QUANTITATIVE

DATA –
COLLECTION
ANALYSIS
LECTURE # 02
PRACTICAL RESEARCH 2
FINALS
DEFINITION OF QUANTITATIVE DATA
(RUSSELL 2013; CRESWELL 2013)

Data – pieces of
information or facts known
by people in this world
Quantitative data – are
measurable, numerical, and
related to a metrical system
Result from sensory
experiences, whose descriptive
qualities such as age, shape,
speed, amount, weight,
height, number, positions, and
the like
Itdenotes quantity
Discrete (1, 2, 3, 4, 5, 6…)
Continuum (amount of flour…)

REMEMBER: These
quantitative data become
useful only in so far as they
give answers to your research
questions
 TECHNIQUES IN COLLECTING
QUANTITATIVE DATA
Collecting data is one major
component of any type of research.
In collecting quantitative data,
stress is given to the accuracy or
appropriateness of your data –
gathering technique and of the
right instrument to collect the
data
 The Most Used
Quantitative Data –
Gathering Techniques
and Data – Gathering
Instruments

( Matthews 2010; Badke 2012; Thomas 2013;

Woodwell 2014)
 OBSERVATION
sense organs
 by watching and listening; and then
record the results of the functioning of
your eyes and ears.
In expressing these sensory
experiences to quantitative data, you
record them with the use of numbers.
The numbers must be the one to
represent the result of your counting
and measurement.
 TYPES:

1. Direct observation –
seeing, touching, and
hearing the sources of data
personally
2. Indirect observation –
seeing, and hearing the data not
through your own eyes and ears,
but by means of technological
and electronic gadgets like
audiotapes, video records, and
other recording devices used to
capture earlier events, images,
or sounds.
 SURVEY

interviewand questionnaire
This is the most popular
data – gathering
technique in quantitative
and qualitative research
studies.
 TWO FOLLOWING
DATA – GATHERING
INSTRUMENTS
 1. QUESTIONNAIRE
A paper containing series of questions
formulated for an individual and
independent answering by several
respondents for obtaining statistical
information
 Each question offers a number of probable
answers from which the respondents, on the
basis or their own judgment, will choose the
best answer.
 Making up a questionnaire are factual and
opinionated questions.
Questions to elicit factual answers
are formulated in a multiple –
choice type and those to ask about
the respondents’ views, attitudes,
preferences, and other opinionated
answers are provided with
sufficient space where the
respondents could write sentential
answers to opinionated questions.
Responses yielded by
this instrument are given
their numerical forms
(numbers, fractions,
percentages) and
categories and are
subjected to statistical
analysis.
Questionnaire is good
for collecting data from
a big number of
respondents situated
in different places.
 Interview
It makes you ask a set of
questions done orally.
Oral interview is already a
traditional way of interviewing.
The modern way of interviewing
uses electronic devices such as
mobile phones, telephones, smart
phones and other wireless
devices.
ORDER OF INTERVIEW QUESTIONS
(SARANTAKOS 2013; FRAENBEL 2012)

First set of questions –

opening questions to establish
friendly relationships
Questions about the place, the
time, the physical appearance of
the participant, or other non-
verbal things not for audio
recording
Second set of
questions – generative
questions to encourage
open-ended questions
Respondents’ inferences,
views, or opinions about
the interview topic
Third set of questions –
directive or close-ended
questions to elicit specific
answers
Answerable with yes or no,
with one type of an object, or
with definite period of time
and the like
Fourth set of questions – these
are ending questions that give
the respondents the chance to air
their satisfaction, wants, likes,
dislikes, reactions, or comments
about the interview.
Closing statements to give the
respondents some ideas or clues on
your next move or activity about
the results of the interview
 GUIDELINES IN FORMULATING
INTERVIEW QUESTIONS
Use clear and simple language.
Avoid using acronyms, abbreviations,
jargons, and highfalutin terms.
Let one question elicit only one answer;
no double-barrel question.
Express your point in exact, specific,
bias-free, and gender-free language.
Give way to how your
respondents want themselves to
be identified.
Establish continuity or free flow
of the respondents’ thoughts by
using appropriate follow-up
questions (e.g., could you give
an example of it? Would you
mind narrating what happened
next?).
Ask questions in a
sequential manner;
determine which should be
your opening, middle, or
closing questions.
 EXPERIMENT

A scientific method of collecting

data whereby you give the
subjects a sort of treatment or
condition then evaluate the
results to find out the manner by
which the treatment affected the
subjects and to discover the
reasons behind the effects of such
treatment on the subjects.
Itaims at manipulating
or controlling conditions
to show which condition
or treatment operates or
functions to yield a
certain outcome.
It involves selection of
subjects or participants,
pre-testing the subjects
prior to the application of
any treatment or condition,
and giving the subjects
post-test to determine the
effects of the treatment.
Following combination or mixture of
components that you can adopt:
 Treatment evaluation
 Pre-test Treatment Post-
test
 Pre-test Multiple treatments
Post-test
 Pre-test Treatment
Immediate Post-test 6-mos.
Post-test 1-yr. Post-test
Treatment, intervention,
and condition – mean the
same thing in relation to
experimentation
These are the terms used to
define the things given or
applied to the subjects to yield
certain effects or changes on
the said subjects.
4. CONTENT ANALYSIS

searching through several

oral or written forms of
communication to find
answers to your research
questions
Used in quantitative and
qualitative research studies.
This data-collection method
is not only for examining
printed materials but also
for analysing information
coming from non-book
materials like photographs,
films, videotapes, paintings,
drawings and the like.
You need to focus
your study on a single
subject or on two
entities to determine
their comparative
features.
Itmust be preceded by your
thorough understanding of
your research questions
since it guides you in
determining which aspect of
the content you should focus
on to find answers to the
main problem of your
research.
 MEASUREMENT SCALES FOR
QUANTITATIVE DATA

Measurements of data expressed

in numerical forms form in a scale
or one that consists a series of
graduated quantities, values,
degrees, numbers, and so on.
Your measurement scale choices
tell you the type of statistical
analysis to use in your study.
 TWO (2) CATEGORIES OF SCALES OF
MEASUREMENT:

1. QUALITATIVE SCALES OF MEASUREMENT

1.1. Interval scale – used to
show equal differences or
intervals between points on the
scale in arbitrary manner ex.
showing differences in
attitudes, inclinations,
feelings, ideas, fears, opinions,
etc.
Does not give any value
to zero for the value
depends solely on the
respondent
 1.2. Ratio scale –
shows equal
differences or
intervals between
points on the scale
Gives value to zero
2. Quantitative scales of
measurement
2.1. Nominal scale – used to
show the classification of things
based on a criterion such as
gender, origin, brand, etc.
2.2. Ordinal scale – used to
indicate the rank or hierarchal
order of things
Examples:
Nominal Scale – categorizing
people based on gender, religion,
position, etc. (one point for each)
Religion – Catholic, Buddhist,
Protestant, Muslim
Gender – male, female
Position – CEO, vice-president,
director, manager, assistant
manager
Summing up the points per
variable, you will arrive at a
certain total that you can
express in terms of
percentages, fractions, or
decimals like: 30% of males,
25% of females, 10% of
Catholics, 40% of Buddhists,
and so forth
Ordinal Scale –
ranking or arranging
the classified variables
to determine who
should be the 1 , 2 ,
st nd

3 , 4 , etc., in the
rd th

group
Interval Scale –
showing equal intervals
or differences of people’s
views or attitudes like
this one example of a
scale called Likert
Attitude Scale:
 Reading is important:
 ___________ ________ _________
Strongly agree Agree Undecided
_________ ______________
Disagree Strongly Disagree
How often does your professor come late?
_________ _____________ _________
Always Most of the time Sometimes

_________ _______
Rarely Never
 How would you rate your professor’s
performance?
_________ _______ _______
Very Poor Poor Fair
_________ __________
Good Excellent
Ratio Scale – rating
something from zero to a
certain point
Performance in Math
subject – a grade of 89%
(from 0 to 100%)