1. Research Design.

It refers to the overarching approach you choose to combine the various components of the
analysis in a consistent and rational manner, thus ensuring that the study is completed on time.
2. In addition, Kerlinger (1973) sees survey research as social science research that relies on individuals, their
values, perceptions, behaviors, motives, and behavior.
3. Survey research - three main survey research methods a Online/ Email: Online survey research is one of the
most common survey research techniques in the world today. Phone: Telephone Survey Polling , Face to face
4. Correlational- A quantitative approach used to assess whether a relationship occurs between two or three or
more or to what extent inside a population, variables (or a sample). Mainly three types of correlational research

5. Positive correlation: The positive correlation between the two variables is when the increase in one
variable leads to an increase in other variable. A decrease in one variable will result a decrease in other
variable.
6. Negative correlation: A negative correlation is much the exact opposite of a positive relationship. If
there is a rise in one variable, the second variable would display a decline, and vice versa.
7. No correlation: There is no connection between the two variables in this third form. A shift in one
variable may not necessarily indicate a change in the other variable.
8. Experimental The investigator explores the treatment of an intervention in the study group and the research
group during the experimental research Types of Experimental Research Design
9. Pre-experimental research design: The group or groups are kept under control after the influences of cause and
effect have been applied.

10. True experimental research design: True experimental research relies on statistical analysis to prove
or disprove a hypothesis, making it the most accurate form of research.
11. Quasi-experimental research design: The word “Quasi” indicates similarity. A quasi- experimental
design is similar to experimental, but it is not the same. The difference between the two is the
assignment of a control group.
12. -Comparative or Ex Post Facto -Ex post facto indicates "from after the fact" (Gay, 1976). The writer,
in basic words, in ex post facto analysis, by analyzing the variables in retrospect, explores a problem.
13. Population or target population refers to all who meet the standard specified in a research inquiry
14. Sample is a group of people with a smaller number selected from a population who will be respondents
of the research investigation. The member of sample is called participants
15. - Sampling is the process of choosing, taking or extracting sample from a population.
16. Classification of Sampling Methods
17. Simple random sampling: In this process, every participant has an equal opportunity of being
selected from the target population
18. In systematic sampling, the selection of the first subject is done randomly and then the subsequent
subjects are selected by a periodic process.
19. Stratified random sampling: Age, sex, color, income, schooling, and ethnicity are among the typical
characteristics that are classified into different sub-groups (strata).
20. Cluster sampling: A cluster random sampling is a two-step procedure in which the entire population is
separated into clusters or sections
21. Non-probability sampling -Non-probability samples are those in which the likelihood of a subject
being chosen is uncertain, resulting in research selection bias.
22. Convenience/purposive sampling: This is the most famous form of sampling.
23. Quota sampling: The sampling method that ensures that a certain trait of a population sample is
reflected to the degree that the researcher wishes.
24. Snow-ball sampling: The initial respondents are selected using likelihood or non-probability methods,
and subsequent respondents are collected using information given by the initial respondents
25. Research Instrument. The key method used in investigation to collect data that will address the
problem is the research instrument.
26. RELIABILITY is the degree to which an instrument measures the same way each time it is used under
the same conditions with the same subjects, or the accuracy of your calculation in a summary, it refers
to the consistency of the calculation.
27. VALIDITY is a test's ability to calculate what it claims to measure. It is important that a test be true in
order for the findings to be implemented and interpreted correctly
 28. Face Validity. It is also known as “logical validity.” It calls for an initiative judgment of the instruments
as it “appear.” Just by looking at the instrument, the researcher decides if it is valid.
29. Content Validity. An instrument that is judged with content validity meets the objectives of the study. It
is done by checking the statements or questions if this elicits the needed information. Experts in the
field of interest can also provide specific elements that should be measured by the instrument.
30. Construct Validity. It refers to the validity of instruments as it corresponds to the theoretical construct
of the study. It is concerning if a specific measure relates to other measures.
31. Concurrent Validity. When the instrument can predict results similar to those similar tests already
validated, it has concurrent validity.
32. Predictive Validity. When the instrument is able to produce results similar to those similar tests that
will be employed in the future, it has predictive validity. This is particularly useful for the aptitude test.
33. PRACTICIBILITY. It should be feasible & usable. Quality of being usable in context to the objective to
be achieved.
34. USABILITY (practicality) ease in administration, scoring, interpretation and application, low cost, proper
mechanical make – up
35. MEASUREABILITY It should measure the objective to be achieved.
36. The Likert Scale is a rating system that uses a five-point scale in quantitative analysis, this is the most
commonly used scale.
37. Semantic Differential. A multi-point rating scale is a survey or questionnaire rating scale that asks
people to rate a product, business, brand, or some other 'entity' using a multi-point rating option
38. Techniques in Collecting Quantitative Data
39. Observation. Using your senses in gathering data, Researcher records what is seen, heard, tasted,
heard and felt.
40. Observation can be done in two ways, indirect and direct observation. Indirect observation can be
done using equipment like video camera or any equipment that can record video. Observed data are
then recorded using recording sheet or checklists.
41. Survey. Before, surveys are done through the use of pen and paper but as time goes by, surveys
evolved with the use of online mediums. Survey is the most effective form of collecting data knowing
that it can involve a lot of number of respondents with just a little need of time.
42. One on One Interviews. This quantitative data collection approach was previously quite successful.
43. Experiment. It was already mentioned in the previous lesson that if the research is an experimental
design, it would use treatment or intervention.
44. Phases in Data Collection
45. Data analysis is the method of summarizing gathered data in such a way that responses to the
research questions can be found
46. An overview of the structured or sequenced data from your test sample is provided by a descriptive
statistical technique. Frequency spread, measures of central tendencies (mean, median, mode), and
standard deviation are examples of these methods.
47. Inferential Statistics is used when the research study focuses on finding predictions; testing
hypothesis; and finding interpretations, generalizations, and conclusions
48. In your quantitative testing, you must also recognize different methods of statistical analysis of
variables. A one-variable regression is referred to as a univariate analysis.
49. Bivariate analysis examines two variables, such as independent and dependent variables, while
50. multivariate analysis examines multiple relationships between multiple variables
Before

During
1. After