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
It denotes 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
 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
 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
 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

interview and
questionnaire
This is the most popular
data – gathering
technique in quantitative
and qualitative research
 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
 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
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
 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
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
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,
You need to focus
your study on a single
subject or on two
entities to determine
their comparative
features.
It must 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
 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
 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,
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 , st

2 , 3 , 4 , etc., in
nd rd th
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%)