
guidelines in writing a quantitative research concept paper can be applied in writing the
research report, especially in terms of writing the Introduction and Method sections. The
following are the general guidelines in writing a quantitative research report.
1. The Introduction section should provide a concise but informative background for the
research, including the context of the study and related research literature which
emphasizes the research gap that the completed research was meant to address. The main
purpose of the research and specific research questions are stated as part of the
introduction, but a separate section for Purpose of the Study, Research Problems and
Hypotheses, or the Present Study can be added. A separate section on Conceptual or
Theoretical Framework can also be added if necessary.
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In general, the Introduction section should be able to state clearly the research problem
and the background on why the problem needs to be addressed. The research questions
should be stated clearly using simple language and must be stated in the Introduction as
early as possible.
2. Unlike in a research proposal or concept paper, the Method or Procedure section in a

research report is no longer tentative as the methodologies and specific procedures for
sampling, data collection, and data analysis were already conducted. A researcher may
begin this section by explaining the reasoning behind the adoption of a particular
research design. Details in the Method section should be sufficiently described to allow
external evaluation and replication.
Aside from the expected content describing the data collection and analysis procedures
(e.g., sampling and participants, instruments, data collection, procedures, data analysis),
information on data cleaning, strategy used to handle missing values, transformation of
scores or values, and supplemental data analysis may also be reported. For experimental
research, how threats to internal and external validity were managed may also be
reported. The ethical considerations in the research are typically discussed in the Method
section.
3. It is common to begin the Results and Discussion section (these two can be split into
separate sections) by revisiting the research purpose or research questions. Use tables
and figures to summarize results of data analysis. The researcher should see to it that
accurate and complete information on the statistical results are provided. If available,
information on the effect size and power of the statistics used should be reported.
Statistical results presented in tables or figures should no longer be stated in the texts and
vice-versa.
The discussion of the results should focus on explaining the results in light of the theory
or theoretical/conceptual framework of the study, research literature (i.e. comparing
results with findings from previous studies), and implications of the results to theory,
policy, practice, and future research. Most of the time, it may be helpful to have separate
sections on Implications of the Study, Conclusions, and/or Recommendations.
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The following are some good writing practices in writing a research report (Creswell,
2012, pp. 277-282):
1. Use language that reduces bias.
2. Encode scholarly terms into your research.
3. Use an appropriate point of view.
4. Balance your research and content
5. Interconnect sections for consistency.
6. Advance a concise title.
For elaboration of the aforementioned good practices, see Directed Reading 8.
Directed Reading 8
Research writing requires a different set of competencies compared to planning and

conducting a research. The structure and format of research proposals/concept papers
and research reports may vary depending on the standards set by those who require the
conduct of research and/or the target audience to which the research is designed to be
submitted, presented, or shared. Nevertheless, there are guidelines and practices that are
common and important to be considered when researchers write their proposals or
reports. This part of the module discussed these guidelines and practices that educational
researchers should remember and apply when writing a quantitative research proposal
or report.
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LEARNING ASSESSMENT
Select one research journal article from the list of articles on studies using quantitative
approach (articles available in ePNU classroom). Do a peer review of the article using the
Research Article Review Sheet (RARS).
RESEARCH ARTICLE REVIEW SHEET (RARS)

Article Information
Title
Journal Information
Abstract
Research Question/s
Research Design
Article Review
Areas Review/Comment/Recommendation
1. If you will rate the quality of
the article from 1 (lowest
quality) to 10 (highest quality),
what rating will you give and
why?
2. What are the strengths of the
report/article in terms of the
following areas?
a. Language
b. Writing Style
c. Abstract
d. Introduction
e. Method
f. Results
g. Discussion
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h. Conclusions
i. Recommendations
3. What are the weaknesses of
the report/article in terms of the
following areas?
a. Language
b. Writing Style
c. Abstract
d. Introduction
e. Method
f. Results
g. Discussion
h. Conclusions
i. Recommendations
4. If you have written the report,
what would have you done
differently?
The article review will be assessed using a rubric.
VERY UNSATISFACTO
RATING
PERCENTAGE
1.00 1.25 1.50 2.00
2. Completeness ALL the The RARS is The RARS is FIVE (5) or more
(40%) sections of the accomplished accomplished sections of the
RARS are EXCEPT FOR EXCEPT FOR RARS are not
accomplished ONE (1) or TWO Three (3) or FOUR accomplished.
(2) sections (4) sections
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 Positive and negative criteria satisfied satisfied
comments on the
research article are
articulated.
 The comments
provided are
sufficiently grounded
from good practices
in writing a research
report
 Personal insight on
how the research
article could be
improved is
provided.
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REFLECTION
Write a reflection paper (maximum of 1, 500 words) on your most important learning in
the course and how you can use such learning in your work.
Rubric for Reflection Paper

VERY UNSATISFACTO
RATING
PERCENTAGE
1.00 1.25 1.50 2.00
2. Quality of Writing No With few With a number of With several
(30%) grammatical or grammatical or grammatical or grammatical or
typographical typographical typographical typographical
error errors that do not errors, but the errors that affect
affect the paper is still the paper’s
readability of the readable readability
paper
(60%) the given criteria are criteria are criteria are
 Reflection covers criteria satisfied satisfied satisfied
one’s learning
across the topics or
subtopics of the
module
 Reflection is made
in reference to one’s
personal
experiences
 Reflection includes
insights on the
relevance of one’s
learning to one’s
work or profession
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APPLICATION
QUANTITATIVE RESEARCH CONCEPT PAPER

This module covered the concepts and procedures essential in the design and conduct of
quantitative research. Applying the learning outcomes you acquired from this module, you are
tasked to write and submit a quantitative research concept paper with the following key
guidelines:
1. Conceptualize a research problem that is directly related or relevant to your

practice or work in your workplace.
2. The research problem should address a gap or problem in one’s professional

practice and consistent with your program/specialization and aligned with the
Basic Education Research Agenda and/or PNU Research Agenda (2019-2023).
3. For teachers, the proposed research to address the research problem should be
done in collaboration with colleagues in your workplace whenever applicable. For
school heads and supervisors, it is required that the proposed research will involve
collaboration with colleagues or other personnel.
4. The concept paper should follow the prescribed format for PNU Dissertation
Concept Paper (maximum of 3, 000 words).
Your concept paper will be evaluated using the following rubric.
VERY UNSATISFACTO
RATING
PERCENTAGE
1.00 1.25 1.50 2.00
1. Promptness in the Submitted on Submitted 1-2 Submitted 3 to 5 Submitted 6 or
2. Quality of Writing No With few With a moderate With several
(10%) grammatical or grammatical or amount of grammatical or
typographical typographical grammatical or typographical
error errors that do not typographical errors that affect
affect the errors, but the the paper’s
readability
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readability of the paper is still

paper readable
3. Relevance of the The research The research The research The research
Research Problem (15%) problem is very problem has problem has problem has little
relevant to relevance to one’s relevance to one’s to no relevance to
one’s work or work or work or one’s work or
profession and profession and is profession but is profession and is
consistent with consistent with not fully not consistent
one’s one’s consistent with with one’s
specialization specialization one’s specialization
specialization
4. Significance of the The research The research has The research has The research does
Research (15%) has significance significance to two significance to not have
to theory, among theory, only one among significance to any
practice, and practice, and theory, practice, of the three
policy policy and policy. (theory, practice,
policy).
5. Use of Literature The concept The concept paper The concept paper The concept paper
Review (20%) paper has has adequate has adequate does not have
adequate literature review literature review adequate
literature but needs minor but needs major literature review
review with improvement in improvement in
proper citation citation and citation and
and complete references references
references
6. Soundness of The proposed The proposed The proposed The proposed
Methodology (20%) methodology is methodology is methodology is methodology is
congruent with congruent with congruent with not congruent
the research the research the research with the research
problem and problem but problem but problem
the information additional significant
on data information on information on
collection and data collection data collection and
data analysis is and data analysis data analysis are
sufficient is needed missing
7. Completeness of ALL the The prescribed The prescribed Three or more
Prescribed prescribed sections of the sections of the prescribed
Sections/Parts (15%) sections of the concept paper are concept paper are sections of the
concept paper provided EXCEPT provided EXCEPT concept paper are
are provided FOR ONE (1) FOR TWO (1) missing/not
section sections provided
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LOOK BACK
ACTIVITY: EXAMINATION
Congratulations for completing the module. To check your learning, we will have a 30-
item examination to assess your factual, conceptual, procedural, and metacognitive
knowledge on all topics covered by this module.
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REFERENCES
 Creswell, J.W. (2012). Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research, 4th ed. Pearson.
 Creswell, J.W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, 4th ed. SAGE.
 Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate Data Analysis, 7th
ed. Pearson Prentice Hall.
 Johnson, B. (2001). Toward a new classification of non-experimental quantitative

research, Educational Researcher, 30 (2), 3-13.
 Ponterotto, J. (2005). Qualitative research in counselling psychology: A primer on

research paradigms and philosophy of science, Journal of Counseling Psychology, 52
(2), 126-136.
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ED803

Adonis P. David, Ph.D.

The course consists of four (4) core lessons/topics:

1. The Nature of Quantitative Research

At the end of the term, the student shall be able to:

Outcomes PPST PPSSH PPSS

2. Perform the steps essential

PPST 1.2.3 Research-based knowledge and principles of teaching and learning

PPST 7.4.3 Professional reflection and learning to improve practice

PPSSH 1.4.3 Research and innovation

PPSSH 4.2.3 Professional reflection and learning

PPSS 3.3.3 Culture of research

PPSS 4.4.3 Professional reflection and learning to improve practice

• RESEARCH FOLLOWS A SYSTEMATIC PROCEDURE

Research, in general, follows a systematic procedure that begins with the

• THE CHOICE OF RESEARCH DESIGN DEPENDS ON THE RESEARCH

Selecting what quantitative research design to adopt depends largely on

• MANY IMPORTANT RESEARCH PROBLEMS REQUIRE THE

The collection and analysis of quantitative or numerical data is central in

JOB-EMBEDDED LEARNING (JEL)

Qualitative Research, 4th ed.

Multiple Regression in https://www.youtube.com/w

MANOVA in SPSS https://www.youtube.com/w

SEM in AMOS https://www.youtube.com/w

TOPIC 1: THE NATURE OF QUANTITATIVE

1.1 OVERVIEW OF QUANTITATIVE RESEARCH

1.2 CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. Describing a research problem through a description of trends or a need for an

5. Analyzing trends, comparing groups, or relating variables using statistical analysis,

1.3 STAGES IN THE QUANTITATIVE RESEARCH PROCESS

6. Data Analysis and Interpretation

7. Preparation of the Research Report

Supplemental Materials on Research Ethics

1.4. QUANTITATIVE RESEARCH DESIGNS

Category Type Purpose

Experimental True experimental Examine cause and effect relationships with

Quasi- Examine cause and effect relationships without

Non-experimental Descriptive Describe the status and patterns or characteristics

Predictive Determine if one or more variables can be used to

Explanatory Explain how a phenomenon operates by

1. What did I learn about quantitative research?

2. What insights have I gained that could assist me in my future research?

1. Identify a research problem that is relevant in your work or professional practice.

INDIVIDUAL RESEARCH PLAN (IRP) FORM 1

Relation of the Problem in One’s

Main Purpose of the Research

Research Questions and

The IRP will be assessed using a rubric.

TOPIC 2: QUANTITATIVE DATA COLLECTION

2.1 STEPS IN THE PROCESS OF QUANTITATIVE DATA COLLECTION

Creswell (2014) identified five steps in the data collection process:

2.2 SELECTION OF INSTRUMENTS FOR QUANTITATIVE

2. Adopting or constructing a research instrument in order to collect data needed to

3. The research instrument used, whether adopted or constructed by a researcher, should

Supplemental Material on Validity and Reliability of Quantitative Research Tools

1. Title of the Proposed Research

2. Name of the Instrument and Author/Developer

3. Purpose of the Instrument (What variable will it measure in your research?)

4. Format of the Instrument (e.g., scale, number of items)

5. Information on the Validity and Reliability of the Instrument

INDIVIDUAL RESEARCH PLAN (IRP) FORM 2

Research Questions and

The IRP will be assessed using a rubric.