Quantitative research has seven (7) characteristics, and these are the following:

1. Objective. Quantitative research is objective. This means that the researcher is unbiased. His/her main
goal is to look for accurate measurement and analysis of target concepts of inquiry. In doing this type of
research, the researcher does not consider his/her personal opinion/perspective in his/her findings.
2. Clearly defined Research Questions. In quantitative research, the researcher is expected to have
clearly defined research questions to which the objective answers are gathered. Unlike in qualitative
research where the researcher has flexible research questions as the researcher conducts the study.
3. Structured Research Instruments. Quantitative research normally gathers data using structured
research tools such as questionnaires to collect measurable characteristics of the population such as age,
gender, religion, etc. It is expected in quantitative research that the researcher designs his/her
instrument/tool to contain closed-ended questions. It is for him/her to make the data measurable.
4. Numerical Data. Normally, the data in the quantitative research is in the form of numbers and
statistics, and organized and presented using tables, charts, graphs, and figures that consolidate large
numbers of data to show trends, relationships or differences among variables. This is in contrast with the
qualitative research, where the data are in the verbal language (in words).
5. Large Sample sizes. To have a more reliable data analysis, quantitative research considers the normal
population. It usually involves a large number of population sizes, depending on how the characteristics
of the population vary. The researcher usually selects the number of respondents randomly to become
objective with the results of the study. Unlike in qualitative research where the participants of the study
are few and purposively selected.
6. Replication. If quantitative research is reliable, usually, it can be replicated or repeated to verify and
confirm the results of such study in another setting. This happens as a researcher conducts a study
copying the process done by other researchers and determines if the result of the original study would be
the same if a different set of participants/time/place would be used.
7. Future Outcomes. With the help of complex mathematical calculations and computers, quantitative
research can be used to generalize concepts widely, predict future results, or investigate a causal
relationship. Quantitative research collects and analyzes data from a sample to make generalizations and
predicts about a population. For instance, using mathematical calculations, a researcher can answer easily
the percentage of students that belongs to a specific group, the general opinion of students with the
mandatory opening of classes, or predict the test scores on a unit test of a student using the number of
hours he spends studying independently, and/or identify possible causes for the differences in the scores
of the students on the annual standardized test.

Strengths of Quantitative Research

1. Quantitative research is objective. Misinterpretation is very minimal in this type of research because
it provides numerical data.
2. The use of statistical techniques facilitates sophisticated analyses and allows the researcher to
comprehend a huge number of vital characteristics of data.
3. The numerical data can be analyzed in a quick and easy way. By employing the statistically valid
random models, findings can be generalized to the population about which information is necessary.
4. Quantitative studies are replicable, standardized approaches allow the study to be replicated in
different areas or over time with the formulation of comprehensible findings.
Weaknesses of Quantitative Research
1. Quantitative research requires a large number of respondents. It is assumed that the larger the
sample is, the more statistically accurate the findings are.
2. Quantitative research is costly. Since there are more respondents compared to qualitative research,
the expenses will be greater in reaching out to these people and in reproducing the questionnaires.
3. The information is contextual factors to help interpret the results or to explain variations are
usually ignored. Unlike qualitative research, quantitative research does not consider the distinct capacity
of the respondents to share and elaborate further information.
4. Information is difficult to gather using structured research instruments specifically sensitive
issues like pre-marital sex, domestic violence, among others.
5. Data from questionnaires may be incomplete and inaccurate if it is not done seriously and
correctly. Some respondents may be just guessing in answering the instrument.

Kinds of Quantitative Research

1. Descriptive Research. This design is concerned with describing the nature, characteristics and
components of the population or a phenomenon. This design is used to find general attributes of the
presently existing situation and determine the frequency with which it occurs. Descriptive research is used
if you want to know how many hours a student spends in social media, the number of malnourished
students who failed in the achievement test, and how healthy is the food served during the recess in the
public school.
2. Correlational Research. It is a systematic investigation of the nature of relationship, or associations
between among variables without necessarily investigating into causal reasons underlying them. It is also
concerned with the extent of relationships that exists between or among the variables. For example, if
review program results can be used to predict performance in the University of the Philippines College
Admission Test (UPCAT), then the higher the review program grade, the most likely be the score in the
UPCAT. Correlational research is employed if you like to know, for example, if the following factors are
related to each other: sex and mathematical ability, marriage and cancer recovery, occupation and life
span.
3. Evaluation Research. It aims to assess the effects and impacts or outcomes of practices, policies and
programs. Assessing of leadership ability in a community and determining the impact of new teaching
procedure for students are examples of evaluation research.
4. Survey Research. It is used to gather information from groups of people by selecting and studying
samples chosen from population.it may be done in various ways like face-to-face, phone, mail, and
online. A survey research may be cross-sectional if the information is collected from a sample in just
single point of time just like the child-rearing practices of single parents, and population practices of
unmarried couples. A survey research is considered longitudinal if the researcher collects information on
the same subjects over a period of time, sometimes lasting many years in order to study the changes
through the years. Longitudinal survey is utilized, for example, to determine the growth of rice yield in
the country and the rate of promotion of doctorate degree holders five years after earning the degree.
5. Causal Comparative Research. It is also known as ex post facto (after the fact) research. This kind of
research derives conclusion from observations and manifestation that already occurred in the past and
now compared to some dependent variables. It discusses why and how a phenomenon occurs. For
example, a researcher is interested in how weight influences stress coping level of adults. Here, the
subjects would be separated into different group (underweight, normal weight, overweight) and their
stress-coping levels measured. This is an ex post facto design because pre-existing characteristic (weight)
was used to form the groups.
6. Experimental Research. This research utilizes scientific method to test cause and-effect relationships
under conditions controlled by the researcher. In this case an effort is made to determine and impose
control over all other variables except one. An independent variable is manipulated to determine the
effects on the dependent variables. For instance, a teacher would like to know if a new teaching strategy is
effective or not so he/she teaches one section using the new strategy and teaches another comparable
section without the new strategy, then an achievement test was given to the two sections. The manipulated
independent variable is the new teaching strategy which is being tested if it has an effect on the dependent
variable which is the achievement of the students. Notice that the sections are comparable with one
another meaning all other variables are controlled by the teacher.

For Accountancy, Business, and Management (ABM), quantitative research helps:

• design a new product or service considering the demand of the people;
• ensure the adequate distribution of the products;
• determine the proper time to open a store and/or to apply for a new loan;
• give small business knowledge of the proper procedure and strategy to meet the necessities of the
customers; and
• remain any organization to be competitive, find the most feasible location for an enterprise, deliver
quality goods and services, analyze what competitors are doing and find ways on how to fulfill
continuously the needs of the clients.
For Science, Technology, Engineering, and Mathematics (STEM), quantitative research helps
• provide medical practitioners information about disease trends and risks factors, results of various health
interventions, patterns of care, and health care cost and use;
• determine the effectiveness and even side effects of drugs and therapies in different populations;
• evaluate the experiences in clinical practice in developing mechanisms for best practices and in ensuring
high-quality patient care;
• provide engineers, architects, and other builders creative, conveniently beautiful, and efficient designs as
they utilize modern technology in adapting to the ever-changing society; and
• develop new materials and procedures to further strengthen the structural materials that can withstand
various calamities and disasters.
For Humanities and Social Sciences (HUMSS), quantitative research helps
• provide solutions to the social problems directly felt by people including societal behaviors and social
issues such as stress, work ethics, organizational commitment, leadership style, child labor, teenage
pregnancy, human trafficking, drug addiction, and other forms of criminality; and understand social
interactions to formulate new theories and practices which promote the development and welfare of the
society.
For Sports, quantitative research helps (Sports Research: Tips for Reading and Interpreting
Studies 2018)
• explain the basic mechanisms about how athletes function;
• offer coaches and athletes ways to gain solid information and apply it to sports performance; and
• provide coaches concepts to develop programs and coaching techniques
For Technical-Vocational Livelihood (TVL), quantitative research helps (Rauner and Maclean
2008)
• support the dynamics of standard technological and economic development, the establishment of labor
markets, and mobility of employees; and
• provide vocational education and training to serve qualified and skilled workers
For Arts and Design, quantitative research helps (Freach 2011)
• give designers and clients a much more nuanced understanding of the people for whom they design
while providing knowledge that addresses some of the most fundamental questions people face
throughout the process which include learning about people’s behavior, understanding culture, defining
context, and setting focus.

Qualitative variables can be further classified as nominal or ordinal variables.

1. Nominal Variable. A type of variable used to name, label, or categorize particular attributes that are
being measured without ordering of the categories.
Some examples of nominal variables include gender, skin color, blood type, etc.
2. Ordinal Variable. A type of variable used to categorize particular attributes with an order or rank. This
can be with a numeric value or without numeric value.
Quantitative variables can be further classified as interval or ratio variables
1. Interval Variable. A type of variable used to define values measured along a scale, with each point
placed at an equal distance from one another. Addition and subtraction operations can be performed on
the numerical values of this variable type.
Examples
o Temperature: Temperature, when measured in Celsius or Fahrenheit is considered as an interval variable
because 0 is arbitrary. That is, 0°C and 0°F do not mean no temperature.
o IQ Test: An individual cannot have a zero IQ, so this satisfies the no zero property of an interval
variable. The level of an individual's IQ will be determined, depending on which interval the score falls
in.
o Time: Time is a good example of an interval variable when measured using a 12-hour clock. The
numbers on a wall clock are on an interval scale since they are equidistant and measurable. For example,
the difference between 1 o’clock and 2 o’clock is the same as that between 2 o’clock and 3 o’clock.
2. Ratio Variable. A numeric variable having a zero value. Addition, subtraction, multiplication, and
division operations can be performed on the numerical values of this variable type.
Some examples of ratio variables include time spent on the internet daily, height in feet and inches, and
weight in kilograms.
3. Discrete or continuous Variables. Numeric variables that have a countable number of values between
any two values. Ex. The number of customer complaints or the number of flaws or defects. height and
weight of objects.

Good Quantitative Research Problem Examples:

1. The impact of the educational attainment of parents on the malnutrition of the grade school students in
Pasig City.
- less narrow; interesting and relevant
2. The effect of malnutrition on academic performance among grade school students in Pasig City.
- interesting and relevant; more focused; data are possible to be collected, analyzed; and discussed.
3. The relationship between physical activity levels and childhood obesity among grade school students in
Pasig City.
- interesting and relevant
Bad Quantitative Research Problem Examples:
1. The rate of malnutrition of the grade school students in Pasig City.
- too narrow; because it can be answered with simple statistics.
2. The effects of malnutrition among grade school students in Pasig City.
-unfocused; too broad; not feasible
3. The number of hours spent doing physical activity per day grade school students in Pasig City. - not
interesting; irrelevant; data can be collected but cannot provide an argument.

Selected Guidelines in the Formulation of a Research Title

1. The research title must be broad enough to include all aspects of the study. It must contain the
following:
A. the subject matter or research problem
B. the setting or locale of the study
C. the respondents or participants involved in the study
D. the time or period when the study was conducted.
2. The research title should be brief and concise as possible. Avoid a long, detailed title that gives too
much information. If possible, the title should not consist of more than 15 substantive words.
3. If you are writing a title for your school or a particular academic journal, make sure that your
title follows its standards and requirements. Some may require that titles fall under a character limit,
including spaces. Some may require titles that take a very specific form.

Characteristics of the Research Questions

1. Research questions must add up to the totality of the problem statement. This means that your
research questions must be established from the research situations which will lead to answer your
researchable research problem. Do not include questions in excess to the coverage of the research
problem. Do not omit significant questions that will help you cover all significant areas of the research
problem.
2. Each research question should be a completely researchable unit in and of itself. This means that
each of your research question must be researchable as a separate study to become a part of the whole. It
should not duplicate or overlap the other sub-problems or other research question.
3. Interpretation of data should be apparent in a research question, like that in a researchable
problem. There are times that people are mistaken with the procedural or process questions to be research
questions.
An example of it is something like "What is the best way to choose a sample" or "What instruments or
methods should be used to gather the data"? Since these questions are answerable without extensive
research or interpretation of data, these are not valid research questions. Also, each question must not be
answerable by yes or no.
IPO format of Conceptual Framework
What should be included in INPUT?
- The needed information for your research.
- The information that mostly comes from external factors or subjects/respondents
- Everything that you need for your research (i.e. information, materials, paper works)
What is included in the PROCESS?
- The action you will perform to get the information written in the input
- What will you do to the information or data you gathered?
What is written in OUTPUT?
- The expected result after processing the input
Aside from the IPO format, there are other ways on how you can create your conceptual framework
diagram.
Remember:
Arrow is used to show cause and effect relationship
Solid line is used to show connection or correlation.

Definition of terms
Organizing Definitions
Just like what we stated above, an important part of writing a research paper is to give definitions of key
terms. There are two types of definitions:
Conceptual definition – this is the universal definition that is accepted worldwide. Additionally, the
meaning of the term is mostly taken from the dictionary.
Operational definition – the definition is based on the observed characteristics and how it is used in the
study.

APA or American Psychological Association, also called “Author-Date Style,” is often used by
researched in the field of natural science and social sciences. However, these days, for economic reasons,
more and more researchers, prefer to use the APA style.