KINDS OF QUANTITATIVE RESEARCH

Descriptive research
design
It is used to described a particular
phenomenon by observing it as it occurs
in nature.
 Descriptive research design
example

The Role of Facebook in Combating

Misinformation Online
Correlational study

• It identifies the
relationship between
variables.
 correlational research design
example

The Relationship Between Exercise and

Stress Reduction in College Students
 Experimental
research Design
• It provides a more
conclusive result because it
uses random assignment of
subjects and experimental
manipulations.
• It establishes cause and
effect relationship of two or
more variables.
 experimental research design
example

The Effects of Various Blended Learning

to the Reading Comprehension of
Elementary Pupils
Quasi-experimental design

• It establishes cause and effect

relationship of variables.
• It involves selecting groups, upon
which a variable is tested, without
any random pre-selection
processes.
Quasi-experimental research design
example

The Effects of Unemployment on

Attitude Towards Following Safety
Protocol in ECQ Declared Areas
 Ex post facto design
• It is used to investigate
a possible relationship
between previous
events and present
conditions.
 Ex post facto design
example

How Does the Parent’s Academic

Achievement Affect the Children
Obesity?
THE VARIABLES IN
RESEARCH
 Objectives
At the end of the lesson, the students should be
able to:
1. Identify the different variables used in
research; and
2. Classify variables in research as to dependent
or independent variables.
• In VARIABLE
research, a variable refers
to a
“characteristics that has two or
more mutually exclusive values or
properties” (Sevilla and Other,
1988).
• These variables are among the
fundamental concepts of
research, alongside with
measurement, validity, reliability,
cause and effect; and theory.
Bernard (1994) defines a variable
as something that can take more
than one value, and values can be
 VARIABLE
• Itis a measurable characteristics
that changes in value.

• It
is anything that may assume varied
numerical or categorical values.
CLASSIFICATI
ON OF
VARIABLES
 Quantitative vs. Categorical
Variables
• Variables are classified as either quantitative
or categorical
• A quantitative variable is conceptualized and
analyzed in distinct categories, with no
continuum implied (i.e., height).
• Can be subdivided into smaller units
• A categorical variable does not vary in degree,
amount, or quantity, but are qualitatively
different (i.e., political party).
• There is no middle ground or in-between
measurement
 NUMERIC
VARIABLES
•CONTINOUS AND
DISCRETE
 1. CONTINOUS VARIABLE
• A variable that can take infinite number
on the value that can occur within the
population. Its values can be divided into
fractions. Examples of this type of variable
include age, height, and temperature.
• Continuous variables can be further
categorized as:
• Interval Variables
• Ratio Variables
 2. DISCRETE VARIABLES
•This is also known as
categorical or classificatory
variable. This is any variable that
has limited number of distinct
values, and which cannot be
divided into fractions like sex,
blood group, and number of
children in family.
CATEGORICAL
VARIABLES
 A. INTERVAL
• It
VARIABLES
has values that lie along an evenly
dispersed range of numbers. It is a
measurement where the difference between
two values does have meaning.
• Examples of interval data include
temperature, a person’s net worth (how much
money you have when you subtract your debt
from your assets), etc.
 B. RATIO
VARIABLES
• It has values that lie along an evenly
dispersed range of numbers when there is
absolute zero.

• It possesses the properties of interval variable

and has a clear definition of zero, indication
that there is none of that variable.

• Examples are age, weight, and height of an

individual.
 C. NOMINAL
VARIABLE
• It represent categories that cannot
be ordered in any particular way.

• It is a variable with no quantitative

value.

• It has two or more categories but

does not imply ordering of cases.
 D. ORDINAL
• It
VARIABLE
represent categories that can be ordered
from greatest to smallest. This variable has two
or more categories which can be ranked.
• Examples of ordinal variable include education
level, income brackets, etc.
• An illustration of this is, if you asked people if
they liked listening to music while studying and
they could answer either “NOT VERY MUCH”,
“MUCH”, “VERY MUCH” then you have an ordinal
variable.
 E. DICHOTOMOUS
VARIABLE
• It represents only two categories.

• Examples are gender (male or female), answers

(yes or no), and veracity (true or false).
 F. POLYHOTOMOUS
VARIABLE
• It represents many categories.

• Examples are educational attainment

(elementary, high school, college, graduate, and
postgraduate), level of performance (excellent,
very good, good, satisfactory, or poor).
EXPERIMENTA
L VARIABLES
INDEPENDENT VARIABLES
• Those that probably cause, influence, or
affect outcomes. They are invariably
called treatment, manipulated,
antecedent or predictor variables. This is
the cause variable or the one responsible
for the conditions that act on something
else to bring about changes.
• EXAMPLE: A study on the relationship of
study habits and academic performance
of UTNHS senior high school students.
• STUDY HABITS
 DEPENDENT VARIABLES

• Those that depend on the independent

variables; they are the outcomes or
results of the influence of the
independent variable. That is why it is
also called outcome variable.
• EXAMPLE: A study on the relationship
of study habits and academic
performance of UTNHS senior high
school students.
 CONTROL
VARIABLES
•A special types of independent
variables that are measured in the
study because they potentially
influence the dependent variable.
Researchers use statistical
procedures (e.g. analysis of
covariance) to control these
variables. They may be demographic
or personal variables that need to be
“controlled” so that the true
influence of the independent variable
on the dependent variable can be
determined.
EXTRANEO
US
VARIABLES
 INTERVENING OR MEDLING
VARIABLES
•Variablesthat “stand between” the
independent and dependent variables,
and they show the effects of the
independent variable on the
dependent variable.
EXAMPLE:
 An Experiment on the Methods of Teaching ang
Language Achievement Among Elementary Pupils

Independent Variable: Method of Teaching

Dependent Variable: Language Achievement
Extraneous Variable: Ventilation facilities; Physical
ambiance
THAT’S
ALL!