P r a c ti c a l Re s e a r c h 2 :

The Nature of Inquiry and Research

Quantitative Research Designs

VON CHRISTOPHER G. CHUA

von_christopher_chua@dlsu.edu.ph
 1. What are the differences between
quantitative and qualitative
research?
2. What are the strengths of
quantitative research? Its
weaknesses?
3. What are variables?
Let’s look 4. How do we classify variables?
back…
 A variable varies and has values. The values of
variables under study are the research data.

Are these variables? chair, shape of table, tweet,

shirt style.
Classifying Variables according to
Scales of Measure

Variables ORDINAL
NOMINAL
RATIO
INTERVAL
EQUAL
IDENTITY MAGNITUDE ABSOLUTE ZERO
INTERVALS
ACTIVITY ONE • Daily Allowance
• Availability of Internet
Connection

Which goes where? •

•
Time
Temperature
AGE GRADE LEVEL GENDER • Test Score
• Position in Student Government
• Cellphone Brand
• Height
• Cellphone number
• Class rank in the honor roll

Classify the variables at the right based on their “likelihood” to the

three others in the color-coded columns.
The Nature of Inquiry and Research
Our Learning Goals:
After this discussion, you are expected to have the ability to…

 describe characteristics, strengths, and weaknesses of
quantitative research;

 differentiate kinds of variables according to scales of measure;
and
 contrast kinds of quantitative research.

This slideshow presentation will be made available through the trainer’s website:
mathbychua.weebly.com.
Download the document to use it as reference.
 Quantitative Research Designs

Manipulating
Studying Correla Experi conditions and
relationships tional mental studying effects
Non-
experimental
research
Descrip
Describing tive
characteristics
Quantitative Research Designs
Descriptive
TYPES
Research
This design aims to
Observational Survey research
describe systematically methods Case Studies designs involves
the facts and are used to Involves an in- administering a
document and depth study of an survey to a sample
characteristics of a describe animal individual or a or the entire
given population or and human small group of population of
area of interest, behavior in a individuals people to describe
natural or artificial the attitudes,
factually and environment. opinions,
accurately behaviors, or
characteristics of
the population
 Survey research TYPES
designs

Cross-sectional survey is used Longitudinal survey designs

Use it when… when the researcher collects involves the survey procedure
• Describing trends data at one point in time. The of collecting data about
• Determining purpose is to examines current trends with the same
individual opinions attitudes, beliefs, opinions, or population, changes in a
about policy practices cohort group or
issues subpopulation, or changes in
• Identifying Compare two or more groups a panel group of the same
important beliefs in terms of attitudes, beliefs, individuals over time.
and attitudes of opinions, or practices.
individuals
Evaluates a program.
 Examples of Research Questions for
Descriptive Research

What are the sleeping

habits of SHS students What do teenagers
in DLSAU? consider when buying a
new phone? What is the level of
What factors affected marketability of
the SHS track choice of What are the most personalized phone
SHS students? common stressors that cases on DLSAU
affect professors? students?
Quantitative Research Designs
Correlational TYPES
Research
Explanatory research Prediction research
design determines the design seeks to
aims to describe extent to which two identify variables that
and measure the variables (or more) co- will predict an
degree of vary. outcome or criterion.
association Co-vary means to predict Variables can be the
between two or a score on one variable predictor variable or
more variables or with knowledge about the criterion variable.
the individual’s score on
sets of scores. another variable.
 Examples of Research Questions for
Correlational Research

Does wearing school

uniform have any
relationship with Does mathematical Is there a relationship
students’ ability to competence have any between a student’s
participate in class? relationship with a attitude towards
person’s willingness to research and his/her
Is there a relationship do business? real world problem
between phone brand solving skills?
and Facebook usage
among teens?
Quantitative Research Designs
Experimental
Research Variables that cause
change in the subject.
Independent
An experiment tests an variable
idea to determine whether
it influences an outcome.
Used when the researcher
wants to establish possible Dependent
cause and effect between variable Variables that bear or
variables. manifest the effects
caused by the
independent variable.
 Experimental Research TYPES
Designs

In true experiments, the Quasi-experiments include

researcher randomly assigns assignment, but not random
participants to different assignment of participants to
conditions of the experimental groups.
variable.
EG: O1 x O2
EG: R O1 x O2 CG: O1 x O2
Experimental group
CG: R O1 x O2
(treatment group)
post-test
pretest
Control group treatment
(non-treatment
group) Randomization
(assigning individuals
randomly to groups)
 Examples of Research Questions for
Experimental Research

Does the use of audio-

visuals in class have any
effect on students’ Does a meme-based ad
memory? on social media improve
a product’s name recall
Does playing indie pop as compared to an
music improve students’ ordinary ad?
ability to solve Math Can peer counseling
problems while in class? improve a person’s
school anxiety?
ACTIVITY ONE • Internet availability at home and student’s
Determine the average sleeping time at night
• Social media involvement and practices of
design Grade 12 HUMSS students
• The effect of the use of <a local
packaging material> on the shelf life of a
product.
• The marketability of <innovative
product> to SHS students.
• Children of single parents and their level
of Math anxiety.
ACTIVITY TWO As a group, decide on a topic of interest for your
research.
For the next 10 minutes, come up with at least
Quest for Questions
three research questions, one for each quantitative
research design based on that topic and relevant to
your SHS track.
Present your group’s ideas to the rest of the class by
sharing why your group thinks the question is
interesting and how you see the group doing it.

Be creative. No idea is crazy.

The more innovative the idea, the better.