• The course aims to develop critical

thinking and problem-solving skills

PRACTICA of Grade 12 students through the
conduct quantitative research
L relative to their interests and
RESEARC senior high school track and strand.

H2
Nature of Inquiry and Research

PRACTICAL
RESEARCH 2
LESSON 1

Introduction to
Quantitative Research
 • Quantitative research uses scientifically collected and
statistically analyzed data to investigate observable
phenomena.

• A phenomenon is any existing or observable fact or

situation that we want to unearth further or understand. It
Quantitative is scientific for the fact that it uses a scientific method in
designing and collecting numerical data.
Research
• Once data is collected, it will undergo statistical analysis
like Pearson’s r, t-test and Analysis of Variance (ANOVA)
for analysis. Since data is analyzed statistically, it is
imperative that the data obtained must be numerical and
quantifiable, hence its name quantitative research.
 • 1. LARGE SAMPLE SIZE.

• 2. OBJECTIVE.

Characteristi • 3. VISUAL RESULT PRESENTATION.

cs of • 4. FASTER DATA ANALYSIS.

Quantitative • 5. GENERALIZED DATA.

Research • 6. FAST DATA COLLECTION.

• 7. RELIABLE DATA.

• 8. REPLICATION.
 • 1. Quantitative research can be replicated or
repeated.
• 2. Findings are generalizable to the population.

Strengths of • 3. Conclusive establishment of cause and effect

• 4. Numerical and quantifiable data can be used
Quantitative to predict outcomes
Research • 5. Fast and easy data analysis using statistical
software.
• 6. Fast and easy data gathering
• 7. Very objective
• 8. Validity and reliability can be established
 • 1. It lacks the necessary data to explore a problem or
concept in depth.
• 2. It does not provide comprehensive explanation of
human experiences.
Weaknesses • 3. Some information cannot be described by numerical
of data such as feelings, and beliefs.
• 4. The research design is rigid and not very flexible.
Quantitative • 5. The participants are limited to choose only from the
Research given responses.
• 6. The respondents may tend to provide inaccurate
responses.
• 7. A Large sample size makes data collection more costly.
 • Descriptive design is used to describe a
particular phenomenon by observing it as it
occurs in nature. There is no experimental
manipulation, and the researcher does not start
Kinds of with a hypothesis. The goal of descriptive
research is only to describe the person or object
Quantitative of the study.
Research
• An example of descriptive research design is
“the determination of the different kinds of
physical activities and how often high school
students do it during the quarantine period.”
 • The correlational design identifies the
relationship between variables. Data is
collected by observation since it does not
Kinds of consider the cause and effect
Quantitative
Research
• For example, the relationship between the
amount of physical activity done and
student academic achievement.
 • Ex post facto design is used to investigate a
possible relationship between previous events
and present conditions.
Kinds of • The term “Ex post facto”, means after the fact,
looks at the possible causes of an already
Quantitative occurring phenomenon. Just like the first two,
there is no experimental manipulation in this
Research design.

• An example of this is “how does the parent’s

academic achievement affect the children
obesity?”
 • A quasi-experimental design is used to establish the
cause-and-effect relationship of variables. Although
it resembles the experimental design, the quasi-
experimental has lesser validity due to the absence
Kinds of of random selection and assignment of subjects.

Quantitative • Here, the independent variable is identified but not

manipulated. The researcher does not modify pre-
Research existing groups of subjects. The group exposed to
treatment (experimental) is compared to the group
unexposed to treatment (control)
• example, the effects of unemployment on attitude
towards following safety protocol in ECQ declared
areas.
 • Experimental design like quasi- experimental
is used to establish the cause-and-effect
relationship of two or more variables. This
design provides a more conclusive result
Kinds of because it uses random assignment of
subjects and experimental manipulations.
Quantitative
Research
• For example, a comparison of the effects of
various blended learning to the reading
comprehension of elementary pupils.
LESSON 2

Importance of Quantitative
Research Across Fields
 • The value of quantitative research to man’s
Importance quest to discover the unknown and improve
of underlying conditions is undeniable.
Throughout history, quantitative research
Quantitative has paved the way to finding m
Research • Using quantitative design helps us determine
and better understand relationships
Across between variables or phenomenon crucial to
Fields reducing the range of uncertainty
meaningful solutions to difficulties.
Importance of Quantitative Research
Across Fields
Importance of Quantitative Research
Across Fields
LESSON 3

Variables in
Quantitative Research
 • is anything that has a quantity or quality that
varies.
• A variable is any property, a characteristic, a
Variables number, or a quantity that increases or
decreases over time or can take on different
values (as opposed to constants, such as n,
that do not vary) in different situations.
 • The independent variable is also identified
as the presumed cause while the dependent
variable is the presumed effect.
• In an experimental quantitative design, the
independent variable is pre-defined and
manipulated by the researcher while the
Variables dependent variable is observed and
measured.

• For descriptive, correlational, and ex post

facto quantitative research designs,
independent and dependent variables
simply do not apply.
 • Extraneous variables are not necessarily part
of the study.
Extraneous • it is crucial for the researcher to identify
them prior to conducting the experiment
Variables and control them in such a way that they do
not threaten the internal validity (i.e.,
accurate conclusion) of the result.
 • When the researcher fails to control the
extraneous variable that it caused
Confoundin considerable effect to the outcome becomes
g Variable a Confounding Variable.
 VARIABLE

QUANTITATIVE QUALITATIVE
(NUMERICAL) (CATEGORICAL)

DISCREET CONTINUOUS NOMINAL ORDINAL DICHOTOMOUS

 • the type of variables used in quantitative
research because they are numeric and can
be measured
• Discrete variables are countable whole
numbers. It does not take negative values or
values between fixed points. For example:
Quantitative number of students in a class, group size and
Variables frequency.
• Continuous variables take fractional (non-
whole number) values that can either be a
positive or a negative. Example: height,
temperature.
 • Numerical data have two levels of
measurement,
• Interval are quantitative variables where the
interval or differences between consecutive
Quantitative values are equal and meaningful but the
Variables numbers are arbitrary.
• Ratio type of data is like interval, the only
difference is the presence of a true zero
value. The zero point in this scale indicates
the absence of the quantity being measured.
 • referred to as Categorical Variables are not
expressed in numbers but are descriptions
or categories.
• Dichotomous are consisting of only two
distinct categories or values.
Qualitative • Nominal variable simply defines groups of
Variables subjects. Here you may have more than 2
categories of equivalent magnitude.
• Ordinal variable, from the name itself
denotes that a variable is ranked in a certain
order. This variable can have a qualitative or
quantitative attribute.
• 1. Three groups of students were placed in a classroom with
controlled room temperatures of 18°C, 20°C, 25°C. The math exam
scores of the students were then taken and compared to the other
groups.
• Independent variable: __________________________
• Dependent variable:____________________________
• Extraneous variable: ___________________________
Identifying the Inquiry and Stating the Problem

PRACTICAL
RESEARCH 2
LESSON 3

Designing Research Topic

Steps in • Choose a broad topic
Developing • Do preliminary research
Research • Define the problem
• Refine the question
Topic
CHOOSE A • Choose an interesting topic
BROAD • Select a significant topic
TOPIC • Choose a topic relevant to your field
DO A • Once you have chosen a broad topic, you
PRELIMINA need to have a better understanding of it by
RY reading some more articles, journals, and
related research studies.
RESEARCH
DEFINE THE • At this stage, you should be able to narrow
down broad topic into feasible and
PROBLEM manageable research questions.
REFINE THE • This step lets you evaluate the questions
QUESTION formulated
LESSON 2

Research Title
 • Use an accurate description of the subject and scope of the study instead of
using general terms.
• Do not use abbreviations except for commonly known ones like DNA and ICT.
• Do not include words like “The study of,” “analysis of,” “an investigation of” or
similar construction as these would only lengthen the title.
• Include the main dependent and independent variables.

Basic • Be mindful of the proper use of grammar and punctuation.

• Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first

Guidelines in letter of the first and last words.

• State in a declarative form, although you may also see titles in question form

Make
from time to time.
• The year the study has been conducted should not be indicated unless it is a
historical study.
Research Title • Use current terminology.
• Depending on the institutional requirements, 5 to15 words are sufficient to
describe the research study.
• Use the common name instead of chemical formula (e.g., NH4)
• Write and italicize the full scientific names.
• Must reflect the tone of the paper. An academic research paper has title
which is not casual, or informal, or does not contain humor.
 • Determine what it is that you wish to
accomplish or know from your study.
• Include important keywords and variables.
Steps in • Shorten the title by eliminating unnecessary
writing your words. Correct grammar and punctuation
errors if there is any.
research title: • Observe proper formatting. The format may
vary according to the requirements of the
course or school.