naul V V mapanghe ok, ang acm, ang panghe niyo kung is-Share niyo 'to $a ibaWEEK 1: NATURE OF QUANTITATIVE RESEARCH What is duantitative research? - Systematic empirical investigation of observable phenomena which employs Statistical technidues Data is collected through polls, duestionnaires, and surveys, - It focuses on gathering numerical data - Suited for testing of hypotheses CHARACTERISTICS OF QUANTITATIVE RESEARCH Obsective- Seeks accurate measurement and analysis. - Not based on mere intuition and guesses - Data are gathered before conclusion °Clearly Defined Research Questions - Questions are well-defined Quantitative research puts emphasis on proof rather than discovery, STRENGTHS It is obsective WEAKNESSES Requires large number of respondents Use of statistical | it is costly technidues Does not consider the distinct capacity of ‘the respondents to share and elaborate further information It is real and unbiased Much information is difficult to gather using structured research instruments Numerical data can be analyzed quick and easy Data from duestionnaires may complete and inaccurate Replicable and useful for testing the results of be experiments - Researchers know what they're looking KINDS OF QUANTITATIVE RESEARCH for °Structured Research Instruments - Standardized instruments guide data collection for accuracy, reliability and validity of data. -Measurable characteristics: age, Socio-economic status, number of children, °Numerical Data’ - Charts and tables allow you to make interpretations Plarg Sample Siz S - For a more reliable data analysis, a normal population distribution curve is preferred, = Random sampling recommended in determining the sample size to avoid researcher's bias °Can be replicated -Methods can be repeated to verify findings in another setting thus Strengthening and reinforcing validity of findings future Outcomes - Using complex mathematical calculations and computers, if-then Scenarios may be formulated thus predicting future results, Non- Experimental Descriptive - Survey - Correlation - Ex-post facto studies - Comparative - Evaluate - Methodological - Observes the phenomena as they occur naturally - Describes existing status of a variable or phenomenon Survey Research Design - It is used to gather information from groups of people to see the general picture of the population in terms of characteristics ex ~ Customer Satisfaction on Newly-opened Mallat Binan City = Top Five players in the PBA and NBA Correlation Research Design - Used to explore the relationship between variables uSing specific statistical tools ex. - The Relationship between Study Habits and Academic Performance of Grade 12 STEM Students = Factors of Lack of Interest in Mathematics Subsect among English MayorsEx-Post Facto Research Design - Examines whether one or more pre-existing conditions could've caused subsequent differences in groups of subsects. ex, = The effect of Homeschooling to the Academic Performance of Grade 10 Students - Health Factors leading to Increase in COVID-19 Transmission among Youths Aged 16-19 Years Comparative Research Design | - Involves comparing and contrasting two or more Samples of study subsects on one or more variables. ex, - A Comparative Study on Health Problems among Rural and Urban locals of Palawan = Economic Effects of ECQ, MECQ. 6CQ, and MECQ Protocols between Cities of NCR: A comparative Study Methodological Research Design -Involves implementation of a variety of methodologies ex. -Amixed methods of analysis of pre-requisites to an engineering program success = Resilience of COVID-19 Free Cities in the Aftermath of Community lockdowns: A meta analysis Evaluative Research Design - Determines what has happened during a given activity ex. - Monitoring success of a process or proyect - Looking at such as type and level of need Experimental - This design allows the researcher Pre-Experimental arch D: © One Shot Case Study ° One Group Pre-test Post-Test Design - fither a group or various dependent groups are observed for the effect of the application of an independent variable which is presumed to cause change ex. You want to measure the impact of COVID-19, you might conduct a pre-experiment by identifying an experimental group from a community that had been infected by the virus and a control group from a Similar community that had not been infected Quasi-Experimental Research Design ° Non-eduivalent Control Group Design ° Time Series Design - Involves selecting groups, upon which a variable is tested, without any random pre-selection processes ex, You hypothesize that a new after-school program will lead to higher grades. You choose two similar groups of children who attend different schools, one of which implements the new program while the other does not to control the situation, and supports the ability to limit alternative explanations. ental Re. re °Pre-Test Post Test Post-Test only/Control - Employs both treated and control groups to deal with time-related rival explanations ex. = You randomly assign half the patients in a mental health clinic to receive aq new treatment, The other half- the control group - receives the standard course of treatment tor deprecsion.WEEK 2: KINDS OF VARIABLES AND THEIR USES Variable Data Characteristic or Any value that a attribute that can variable can assume assume different values Color Green, red, white Academic Performance | Excellent, average, poor Zip Codes 4024, 4022, 4026 Gender Male, female Movie Genre Action, drama, horror CLASSIFICATION OF VARIABLES. - Quantitative Variable Represented by a numerical value Further classified as; Discrete Continuous obtained by obtained by counting measurement Number of children | Temperature, time, in family, pages ina | height, weight book, participants in a marathon LEVELS OF MEASUREMENTS. Ordinal Interval Ratio Can be Have equal | Same as ordered or —_| intervals interval ranked among levels, | variable but no witha meaningful | meaningful zerovalue —_| zero value Educational |1.Q,scorein | Height, attainment, | anexam,£.Q | weight, pulse place ina rate, length, contest, level money saved of satisfaction, in a bank standings in a competition - Qualitative Variable Represented by q non-numerical value Nominal ~ Categories that can't be ordered in any particular way ex. tye color, business type, rel ji Political affiliation, basketball fan affiliation RESEARCH VARTABLES Independent - manipulated by researchers which can cause, influence, affect outcomes Dependent - result or outcome of the influence of the IV Independent Variables - Study habits Dependent Variables = academic performanceWEEK 3: RESEARCH FRAMEWORKS AND SCOPE AND DELIMITATIONS ReSearchiframewerk- provides the structure or model to Example; variables, population, timeline, type of information to be included in the fesearch prosect, the facts and concepts to bec Support a research undertaking, It. dbelicivatiohgloglahe-geula'shows is the blueprint for researchers so that they are more focused on the Scope of their studies. Thesretical/Framewerk- is used for Studies that anchor on time-tested theories that relate the findings of an investigation to the underpinning relevant theory of knowledge, Example: Cognitive Learning Theory - way people think Operant Conditioning Theory - association made between a behavior looks at th a conseduence for that behavior (THESr YX) posits that employees dislike their work, ConcepeualiFramework> illustrates what a researcher expects to d, that includes the dependent and independent variables the research ig considering, and the relationship that may exist betwe: these variables Forms of Conceptual Framework: Graphic Form Narrative Form Research Paradigm or the IV-DV Model - Shows the IV and DV of the study INDEPENDENT DEPENDENT VARIABLE VARIABLE * Study © Academic Habits Performance INTERVENING VARIABLE Input-Process-Output (IPO) Model - Shows the flow of the conduct of the study — GeIeNLIFIEBASID consists of scien concepts that will sustify why the Study was conducted. Seopelorithelstudypexplains the coverage or what information or field is being analyzed, It explains the extent the research area will be explored and specifies the paramet the characteristics that limit the Scope and describe the boundaries of the study, It cites boundaries of the study that are included or excluded. Example: sample size, geographical location, population traits A. Treatment and Utilization of data and information gathered B. Time and place of study C. Instrumentation and process of data gathering D. The activities that will not be done E, The literature that will not be reviewed F. The segment of the population that will be excluded G. The methodological procedure that will not be followed Cimitationsiofithelstudy are what a researcher cannot control or clearly establish, Weaknesses such as: A. Analysis B. The conditions and nature of data and information being gathered C. The reporting system or survey being applied D. The sample and population: size demography, etc E. Time constraints ‘Limitations vs Delimitations | Limitation are factors we cannot control while delimitations are boundaries that we initially set up Components of the Scope and Delimitations of the Study opicloFitherstuady - What are the variables to be included and excluded? Obsectives or Problems to be (Adiinessed - Why are you doing this study? (TimelFrame - when are you going to conduct this study and how e en will it take? (Coealelo#ithelseuay)- where are you going to gather your data? “Methods and Research TWSEFUMERES} How are you going to conduct the study and collect the data? GWIEGEISHS)- What are the things you cannot control during the study?WEEK 4: THE PROBLEM AND ITS BACKGROUND Introductionprovides an overview of the research topic from a broader perspective. It only contains preliminary data and does not state the purpose of the study, It should end with the mention of obsectives of the study Backgroundlof the Study provides a detailed understanding of the topic, It does not mention the obsectives but provides essential context of the study. HOW TO STRUCTURE THE BACKGROUND OF THE STUDY -Provide an outline of the historical developments in the literature that led to your current topic. = Briefly highlight the main developments in the literature and identify the main gaps that need to be addressed, Gap) is the unexplored area of the research topic that requires further investigation, °Conduct literature review Read through discussion, conclusion, or the recommendations section of articles °The gap may be variables, conditions, populations, methodology, or test subsect This section should answer the following; °what is known about the topic? °What is not known about the topic? (This exposes the gap) why is it important to address the gap? STEPS IN DEVELOPING AND WRITING THE BG OF THE STUDY °Conduct primary research at the early stages Read the informations & develop research duestions that will guide your Study ° Create Five separate sections that cover the key issues, major findings, and controversies Surrounding your research as well as sections that provides evaluation and conclusion ° Conclude by identifying and further Study what needs to be doneWEEK 5: THE RESEARCH QUESTION AND STATEMENT OF THE PROBLEM ResearchiProblem identifies the goal of the research ReSearehlObyectives guides the goal of the research jon generated from research obsyectives ResearchiQuestion is an answer or response to an induiry into a specific concern or issue, CHARACTERISTICS OF A GOOD RESEARCH QUESTIONS Feasiblel> convenient or eqsy Gear - understandable Significanty- contribute greatly ethical - bound by moral principles Relevant - connected to research goal StateMmentio# ehelProblem briefly states the issues that need to be addressed by the researcher. It should have a general Statement of the whole problem followed by a Specific Auestion into which the general problem is broken up. EFFECTIVE STATEMENT OF THE PROBLEM Puts the problem in context “Describes the issue that will be addressed °Shows the relevance of the problem Set the obsectives of the research PARTS OF THE STATEMENT OF THE PROBLEM °Introductory Paragraph (based on the research geal) Specific Questions (based on the research questions)WEEK 6: THE RESEARCH HYPOTHESIS AND THE SIGNIFICANCE OF THE PROBLEM ReSearchINYPSEhESIS tentative FORMULATING THE RESEARCH claim to a research duestion. This HYPOTHESIS TASS he Resid sncouah StaUSTICS formulated from the research CHARACTERISTICS OF A GOOD duestions Significancelofithelstudy refers RESEARCH HYPOTHESIS to the contribution and impact - Explains the expected outcome et ae study, Ch i ani . 't also indicates who or what PSees-the limitatians benefits from the research - Clear, testable, measurable findings and HOw, It states why the study is needed and how it will - Presents the variables and its contribute to furthering relationships academic knowledge, - Based on the main research duestion or problems PURPOSE OF THE RESEARCH HYPOTHESIS - Guides researchers on which aspect to focus on - Provide opportunities to prove the relationship between variables - Gives right direction - Based on facts and theories - Outlines the researcher's thoughts - Pushes for qn empirical study to prove the existence of relationship of variables and the effects of IV on the DV. CLASSIFICATIONS OF RESEARCH HYPOTHESIS WiFECLIONAD illustrates the direct association of the impact of the IV with the DV, whether positive or negative. Investigated through one-tailed test bx: Gender is a significantly better predictor of political affiliation than age Nonadirectionalreflects the association of the IV to the DV without predicting the exact. nature of the direction of the relationship, Investigated through a two-tailed test, Ex: There ig no significant association between exposure to UV rays and mood swings iS expects no difference or effect. Ex: There is no Significant difference in the antimicrobial properties of the test groups in terms of: reflects some difference or effect. It is sometimes called the “researcher's hypothesis” Ex; There is a significant difference in the antimicrobial properties of the test groups in terms of;WEEK 7: DEFINITION OF TERMS It is important to clarify the purpose and direction of the study, Important terms only need to be defined in two cases: °Term is not widely known or understood °Term has specific or unidue meaning in the context of the study TYPES OF DEFINITION IN RESEARCH Conceptual tells what the term means Operationg) tells how the term is used within the study What terms should be defined? °Terms that are important to the Study °Terms used frequently but are not common knowledge °Terms with unique meaning °Acronyms that are not common but crucial to the study