Research is a careful, detailed and systematic study of a specific problem,

concern, or issue to establish facts This is best accomplished by turning the issue
into a question, with the intent of the research to answer the question. When is a
research practical? Practical research means actual doing or using of something
rather than theories and ideas. It involves inquiry methods and immersion
activities in order to achieve the correct information. The Scientific Method 1. 2. 3.
4. 5. 6.

Ask a question- state the problem Research- collect sources Hypothesis- an

educated guess (If I will…it will…) Experiment- design and perform to test
hypothesis and variables Data/Analysis- record observations, analyze the data,
prepare a graph or table Conclusion- accept or reject hypothesis, communicate
results

Questions that Delimits Research 1. 2. 3. 4. 5. 6. 7.

What is the meaning of life? What is the origin of God? Is the universe finite or
infinite? When did time begin? Why is the future unknowable? Why do we fear
the unknowable? Why are there exceptions to every rule?

Types of Research 1. Qualitative- used to gain an understanding of underlying

reasons, opinions, and motivations. Used in social science and natural sciences 2.
Quantitative- deals in numbers, logic, and an objective stance. Quantitative
research focuses on numeric and unchanging data and detailed, convergent
reasoning rather than divergent reasoning. Used in psychology, marketing and
political science Characteristics of Quantitative Research 1. 2. 3. 4. 5. 6. 7.

Objective- impartial, unbiased and neutral Clearly defined questions (What,

Which, how much) Structured research instruments (surveys, questionnaires,
software) Numerical data and statistical treatment (unbiased results) Large
sample size (represents a population) Replication (high reliability—stable and
consistent) Future outcomes (new concepts and further studies)

Kinds of Quantitative Research 1. Causal-comparative research attempts to

determine the cause or consequences of differences that already exist between or
among groups of individuals. a. Female and male employees and their job
satisfaction b. Gender causes on differences in abilities 2. Correlational research
determines the extent of a relationship between two or more variables using
statistical data. a. Relationship between intelligence and friendliness b. Student’s
hours of study and their stress level 3. Descriptive research provides systematic
information about a phenomenon. a. The attitudes of scientists regarding global
warming b. Impacts of Qatari diplomatic crisis on OFWs 4. Evaluation research
provide a means to judge actions and activities in terms of values, criteria and
standards a. Performance of newly-hired SH teachers in MMC for S.Y. 2017-2018
b. Water quality assessment of Boac River 5. Experimental research uses the
scientific method to establish the cause-effect relationship among a group of
variables a. Levels of heavy metal bioaccumulation of Nypa fruticans from Boac
River b. Solar purification for water potability 6. A survey is a brief interview or
discussion with individuals about a specific topic a. Acceptance of Boakenos to
Boac cityhood b. Approval rate for Duterte Cabinet members Strengths 1. 2. 3. 4.
5.

Fast speed data collection (sampling methods) Findings can be generalized (if
sample is from a population) Easy to analyze data (use of statistical data)
Consistent and reliable data (use of research manipulations—experiment, surveys
etc) Can be anonymous (for sensitive topic)

Weaknesses 1. 2. 3. 4. 5.

Requires a large number of respondents Costly and expensive Secondary data

may be unavailable Many info are difficult to answer (sensitive topic) More
structured research instruments

Importance of Quantitative Research Across Fields 1. 2. 3. 4.

Business- estimates consumer attitudes and behavior, market sizing, and

marketing tactics Political science- measures political behavior and attitudes of
citizens and politicians Psychology- measures human attributes/beahvior and
analyzes psychological processes Medicine- measures clinical and methodologic
standards in medicinal prescription and composition and laboratory
experimentations 5. Economics- evaluates economic behavior and designs
economic policies and techniques 6. Demographics- discover patterns,
associations, correlations, and other features of a population 7. Education-
discover solutions to issues in educational research, assessment, and program
evaluation and curriculum implementation Quantitative Research Variables
Variables refer to factors or conditions that can change during the course of an
experiment. 1. Discrete- variable that can only take on a certain number of values.
In short, these are variables that are countable where the range of specified
values is complete. a. Classroom attendance b. Grade level of students c. Number
of cars in a parking lot d. Baby’s age in months 2. Continuous- a variable that has
an infinite number of possible values. In short, these are variables that are
obtained by measuring. a. Person’s weight/age/height b. Travel time from Boac
to Gasan c. Price of commodities d. Family income 3. Independent variable is a
variable in research that causes a change esp. on other variables. It can be
controlled to monitor such changes. 4. Dependent variables result from the
independent variables. It the variable being tested and monitored. A. The effect
of temperature on plant pigmentation IV= temperature DV= plant pigmentation
or color B. Effects of fertilizer on plant growth IV= brand/amount of fertilizer DV=
height/weight/no. of leaves of plants C. Brightness of light has any effect on a
moth being attracted to the light IV= brightness of light DV=reaction of moth D.
Time spent studying and its effects the test scores of students IV= time spent
studying DV=test scores E. relationship between disposable income and location
amongst young adults IV=location DV=disposable income F. Salary and job
satisfaction among Gasan residents IV=salary DV=job satisfaction

Research Topic An area of focus that falls within the perimeter of a niche area or
research environment, which directly relates to a particular discipline (field of
study). Example: Effects of climate change Research Problem A research problem
is a definite or clear expression [statement] about:  an area of concern  a
condition to be improved upon  a difficulty to be eliminated, or  a troubling
question that exists in scholarly literature, in theory, or within existing practice
that points to a need for meaningful understanding and deliberate investigation.
Pertains to a particular problem within the research environment, which will form
the primary focus of a research study (a real-life problem which can be mitigated
and/or solved) Example: How do the Philippines respond to the effects of Climate
Change? Remenyi, Williams, Money and Swartz (2009:46) intonate that the
research problem should be a clear, unambiguous statement (perception) that is
relevant to the research title, research topic, the identified niche area and
respected discipline alike. CHARACTERISTICS OF RESEARCH PROBLEM  the
variables in the problem must be clear  it should be limited in scope and should
be specific,  It must have a goal SOURCES OF RESEARCH PROBLEMS / TOPICS 
Contemporary issues  theory deductions  funding agencies  past researches
and literature review  casual observation  related and relevant literature



it should be free from ethical constraints good research problem must be

researchable



personal interest and experience replication of previous studies clarification of

contradictory research results archive data interdisciplinary perspectives



Research Title A specialised area of focus that falls both within the boundaries of
a research (delineation) and the perimeter of a niche area, which directly relates
to a particular discipline. The title summarizes the main idea or ideas of your
study (USC, 2017) Example: The Case of Climate Change in the Philippines:
Responses and Measures to its Effects According to Watkins (2008:23) a research
title should have the following characteristics: 1. Short, descriptive and to the
point 2. Identify the main variables of the research 3. Allude to the area of study
4. Attract the attention and interest of the reader 5. Make academic sense

Background of the Research  It identifies and describes the history and nature of
a well-defined research problem with reference to the existing literature.  It
indicates the root of the problem being studied, appropriate context of the
problem in relation to theory, research, and/or practice, its scope, and the extent
to which previous studies have successfully investigated the problem, noting, in
particular, where gaps exist that your study attempts to address. Statement of the
Problem  reflected to the research title  The problem must not be answerable
by yes or no  must be arranged in the flow of the study  Introduces the reader
to the importance of the topic being studied  Places the topic into a particular
context that defines the parameters of what is to be investigated  Provides the
framework for reporting the results  Indicates what is probably necessary to
conduct the study  Explain how the findings will present the information.
Research Questions Good research questions possess four essential
characteristics as stated by Fraenkel and Wallen (2007, p.29). They are as follows:
 The question is feasible (i.e. it can be investigated without an undue of time,
energy, or money)  The question is clear (i.e. most people would agree as to
what the key words in the question mean).  The question is significant (i.e. it is
worth investigating because it will contribute important knowledge about the
human condition).  The question is ethical (i.e. it will not involve physical or
psychological harm or damage to human beings or to the natural or social
environment of which they are part. Significance of the Study  The significance
of the study will mainly focus on the question “Who will benefit from the study?”
 This states the contribution of your study and the usefulness of your study in
the society. Scope and Delimitations of the Study Parameters that prevent
researchers from pursuing further studies due to time and budgetary constraints
A. Scope- the coverage, range and period of the study B. Delimitations-
weaknesses of the study beyond the control of the researcher Definition of Terms
Terms used either operationally or technically in a research study A. Operational-
definition based on how a word/s are used in the research study B. Technical-
definition based on how a word/s are used in a particular field or specialization

Practical Research 2

CHAPTER 1- Nature and Inquiry of Research

What is Research? Etymologically the word is derived from the French word
“recherche” which means to travel through or to survey. UNESCO(1962) defined
research as “the orderly investigation of a subject matter for the purpose of
adding to knowledge.

Inquiry vis a vis Research Inquiry is a term that is synonymous with the word
‘investigation’. Similarly, research makes you learn something through inquiry.
Both inquiry and research encourage you to formulate questions about the
object of your curiosity.
Inquiry vis a vis Research Although the core word for both inquiry and research is
investigation or questioning, they are not the same in all aspect. As research
includes more complex acts of investigation than inquiry because it follows a
scientific procedure in discovering truths and meanings in this world.

Inquiry vis a vis Research 1. A person wants to know the occupant of one
condominium 2. A students wants tow the medicinal effects of guava leaves 3.
Mr. Cruz wants to know the technique to make his electric fan function instantly

Inquiry vis a vis Research 4. Professor Gomez wants to discover the impact of
social networking on his students learning abilities 5. Aling Rosa wants to know
the reason behind the decrease sales of the day

Inquiry vis a vis Research 6. A businessman wants to find out which these two
marketing strategies: free tasting and attractive packaging, could increase daily
sales 7. A census agent who wants to determine the number of family heads in a
barangay

Inquiry vis a vis Research 8. A teacher who wants determine the perception of
students and parents on the implementation of Senior High School Program

Research Method RESEARCH TITLE: “____________________________” a. State your

problem (in interrogative sentence) b. Formulate 4 sub-problems (in interrogative
sentences)

Aims of Research

• Produce new knowledge or information • Utilize the new knowledge • Validate

existing knowledge • Improve the investigation/research

Types of Research •Based on Application of the Research Method 1. Pure 2.

Applied

Types of Research
• Based on Purpose of the Research 1. descriptive 2. correlational 3. explanatory
4. exploratory 5. action

Types of Research • Descriptive Research A verbal portrayal of the topic •

Correlational Research Shows relationship of two factors

Types of Research

• Explanatory Research Explains not just the reasons behind relationship of two
factors, bur also the ways by which such relationships exists.

Types of Research • Exploratory Research Its purpose is to find out how

reasonable or possible it is to conduct a research study • Action Research It
studies an ongoing practice of an organization for purpose of obtaining results
that will bring improvement in the system

Types of Research • Based on the types of data needed 1. Qualitative 2.

Quantitative

Types of Research

• Qualitative Research -describes phenomenon in words instead of numbers on

measures. Conditions are studied in their natural setting

Types of Research • Quantitative Research -is done to determine relationships,

effects and causes. It places high value on outcomes and products which can be
measured objectively.

Background of the Research

 It identifies and describes
the history and nature of a
well-defined research problem
with
reference to the existing
literature.
 It indicates the root of the
problem being studied,
appropriate context of the
problem in relation
to theory, research, and/or
practice, its scope, and the
extent to which previous studies
have
successfully investigated the
problem, noting, in particular,
where gaps exist that your study
attempts to address.
Statement of the Problem
 reflected to the research title
 The problem must not be
answerable by yes or no
 must be arranged in the flow
of the study
 Introduces the reader to the
importance of the topic being
studied
 Places the topic into a
particular context that defines
the parameters of what is to
be
investigated
 Provides the framework for
reporting the results
 Indicates what is probably
necessary to conduct the study
 Explain how the findings will
present the information.
Research Questions
Good research questions
possess four essential
characteristics as stated by
Fraenkel and Wallen (2007,
p.29). They are as follows:
 The question is feasible (i.e.
it can be investigated without an
undue of time, energy, or
money)
 The question is clear (i.e.
most people would agree as to
what the key words in the
question
mean).
 The question is significant
(i.e. it is worth investigating
because it will contribute
important
knowledge about the human
condition).
 The question is ethical (i.e. it
will not involve physical or
psychological harm or damage
to human
beings or to the natural or social
environment of which they are
part.
Significance of the Study
 The significance of the
study will mainly focus on
the question “Who will
benefit from the
study?”
 This states the contribution of
your study and the usefulness of
your study in the society.
Scope and Delimitations of the
Study
Parameters that prevent
researchers from pursuing
further studies due to time
and budgetary
constraints
A. Scope- the coverage, range
and period of the study
B. Delimitations- weaknesses
of the study beyond the control
of the researcher
Definition of Terms
Terms used either operationally
or technically in a research
study
A. Operational- definition
based on how a word/s are used
in the research study
B
PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I Content: Nature of Inquiry and Research Content Standard:
The learner demonstrates understanding of: 1. the characteristics, strengths,
weaknesses, and kinds of quantitative research 2. the importance of quantitative
research across fields 3. the nature of variables Performance Standard: The
learner is able to decide on suitable quantitative research in different areas of
interest Learning Competencies: --Describes characteristics, strengths,
weaknesses, and kinds of quantitative research CS_RS12-Ia-c-1

LESSON 1: Characteristics, Strengths, Weaknesses, and Kinds Of Quantitative

Research Time Frame: Week One OVERVIEW

Humans are 'intuitive' scientists ....always asking questions and testing theories
about themselves, others, events, the environment and the world around them.
Research is asking a question and finding out the answer… 1. It is looking into
something. 2. It is looking for something. 3. It is comparing and contrasting
things. 4. It is finding out more information...it is counting things ...making
inquiries...being curious...finding out what people think...finding out what people
do....finding out what works.... finding out what doesn't work...finding out what
people want... What research have you conducted recently? 1. What decisions
have you made about your day? 2. What decisions have you made today? 3.
What influenced your decision to take this course? 4. How do you prepare and
write assignments? 5. How do you decide how to provide the best quality of
service for your service users? We all engage in or do social research as we act on
the basis and results of our own research and theorizing, therefore, what we think
affects the way we behave.... What do we research? We research people and their
behaviour, opinions, attitudes, trends and patterns, also politics, animals, health
and illness. Research can be conducted either informally for our own benefit,
through asking questions, watching, counting or reading and formally, for
medical or academic purposes, as a marketing strategy, to inform and influence
politics and policy. Research may be carried out in our own lives, through the
media, in our place of work, with our friends and family or through reading past
research. Our views - personal, social, community and worldwide and our own
identities are socially constructed through our own theorizing. Research gives us
information about: 1. Thoughts and opinions 5. Norms 2. Attitudes 6. Scientific
facts 3. Habits 7. Medical information 4. Culture What do we do with research? 1.
Have it as interesting fact 2. Use it to make decisions 3. Use it to persuade
influence others

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I 4. Use it to affect change 5. Use it to change behaviour 6. Use
it to better use...medical ...improve customer care...write better funding
applications....monitor and evaluate our provision.... We research in order to
understand society and social processes, as well as to test and or create theories
in order that we are better able to inform about social action and potentially
'improve' social conditions. QUANTITATIVE RESEARCH

Quantitative research is defined by Bryman and Bell (2005, p. 154) that ‘entailing
the collection of numerical data and exhibiting the view of relationship between
theory and research as deductive, a predilection for natural science approach,
and as having an objectivist conception of social reality’. Quantitative research is
influenced by the empiricist paradigm, which means that it is concerned with
cause and effect of social phenomena and uses the data - which is based on
empirical observation and their critical interpretation. Quantitative research is the
systematic empirical investigation of observable phenomena via statistical,
mathematical or computational techniques. The objective of quantitative research
is to develop and employ mathematical models, theories and/or hypotheses
pertaining to phenomena. The process of measurement is central to quantitative
research because it provides the fundamental connection between empirical
observation and mathematical expression of quantitative relationships.
Quantitative data is any data that is in numerical form such as statistics,
percentages, etc. The researcher analyzes the data with the help of statistics. The
researcher is hoping the numbers will yield an unbiased result that can be
generalized to some larger population. "Qualitative research, on the other hand,
asks broad questions and collects word data from phenomena or participants.
The researcher looks for themes and describes the information in themes and
patterns exclusive to that set of participants. " This research method is used:  to
describe variables;  to examine relationships among variables;  to determine
cause-and-effect interactions between variables.' (Burns & Grove 2005:23)
Quantitative research is generally made using scientific methods, which can
include:  The generation of models, theories and hypotheses  The development
of instruments and methods for measurement  Experimental control and
manipulation of variables  Collection of empirical data  Modeling and analysis
of data Use of statistics Statistics is the most widely used branch of mathematics
in quantitative research outside of the physical sciences, and also finds
applications within the physical sciences. Quantitative research using statistical
methods starts with the collection of data, based on the hypothesis or theory.
Usually a big sample of data is collected – this would require verification,
validation and recording before the analysis can take place. Software packages
such as SPSS and R are typically used for this purpose.

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I SPSS Statistics is a software package used for logical batched
and nonbatched statistical analysis. Long produced by SPSS Inc., it was acquired
by IBM in 2009. The current versions (2015) are officially named IBM SPSS
Statistics. Companion products in the same family are used for survey authoring
and deployment (IBM SPSS Data Collection), data mining (IBM SPSS Modeler),
text analytics, and collaboration and deployment (batch and automated scoring
services). The software name originally stood for Statistical Package for the Social
Sciences (SPSS),[2] reflecting the original market, although the software is now
popular in other fields as well, including the health sciences and marketing.
International Business Machines Corporation (commonly referred to as IBM) is an
Americ an multinational technology company headquartered in Armonk, New
York, United States, with operations in over 170 countries. R is an open source
programming language and software environment for statistical computing and
graphics that is supported by the R Foundation for Statistical Computing. [6] The
R language is widely used among statisticians and data miners for developing
statistical software[7] and data analysis.[8] Polls, surveys of data miners, and
studies of scholarly literature databases show that R's popularity has increased
substantially in recent years.[9] CHARACTERISTICS OF QUANTITATIVE RESEARCH

Your goal in conducting quantitative research study is to determine the

relationship between one thing [an independent variable] and another [a
dependent or outcome variable] within a population. Quantitative research
designs are either descriptive [subjects usually measured once] or experimental
[subjects measured before and after a treatment]. A descriptive study establishes
only associations between variables; an experimental study establishes causality.
Quantitative research deals in numbers, logic, and an objective stance.
Quantitative research focuses on numeric and unchanging data and detailed,
convergent reasoning rather than divergent reasoning [i.e., the generation of a
variety of ideas about a research problem in a spontaneous, freeflowing manner].
Its main characteristics are:  The data is usually gathered using structured
research instruments.  The results are based on larger sample sizes that are
representative of the population.  The research study can usually be replicated
or repeated, given its high reliability.  Researcher has a clearly defined research
question to which objective answers are sought.  All aspects of the study are
carefully designed before data is collected.  Data are in the form of numbers and
statistics, often arranged in tables, charts, figures, or other non-textual forms. 
Project can be used to generalize concepts more widely, predict future results, or
investigate causal relationships.  Researcher uses tools, such as questionnaires or
computer software, to collect numerical data.

The overarching aim of a quantitative research study is to classify features, count

them, and construct statistical models in an attempt to explain what is observed.


PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I     

The weight of a person (in kilograms) The height of a person (in metres) The age
of a person (in years and months) The gender of a person (using a numerical
system of categorisation, e.g. 1 for female, 2 for male) A person’s education (e.g.
number and grade of school certificates; classification of undergraduate degree)
 A person’s political views (e.g. using a scale that goes from 0 for extreme left-
wing to 10 for extreme right-wing) STRENGTHS AND WEAKNESSES OF
QUANTITATIVE RESEARCH


 Allows for a broader study, involving a greater number of subjects, and

enhancing the generalization of the results;  Allows for greater objectivity and
accuracy of results. Generally, quantitative methods are designed to provide
summaries of data that support generalizations about the phenomenon under
study. In order to accomplish this, quantitative research usually involves few
variables and many cases, and employs prescribed procedures to ensure validity
and reliability;  Applying well-establshed standards means that the research can
be replicated, and then analyzed and compared with similar studies; You can
summarize vast sources of information and make comparisons across categories
and over time; and, Personal bias can be avoided by keeping a 'distance' from
participating subjects and using accepted computational techniques.

Quantitative data is more efficient and able to test hypotheses, but may miss
contextual detail; Uses a static and rigid approach and so employs an inflexible
process of discovery; The development of standard questions by researchers can
lead to "structural bias" and false representation, where the data actually reflects
the view of the researcher instead of the participating subject; Results provide
less detail on behavior, attitudes, and motivation; Researcher may collect a much
narrower and sometimes superficial dataset; Results are limited as they provide
numerical descriptions rather than detailed narrative and generally provide less
elaborate accounts of human perception; The research is often carried out in an
unnatural, artificial environment so that a level of control can be applied to the
exercise. This level of control might not normally be in place in the real world
thus yielding "laboratory results" as opposed to "real world results"; and, Preset
answers will not necessarily reflect how people really feel about a subject and, in
some cases, might just be the closest match to the preconceived hypothesis.

KINDS OF QUANTITATIVE RESEARCH

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I
There are four (4) main types of quantitative designs: descriptive, correlational,
quasi-experimental, and experimental.

Descriptive research is a study designed to depict the participants in an accurate

way. More simply put, descriptive research is all about describing people who
take part in the study. There are three ways a researcher can go about doing a
descriptive research project, and they are:  Observational, defined as a method
of viewing and recording the participants  Case study, defined as an in-depth
study of an individual or group of individuals  Survey, defined as a brief
interview or discussion with an individual about a specific topic Correlational
study is a quantitative method of research in which you have 2 or more
quantitative variables from the same group of subjects, & you are trying to
determine if there is a relationship (or covariation) between the 2 variables (a
similarity between them, not a difference between their means). Theoretically, any
2 quantitative variables can be correlated (for example, midterm scores &
number of body piercings!) as long as you have scores on these variables from
the same participants; however, it is probably a waste of time to collect & analyze
data when there is little reason to think these two variables would be related to
each other. Quasi-experimental design involves selecting groups, upon which a
variable is tested, without any random pre-selection processes. For example, to
perform an educational experiment, a class might be arbitrarily divided by
alphabetical selection or by seating arrangement. The division is often convenient
and, especially in an educational situation, causes as little disruption as possible.
After this selection, the experiment proceeds in a very similar way to any other
experiment, with a variable being compared between different groups, or over a
period of time. Experimental research is commonly used in sciences such as
sociology and psychology, physics, chemistry, biology and medicine etc. It is a
collection of research designs which use manipulation and controlled testing to
understand causal processes. Generally, one or more variables are manipulated to
determine their effect on a dependent variable. The experimental method is a
systematic and scientific approach to research in which the researcher
manipulates one or more variables, and controls and measures any change in
other variables. The word experimental research has a range of definitions. In the
strict sense, experimental research is what we call a true experiment. This is an
experiment where the researcher manipulates one variable, and
control/randomizes the rest of the variables. It has a control group, the subjects
have been randomly assigned between the groups, and the researcher only tests
one effect at a time. It is also important to know what variable(s) you want to test
and measure.

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I ACTIVITY 1A.1.1

Direction: Put a tick (/) if it describes the characteristics of a Quantitative

Research. *

**

**

1. Data is in the form of words, pictures or objects. 2. The data is usually gathered
using structured research instruments. 3. It is not based upon numerical
measurements and does not use numbers and statistical methods as key research
indicators and tools. 4. It tends to be associated with small-scale studies and a
holistic perspective, often studying a single occurrence or small number of
occurrences/case studies in great depth. 5. The research study can usually be
replicated or repeated, given its high reliability. 6. Data are in the form of
numbers and statistics, often arranged in tables, charts, figures, or other non-
textual forms. 7. Emphasis is on discovery rather than proof. 8. The results are
based on larger sample sizes that are representative of the population. 9. It tends
to be associated with emergent research design, using a wide range of
approaches 10. Researcher has a clearly defined research question to which
objective answers are sought. SCORE: ____________________ Corrected by:
__________________

ACTIVITY 1A.1.2
Answer the following questions comprehensively. 1. Discuss the strengths of a
Quantitative Research.
______________________________________________________________________________________
___
______________________________________________________________________________________
___
______________________________________________________________________________________
___
______________________________________________________________________________________
___
______________________________________________________________________________________
___ 2. Discuss the weaknesses of a Quantitative Research.
______________________________________________________________________________________
___
______________________________________________________________________________________
___
______________________________________________________________________________________
___
______________________________________________________________________________________
___
______________________________________________________________________________________
___ SCORE: ____________________ Corrected by: __________________ ACTIVITY 1A.1.3

Describe the following Kinds of Quantitative Research. 1. Descriptive -

__________________________________________________________________________________
______________________________________________________________________________________
____________ 2. Correlational -
________________________________________________________________________________
______________________________________________________________________________________
____________ 3. Quasi-experimental -
_________________________________________________________________________
______________________________________________________________________________________
____________ 4. Experimental -
_______________________________________________________________________________
______________________________________________________________________________________
____________

SCORE: ____________________ Corrected by: __________________ TOTAL SCORE

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I REFERENCES

Burns N, Grove SK (2005) The Practice of Nursing Research: Conduct, Critique,

and Utilization (5th Ed.). St. Louis, Elsevier Saunders [Link]
[Link]/research-methods/quantitative-research/
[Link]
research [Link]
[Link]
[Link]
[Link]
/80586_CH03_Keele.pdf [Link]
[Link]

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I Content: Nature of Inquiry and Research Content Standard:
The learner demonstrates understanding of: 1. the characteristics, strengths,
weaknesses, and kinds of quantitative research 2. the importance of quantitative
research across fields 3. the nature of variables Performance Standard: The
learner is able to decide on suitable quantitative research in different areas of
interest Learning Competencies: --Illustrates the importance of quantitative
research across fields CS_RS12-Ia-c-2 LESSON 1: Importance of Quantitative
Research Time Frame: Week Two Importance of Quantitative Research

1. More reliable and objective 2. Can use statistics to generalise a finding 3. Often
reduces and restructures a complex problem to a limited number of variables 4.
Looks at relationships between variables and can establish cause and effect in
highly controlled circumstances 5. Tests theories or hypotheses 6. Assumes
sample is representative of the population 7. Subjectivity of researcher in
methodology is recognized less 8. Less detailed than qualitative data and may
miss a desired response from the participant Importance of Quantitative Research
across fields

In the social sciences, it is also common to count frequencies of observations; i.e.

frequencies of observable outcomes in an experiment. Examples include the
number of correct scores on an assessment of an ability, and the number of
statements on a questionnaire endorsed by respondents. Provided each
observable outcome is the manifestation of an underlying quantitative attribute,
such frequencies will generally indicate relative magnitudes of that attribute.
Strictly speaking, however, counts and frequencies do not constitute
measurement in terms of a unit of continuous quantity. Use in prosody and
poetry In prosody and poetic meter, syllable weight can be a governing principle.
Many linguists use morae as a unit of syllable weight—a syllable with more
morae is heavier than one with fewer morae. Commonly, syllables with naturally
long vowels, diphthongs, and vowels followed by two or more consonants are
said to be “heavy”, “long”, or “bimoraic”, whereas syllables with naturally short
vowels, followed by only one or no consonant, are said to be “light”, “short”, or
“monomoraic”. Quantitative research is widely used in both the natural and social
sciences, from physics and biology to sociology and journalism. It is also used as
a way to research different aspects of music education. The objective of
quantitative research is to develop and employ mathematical models, theories
and hypotheses pertaining to natural phenomena. The process of measurement
is central to quantitative research because it provides the fundamental
connection between empirical observation and mathematical expression of
quantitative relationships. The term quantitative research is most often used in
the social sciences in contrast to qualitative research. Virtually all research in
physics is quantitative whereas research in other scientific disciplines, such as
taxonomy and anatomy, may involve a combination of quantitative and other
analytic approaches and methods.

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I In the social sciences particularly, quantitative research is
often contrasted with qualitative research which is the examination, analysis and
interpretation of observations for the purpose of discovering underlying
meanings and patterns of relationships, …… …….. including classifications of types
of phenomena and entities, in a manner that does not involve mathematical
models. Approaches to quantitative psychology were first modelled on
quantitative approaches in the physical sciences by Gustav Fechner in his work on
psychophysics, which built on the work of Ernst Heinrich Weber. Although a
distinction is commonly drawn between qualitative and quantitative aspects of
scientific investigation, it has been argued that the two go hand in hand. For
example, based on analysis of the history of science, Kuhn (1961, p. 162)
concludes that “large amounts of qualitative work have usually been prerequisite
to fruitful quantification in the physical sciences”. Qualitative research is often
used to gain a general sense of phenomena and to form theories that can be
tested using further quantitative research. For instance, in the social sciences
qualitative research methods are often used to gain better understanding of such
things as intentionality (from the speech response of the researchee) and
meaning (why did this person/group say something and what did it mean to
them?). Although quantitative investigation of the world has existed since people
first began to record events or objects that had been counted, the modern idea
of quantitative processes have their roots in Auguste Comte's positivist
framework. Quantitative research using statistical methods typically begins with
the collection of data based on a theory or hypothesis, followed by the
application of descriptive or inferential statistical methods. Causal relationships
are studied by manipulating factors thought to influence the phenomena of
interest while controlling other variables relevant to the experimental outcomes.
In the field of health, for example, researchers might measure and study the
relationship between dietary intake and measurable physiological effects such as
weight loss, controlling for other key variables such as exercise. Quantitatively
based opinion surveys are widely used in the media, with statistics such as the
proportion of respondents in favor of a position commonly reported. In opinion
surveys, respondents are asked a set of structured questions and their responses
are tabulated. In the field of climate science, researchers compile and compare
statistics such as temperature or atmospheric concentrations of carbon dioxide.
Examples of Quantitative research 1. Has the change in household size over the
years affected the economy? 2. Is the price of gasoline related to demand or price
of oil? 3. Has public consumption changed over the years? 4. How has the
increase in minimum wage affected small business? 5. Has the new health
insurance laws threatening small business? 6. What happens to student loans if
students fail to graduate from college? 7. Does unemployment directly affect
changes in consumption? 8. Is the economy causing some home health care
workers to disappear? REFERENCES

[Link]
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PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I ACTIVITY 1A.2.1

Explain the importance of Quantitative research. Answer in 3 to 5 sentences.

______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
___ SCORE: ____________________ Corrected by: __________________

ACTIVITY 1A.2.2

Choose one field and explain the importance of quantitative research.

______________________________________________________________________________________
___
______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
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______________________________________________________________________________________
___ SCORE: ____________________ Corrected by: __________________

TOTAL SCORE

PRACTICAL RESEARCH 2 Linabuan National High School – Senior High Ma. Nelyn
Amor I. Ricarto, T-I
GRADE: SUBJECT TITLE:

12 PRACTICAL RESEARCH

Common Subject Description:

SEMESTER: NO. OF HOURS/SEM.:

PREREQUISITE:

FIRST SEMESTER 80 hours/semester Statistics and Probability

This course develops critical thinking and problem-solving skills through

quantitative research.

QUANTITATIVE RESEARCH

COMPILATION IN PRACTICAL RESEARCH 2 (UPPER TUMAPOC NATIONAL HIGH

SCHOOL)

BY: JAY-AR MARIO V. MARIANO

PRACTICAL RESEARCH 2: QUANTITATIVE RESEARCH

JAY-AR MARIO V. MARIANO X

CURRICUM GUIDE

CONTENT

Nature of Inquiry and Research

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

The learner demonstrates understanding of:

The learner is able to:

The learner:

1.

decide on suitable quantitative research in different areas of interest

1.

2. 3.

the characteristics, strengths, weaknesses, and kinds of quantitative research the

importance of quantitative research across fields the nature of variables

2.

3.

Identifying the Inquiry and Stating the Problem

The learner demonstrates understanding of:

The learner is able to:

1.
formulate clearly the statement of research problem

2. 3.

the range of research topics in the area of inquiry the value of research in the
area of interest the specificity and feasibility of the problem pose

differentiate kinds of variables and their uses

The learner: 1. 2. 3. 4. 5. 6. 7.

designs a research useful in daily life writes a research title describes background
of research states research questions indicates scope and delimitation of study
cites benefits and beneficiaries of study presents written statement of the
problem

The learner demonstrates understanding of:

The learner is able to:

The learner:

1.

1.

1. 2.

2. 3. 4. Learning from Others and Reviewing the Literature

describes characteristics, strengths, weaknesses, and kinds of quantitative

research illustrates the importance of quantitative research across fields
5.

the criteria in selecting, citing, and synthesizing related literature the ethical
standards in writing related literature the formulation of conceptual framework
the research hypotheses (if appropriate) the definition of terms as used in the
study

2.

3.

UNIT 1: NATURE OF INQUIRY and RESEARCH

select, cite, and synthesize judiciously related literature and use sources
according to ethical standards formulate clearly conceptual framework, research
hypotheses (if appropriate), and define terms used in study present objectively
written review of related literature and conceptual framework

3.

selects relevant literature cites related literature using standard style (APA, MLA
or Chicago Manual of Style) synthesizes information from relevant literature

4.

writes coherent review of literature

5.

follows ethical standards in writing related literature

6.

illustrates and explain conceptual framework

7.

defines terms used in study

8.

lists research hypotheses (if appropriate)

9.

presents written review of related literature and conceptual framework

JAY-AR MARIO V. MARIANO

The learner demonstrates understanding of:

The learner is able to:

The learner:

1.

1.

1.

2. 3. 4. Understanding Data and Ways to Systematically Collect Data

5. 6. 7.

quantitative research designs description of sample instrument development

description of intervention (if applicable) data collection and analysis procedures
such as survey, interview, and observation guidelines in writing research
methodology the application of art/ design fundamentals for execution

2.

describe adequately quantitative research designs, sample, instrument used,

intervention (if applicable), data collection, and analysis procedures apply
imaginatively art/design principles to create artwork

2. 3. 4. 5. 6. 7.

chooses appropriate quantitative research design describes sampling procedure

and the sample constructs an instrument and establishes its validity and reliability
describes intervention (if applicable) plans data collection procedure plans data
analysis using statistics and hypothesis testing (if appropriate) presents written
research methodology

8.

Finding Answers through Data Collection

The learner demonstrates understanding of:

The learner is able to:

implements design principles to produce creative artwork The learner:

1.

1.

1.

The learner demonstrates understanding of:

The learner is able to:

collects data using appropriate instruments 2. presents and interprets data in

tabular and graphical forms 3. uses statistical techniques to analyze data— study
of differences and relationships limited for bivariate analysis The learner:

1.

1.

1.

2.

2. Reporting and Sharing Findings

3. 4.

data collection procedures and skills using varied instruments data processing,
organizing, and analysis

guidelines in making conclusions and recommendations the techniques in listing

references the process of report writing the selection criteria and process of best
design

2.

3. 4.

gather and analyze data with intellectual honesty, using suitable techniques

form logical conclusions make recommendations based on conclusions write and

present clear report execute best design
2. 3. 4. 5. 6.

UNIT 1: NATURE OF INQUIRY and RESEARCH

draws conclusions from research findings formulates recommendations lists

references presents written research report finalizes and presents best design
presents research workbook

JAY-AR MARIO V. MARIANO

UNIT 1: NATURE OF INQUIRY AND RESEARCH WHAT THIS UNIT ALL ABOUT?
Human history abounds with problems. Problems are everywhere in different
variety in different perspective which affect mankind. Problems are observed
along political, social, environmental and many aspects of life. This may between
individuals, groups or in an organization. In that, mankind wants solution to these
problems. These solutions should not be only effective but also be acquired and
used for improvement. To be able to achieve that, solutions must be based in
knowledge, not on mere beliefs, guesses, or theories. To acquire this knowledge
it requires a well-planned and systematic procedure and should be continuously
evaluated on its accuracy and usefulness. In that, RESEARCH has been devised to
meet this need. Research is a natural day-to-day activity of gathering information.
It may in the form of qualitative or quantitative. Qualitative researches are those
studies in which the data concerned can be described without the use of
numerical data while quantitative research suggests that the data concerned can
be analyzed in terms of numbers. Quantitative research designs use numbers in
stating generalizations about a given problem or inquiry in contrast to qualitative
research that hardly uses statistical treatment in stating generalizations. The
numbers in quantitative research are the results of objective scales of
measurements of the units of analysis called variables. Research findings are
subjected to statistical treatment to determine significant relationships or
differences between variables, the results of which are the bases for
generalization about phenomena. In this unit, you will be encountering also the
characteristics of quantitative research, its strength and weaknesses, its kinds and
importance across disciplines. In here also, we will be tackling kinds of variables
and its uses.

WHAT DO YOU EXPECT TO LEARN? After studying this unit, you are expected to
be able to:  describe the characteristics, strengths, weaknesses and kinds of

quantitative

research;  explain the kinds of quantitative research designs;  illustrate the

importance of quantitative research across fields; and  differentiate kinds of
variables and their uses.

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

HOW ARE YOU GOING TO LEARN?

This icon signals a pre-test that you need to answer to determine how much you
about the topic. At every pre-test, you will find a question to answer. Write your
answers in the blank provided for or as instructed in the pre-test. If you cannot
answer a question may leave it blank. But see to it that you go back to check after
you have studied or read the text.

You will find this icon before some chunks of text in the following pages. It tells
you to carefully study the concepts, principles, or processes discussed in the text.
It also tells you that there is a question to answer or an idea to think about it.

This icon introduces a list of important ideas to remember. Read it carefully and
keep it in mind. From the good habit of reviewing the text and how much time,
effort, interest and patience you invest in your learning will determine how sure
you are in having good scores in the checkpoint. Your attitude will help you learn
more and effectively that makes you a better learner.

You will find this icon at the end of every lesson. It signals a self-test to determine
how well you have achieved the objectives set in the unit. Study the lesson well
and you will perform quite well in the self-test. This will be submitted to your
teacher after you answering the self-test. Write legibly and always follow
instructions properly.

This icon tells you of an assignment you have to perform. The quality of your
output from this assignment will show the extent to which you can apply what
have you learned from the lesson. Submit this also to your teacher at the date
specified.

Are you now set to perform the activity, answer the questions, and read the texts?
If so, then you may get your ball pen and notebook as I will request you to
answer the questions included herein. Good luck, enjoy reading and doing the
activity. God bless.

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

LESSON 1: QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGTH,

WEAKNESSES and KINDS PRE-TEST QUESTIONS: Answer the questions below.
Follow instructions properly. I.

TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is true
while QUALITATIVE if the statement is false. 1. In quantitative research,
researchers know in advance what they are looking for. _______________ 2.
Quantitative research can be easily misinterpreted because it provides numerical
data. _______________ 3. Quantitative research puts emphasis on proof, rather than
discovery. _______________ 4. Normative research is conducted by researcher whose
aim would be to find out the direction and/or relationship between different
variables or group of respondents under study. _________________ 5. Qualitative
research requires a large number of respondents. It assumes that the larger the
sample is, the more statistically accurate the findings are. ___________________ 6.
Evaluation describes the status of a phenomenon at a particular time. It describes
without value judgment a situation that prevents. ____________________ 7.
Correlational is conducted by researchers whose aim would be to find out the
direction and/or relationship between different variables or groups of
respondents under study. _____________________ 8. Methodological is the
implementation of a variety of methodologies that forms a critical part of
achieving the goal of developing a scaled-matched approach, where data from
different disciplines can be integrated. ___________________ 9. One characteristics of
quantitative research is that its method can be repeated to verify findings in
another setting, thus, reinforcing validity findings. _____________________ 10. In
quantitative experiments it filters out external factors, if properly designed, and
so the results gained can be seen, as real and unbiased.

II.

Put a tick (/) if it describes the characteristics of a Quantitative Research. 1. Data is

in the form of words, pictures or objects. 2. The data is usually gathered using
structured research instruments. 3. It is not based upon numerical measurements
and does not use numbers and statistical methods as key research indicators and
tools. 4. It tends to be associated with small-scale studies and a holistic
perspective, often studying a single occurrence or small number of
occurrences/case studies in great depth. 5. The research study can usually be
replicated or repeated, given its high reliability. 6. Data are in the form of
numbers and statistics, often arranged in tables, charts, figures, or other non-
textual forms. 7. Emphasis is on discovery rather than proof. 8. The results are
based on larger sample sizes that are representative of the population. 9. It tends
to be associated with emergent research design, using a wide range of
approaches 10. Researcher has a clearly defined research question to which
objective answers

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

are sought.
DEFINITION OF QUANTITATIVE RESEARCH Quantitative research is an objective,
systematic empirical investigation of observable phenomena through the use of
computational techniques. It highlights numerical analysis of data hoping that
the numbers yield unbiased results that can be generalized to some larger
population and explain a particular observation. Simply, quantitative research is
concerned with numbers and its relationship with events. The quantitative
research suggests that the data concerned can be analyzed in terms of numbers.
An example that we can give for this study is a study comparing the performance
of Grade 12 in Upper Tumapoc National High School and Burgos National high
School in Physical Science when ICT is integrated in teaching. This can be
approached by getting the average performance of both schools before and after
integrating ICT. Then the averages can be compared and analyzed to see the
differences or effectiveness. In this case, numbers are used as data for analysis.
Another is surveying what do viewers in Burgos, La Union prefer to watch: is it
GMA dramarama or ABS-CBN Golden Kapamilya noontime show. In here, it may
be approached by making a survey questionnaire asking for the preference of
viewers in Burgos, La Union. May you now give your own example of a
quantitative research?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
CHARACTERISTICS OF QUANTITATIVE RESEARCH 1. OBJECTIVE. Quantitative
research seeks accurate measurement and analysis of target concepts. It is not
based on mere intuition and guesses. Data are gathered before proposing a
conclusion or solution to a problem. 2. CLEARLY DEFINED RESEARCH
QUESTIONS. The researchers know in advance what they are looking for. The
research questions are well-defined for which objective answers are sought. All
aspects of the study are carefully designed before data are gathered. 3.
STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide data
collection, thus, ensuring the accuracy, reliability and validity of data. Data are
normally gathered using structured research tools such as questionnaires to
collect measurable characteristics of the population like age, socio-economic
status, number of children, among others. 4. NUMERICAL DATA. Figures, tables or
graphs showcase summarized data collection in order to show trends,
relationships or differences among variables. In sum, the charts and tables allow
you to see the evidence collected. 5. LARGE SAMPLE SIZES. To arrive at a more
reliable data analysis, a normal population distribution curve is preferred. This
requires a large sample size, depending on how the characteristics of the
population vary. Random sampling is recommended in determining the sample
size to avoid researcher’s bias in interpreting the results. 6. REPLICATION.
Quantitative methods can be repeated to verify findings in another setting, thus
strengthen and reinforcing validity of findings eliminating the possibility of
spurious conclusions.

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

7. FUTURE OUTCOMES. By using complex mathematical calculations and with the

aid of computers, if-then scenarios may be formulated thus predicting future
results. Quantitative research puts emphasis on proof, rather than discovery.
STRENGHTS and WEAKNESSES OF QUANTITATIVE RESEARCH STRENGHTS OF
QUANTITATIVE RESEARCH  The advantages of quantitative research includes the
following: 1. It is objective. The most reliable and valid way of concluding results,
giving way to a new hypothesis or to disproving it. Because of bigger number of
the sample of a population, the results or generalizations are more reliable and
valid. Since it provides numerical data, it can’t be easily misinterpreted. 2. The use
of statistical techniques facilitates sophisticated analyses and allows you to
comprehend a huge amount of vital characteristics of data. 3. It is real and
unbiased. If the research is properly designed it filters out external factors, and so
can be seen as real and unbiased. 4. The numerical data can be analyzed in a
quick and easy way. By employing statistically valid random models, findings can
be generalized to the population about which information is necessary. 5.
Quantitative studies are replicable. Standardized approaches allow the study to
be replicated in different areas or over time with formulation of comparable
findings. 6. Quantitative experiments are useful for testing the results gained by a
series of qualitative experiments, leading to a final answer, and narrowing down
of possible directions to follow. WEAKNESSES OF QUANTITATIVE RESEARCH 
The disadvantages of quantitative research are as follows: 1. Quantitative research
requires a large number of respondents. It is assumed that the larger the sample
is, the more statistically accurate the findings are. 2. It is costly. Since, there are
more respondents compared to qualitative research, the expenses will be greater
in reaching out to these people and in reproducing questionnaires. 3. The
information is contextual factors to help interpret the results or to explain
variations are usually ignored. It does not consider the distinct capacity of the
respondents to share and elaborate further information unlike the qualitative
research. 4. Much information are difficult to gather using structured research
instruments, specifically on sensitive issues like pre-marital sex, domestic
violence, among others. 5. If not done seriously and correctly, data from
questionnaires may be incomplete and inaccurate. Researchers must be on the
look-out on respondents who are just guessing in answering the instrument.
What are the strengths and weaknesses of quantitative research? KINDS OF
QUANTITATIVE RESEARCH DESIGNS Research design refers to the overall
strategy that you choose in order to integrate the different components of the
study in a coherent and logical way, thereby ensuring you will effectively address
the research problem. Furthermore, a research design constitutes the blueprint
for the selection, measurement and analysis of data. The research problem
determines the research you should. UNIT 1: NATURE OF INQUIRY and
RESEARCH

JAY-AR MARIO V. MARIANO

Quantitative methods emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing statistical data using
computational techniques. The kind of research is dependent on the researcher’s
aim in conducting the study and the extent to which the findings will be used.
Quantitative research designs are generally classified into experimental and non-
experimental as the following matrix below. QUANTITATIVE RESEARCH DESIGNS

EXPERIMENTAL
TRUE EXPERIMENTAL

PREEXPERIMENTAL

1. Pre-Test Design 2. Post-Test Design 3. Post-Test only/ Control Group Design

1. One Shot Case Study 2. One Group Pre-Test Post-Test Design

QUASIEXPERIMENTAL

NON-EXPERIMENTAL

DESCRIPTIVE

1. Survey 2. Correlational 3. Ex-Post Facto Studies 4. Comparative 5. Evaluative 6.

Methodological

1. Non-equivalent Control Group Design 2. Time Series Design The following are
the various kinds of quantitative research design that a researcher may employ: 1.
EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to control the
situation. In doing so, it allows the researcher to answer the question, “What
causes something to occur?” This kind of research also allows the researcher to
identify cause and effect relationships between variables and to distinguish
placebo effects from treatment effects. Further, this research design supports the
ability to limit alternative explanations and to infer direct causal relationships in
the study; the approach provides the highest degree level of evidence for single
studies. A. PRE-EXPERIMENTAL DESIGN. A type of research apply to experimental
design that with least internal validity. One type of pre-experiment, the simple
group, pretest-post-test design, measures the group two times, before and after
the intervention. Instead of comparing the pretest with the posttest within one
group, the posttest of the treated groups is compared with that of an untreated
group. Measuring the effect as the difference between groups marks this as
between-subjects design. Assuming both groups experienced the same time-
related influences, the comparison group feature should protect this design from
the rival explanations that threaten the within-subject design. UNIT 1: NATURE
OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

Two classes of experimental design that can provide better internal validity than
preexperimental designs are: quasi-experimental and true experimental design
(Dooly, 1999). B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher
can collect more data, either by scheduling more observations or finding more
existing measures. Quasi-experimental design involves selecting groups, upon
which a variable is tested, without any random pre-selection processes. For
example, to perform an educational experiment, a class might be arbitrarily
divided by alphabetical selection or by seating arrangement. The division is often
convenient and, especially in an educational situation, causes as little disruption
as possible. After this selection, the experiment proceeds in a very similar way to
any other experiment, with a variable being compared between different groups,
or over a period of time. There are two types of quasi-experimental design, these
are: a. Non-Equivalent Control Group. This refers to the chance failure of random
assignment to equalize the conditions by converting a true experiment into this
kind of design, for purpose of analysis. b. Interrupted Time Series Design. It
employs multiple measures before and after the experimental intervention. It
differs from the singlegroup pre-experiment that has only one pretest and one
posttest. Users of this design assume that the time threats such as history or
maturation appear as regular changes in the measures prior to the intervention.
C. TRUE-EXPERIMENTAL DESIGN. It controls for both time-related and
grouprelated threats. Two features mark true experiments: two or more
differently treated groups; and random assignment to these groups. These
features require that the researchers have control over the experimental
treatment and the power to place subjects in groups. True experimental design
employs both treated and control groups to deal with time-related rival
explanations. A control group reflects changes other than those due to the
treatment that occur during the time of the study. Such changes include effects
of outside events, maturation by the subjects, changes in measures and impact of
any pre-tests. True experimental design offers the highest internal validity of all
the designs. Quasi-experimental design differs from true experimental design by
the absence of random assignment of subjects to different conditions. What
quasiexperiments have in common with true experiments is that some subjects
receive an intervention and provide data likely to reflect its impact. 2. NON-
EXPERIMENTAL DESIGN. In this kind of design, the researcher observes the
phenomena as they occur naturally and no external variables are introduced. In
this research design, the variables are not deliberately manipulated nor is the
setting controlled. Researchers collect data without making changes or
introducing treatments. This may also called as DESCRIPTIVE RESEARCH DESIGN
because it is only one under nonexperimental design. DESCRIPTIVE RESEARCH
DESIGN’s main purpose is to observe, describe and document aspects of a
situation as it naturally occurs and sometimes to serve as a starting point for
hypothesis generation or theory development. The types of descriptive design
are as follows: A. SURVEY. It is used to gather information from groups of people
by selecting and studying samples chosen from a population. This is useful when
the objective of the study is to see general picture of the population under UNIT
1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

investigation in terms of their social and economic characteristics, opinions, and

their knowledge about the behavior towards a certain phenomenon. B.
CORRELATIONAL. It is conducted by researchers whose aim would be to find out
the direction, associations and/or relationship between different variables or
groups of respondents under study. Correlational Research has three types, these
are: a. Bivariate Correlational Studies – It obtains score from two variables for
each subject, and then uses them to calculate a correlation coefficient. The term
bivariate implies that the two variables are correlated (variables are selected
because they are believed to be related). Example: Children of wealthier (variable
one), better educated (variable 2) parents earn higher salaries as adults. b.

Prediction Studies – It uses correlation coefficient to show how one variable (the
predictor variable) predicts another (the criterion variable). Example: Which high
school applicants should be admitted to college?

c. Multiple Regression Prediction Studies – All variables in the study can

contribute to the over-all prediction in an equation that adds together the
predictive power of each identified variable. Example: Suppose the High School
GPA is not the sole predictor of college GPA, what might be other good
predictors? C. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of research
derives conclusion from observations and manifestations that already occurred in
the past and now compared to some dependent variables. It discusses why and
how a phenomenon occurs. Example 1: A researcher is interested in how weight
influences stress-coping level of adults. Here the subjects would be separated
into different groups (underweight, normal, overweight) and their stress-coping
levels measured. This is an ex post facto design because a pre-existing
characteristic (weight) was used to form the groups. Example 2: What is the Effect
of Home Schooling on the Social Skills of Adolescents? D. COMPARATIVE. It
involves comparing and contrasting two or more samples of study subjects on
one or more variables, often at a single point of time. Specifically, this design is
used to compare two distinct groups on the basis of selected attributes such as
knowledge level, perceptions, and attitudes, physical or psychological symptoms.
Example: A comparative Study on the Health Problems among Rural and Urban
People in Ilocos Region, Philippines. E. NORMATIVE. It describes the norm level of
characteristics for a given behavior. For example: If you are conducting a research
on the study habits of the high school students you are to use the range of score
to describe the level of their study habits. The same true is when you would want
to describe their academic performance. UNIT 1: NATURE OF INQUIRY and
RESEARCH

JAY-AR MARIO V. MARIANO

F. EVALUATIVE. It is a process used to determine what has happened during a

given activity or in an institution. The purpose of evaluation is to see if a given
program is working, an institution is successful according to the goals set for it,
or the original intent was successfully attained. In other words, in evaluation
judgments can be in the forms of social utility, desirability, or effectiveness of a
process. For example, we can cite here a situation. In evaluation study, it will not
just be considering the performance of the students who were taught under
modular instruction; instead, it is the rate of progress that happened among the
students who were exposed to modular instruction. Example: A test of children in
school is used to assess the effectiveness of teaching or the deployment of a
curriculum. G. METHODOLOGICAL. In this approach, the implementation of a
variety of methodologies forms a critical part of achieving the goal of developing
a scalematched approach, where data from different disciplines can be
integrated. What are the types of quantitative research designs? Give example
each type.

KEEP THIS IN MIND. QUANTITATIVE RESEARCH – use numbers in stating

generalization about a given problem or inquiry

STRENGHT  Objectivity  Real & Unbiased 

Facilitates Sophisticated Analysis Analyzed in quick & easy way

Replicable

Useful in Testing Qualitative Research

CHARACTERISTICS 1. OBJECTIVE 2. CLEARLY DEFINED RESEARCH QUESTIONS 3.

STRUCTURED RESEARCH INSTRUMENTS 4. NUMERICAL DATA 5. LARGE SAMPLE
SIZES 6. REPLICATION 7. FUTURE OUTCOMES

EXPERIMENTAL






WEAKNESSES Requires large number of Respondents

Costly Contextual Factors are ignored

Difficult to gather data Little glitch in the procedure leads to incomplete and
inaccurate data

NON-EXPERIMENTAL/ DESCRIPTIVE SURVEY

TRUE-EXPERIMENTAL

QUASI-EXPERIMENTAL

PRE-EXPERIMENTAL

CORRELATIONAL EX POST FACTO COMPARATIVE NORMATIVE EVALUATIVE

METHODOLOGICAL UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

MIND CHALLENGE. Answer the following questions, follow directions given. I.

NON-STOP WRITING. In 10 mins., write your concise learning about the
following. 1. What is quantitative research?
________________________________________________________________________
_______________________________________________________________________. 2. What are
the characteristics of quantitative research?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________. 3. Discuss the
strengths of quantitative research.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________. 4. Discuss the
weaknesses of quantitative research.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________. 5. Describe
each type of quantitative research design. Give example each. Example: Survey -
used to gather information from groups of people by selecting and studying
samples chosen from a population. Example: Preference T.V network of viewers in
Upper Tumapoc, Burgos, La Union.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________. UNIT 1:
NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

POST_TEST. This serves as your summative test. Answer the questions below
following the instruction given in each test. I.

Identification. Identify what is being asked in each number. Write your answer
after the statement.

1. It highlights numerical analysis of data hoping that the numbers yield unbiased
results that can be generalized to some larger population and explain a particular
observation. _________________________ 2. It suggests that the data concerned can
be analyzed in terms of numbers. _______________________ 3. This kind of research
derives conclusion from observations and manifestations that already occurred in
the past and now compared to some dependent variables. _______________________
4. It describes the norm level of characteristics for a given behavior.
_________________ 5. In this design, the researcher can collect more data, either by
scheduling more observations or finding more existing measures.
________________________ 6. It is conducted by researchers whose aim would be to
find out the direction, associations and/or relationship between different
variables or groups of respondents under study. ______________________ 7. It refers
to the overall strategy that you choose in order to integrate the different
components of the study in a coherent and logical way, thereby ensuring you will
effectively address the research problem. __________________________ 8. It controls
for both time-related and group-related threats. Two features mark true
experiments: two or more differently treated groups; and random assignment to
these groups. ____________________________ 9. All variables in the study can
contribute to the over-all prediction in an equation that adds together the
predictive power of each identified variable. _______________________ 10. Its main
purpose is to observe, describe and document aspects of a situation as it
naturally occurs and sometimes to serve as a starting point for hypothesis
generation or theory development. __________________________ II.

Multiple Choice. Choose the correct letter that best describe the question or
complete the statement. Write your answer before the number.

1. Which of the following BEST defines quantitative research? A. It is an

exploration associated with libraries, books and journals. B. It is an activity
concerned with finding new truth in education. C. It is a systematic process
obtaining numerical information about the world. D. It is an activity of producing
or proving a theorem. 2. Which of the following is NOT a characteristic of
quantitative research? A. Data are gathered before proposing a conclusion or
solution to a problem. B. Quantitative methods can be repeated to verify findings
in another setting, thus strengthen and reinforcing validity of findings eliminating
the possibility of spurious conclusions. C. Figures, tables or graphs showcase
summarized data collection in order to show trends, relationships or differences
among variables. In sum, the charts and tables allow you to see the evidence
collected. D. It seeks to gather a more comprehensive understanding of activities
related to human behavior and the attributes that rule such behavior. 3. Which of
the following describes the characteristics of research where data are in form of
statistics? A. Objective B. Numerical Data C. Replication D. Large Sample Size

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

4. This characteristic of quantitative research which refers to its necessity to arrive

at a more reliable data analysis. A. Large Sample Sizes C. Numerical Data B.
Replication D. Objective 5. It is done to check the correctness and verify the
findings of the study. A. Large Sample Sizes C. Numerical Data B. Replication D.
Objective 6. The researchers know in advance what they are looking for. The
research questions are welldefined for which objective answers are sought. All
aspects of the study are carefully designed before data are gathered. A. Future
Outcomes C. Clearly defined Research Questions B. Structured Research
Instruments D. Numerical Data 7. Which research design seeks to describe “what
is”? A. Correlational C. Experimental B. Descriptive D. Evaluation 8. In this type of
research, the investigator tries to probe the significance of relationship between
two or more factors or characteristics A. Correlational C. Ex-post facto B.
Experimental D. Survey 9. Which of the item below does NOT hold true for
descriptive research? A. describes the nature of a situation or an event B. presents
the profile of persons, events, and things C. describes past situations D. there is
no manipulation of variables or search for cause and effect related to the
performance 10. Which of the following illustrates a quantitative study? A.
attributes to malnutrition in children B. public opinion to the sex scandal of the
Pres. in our country C. academic performance of high school students D. all of the
above choices III.

DETERMINATION. Determine if the description given below is a strength or

weakness of a quantitative research. Write your answer on the blank provided for.

1. The most reliable and valid way of concluding results, giving way to a new
hypothesis or to disproving it. ___________________________ 2. Since, there are more
respondents compared to qualitative research, the expenses will be greater in
reaching out to these people and in reproducing questionnaires.
_______________________ 3. If not done seriously and correctly, data from
questionnaires may be incomplete and inaccurate. ____________________________ 4.
Standardized approaches allow the study to be replicated in different areas or
over time with formulation of comparable findings. _______________________________
5. Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of
possible directions to follow. _______________________________ 6. It is assumed that
the larger the sample is, the more statistically accurate the findings are.
________________________ 7. Researchers must be on the look-out on respondents
who are just guessing in answering the instrument. ______________________________
8. It does not consider the distinct capacity of the respondents to share and
elaborate further information unlike the qualitative research.
__________________________ 9. It is real and unbiased. _____________________ UNIT 1:
NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

10. It is costly. ______________________ IV. MATCHING TYPE. Match item in COLUMN

A with those of COLUMN B by placing the letter of the correct answers in the
space provided in column A from among the choices I column B. COLUMN A
COLUMN B 1. the posttest of the treated groups is compared with that of an
untreated group A. Normative 2. a test of children in school is used to B. Survey
assess the effectiveness of teaching or the deployment of a curriculum C. Census
3. useful when the objective of the study is to see general picture of the
population D. Evaluative under investigation in terms of their social and
economic characteristics, opinions, E. Comparative and their knowledge about
the behavior towards a certain phenomenon F. Ex-post facto 4. conducting a
research on the study habits of the high school students you are to use G.
Descriptive the range of score to describe the level of their study habits H.
Correlational 5. discusses why and how a phenomenon occurs I. Bivariate
Correlational 6. selecting groups, upon which a variable is tested, without any
random pre-selection J. Prediction processes 7. uses correlation coefficient to
show how K. Multiple Regression one variable (the predictor variable) predicts
another (the criterion variable) L. Pre-Experimental 8. employs both treated and
control groups to deal with time-related rival explanations M. Quasi Experimental
9. it obtains score from two variables for each subject, and then uses them to N.
True Experimental calculate a correlation coefficient 10. term that seems
synonymous to survey research ASSIGNMENT: RESEARCH WORK. Research 15
different titles of research in a research reports and classify them to any of the
research designs we have discussed. Choose only quantitative research titles.
Follow the format below. RESEARCH TITLE
RESEARCH DESIGN

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. UNIT 1: NATURE OF INQUIRY and
RESEARCH

JAY-AR MARIO V. MARIANO

LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS VARIOUS

FIELDS PRE-TEST QUESTIONS: Answer the questions below. Follow instructions
properly. I.

MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing

the letter of the correct answers in the space provided in column A from among
the choices I column B. Identify what discipline the given research title is related.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

II.

COLUMN A What Effect do Punitive Behavioral Control Statements have on

Classroom? The Relationship between the Mushrooming of Fast Food Chains and
Obesity of Children in Kuopo, Eastern England. Effect of Tourism to the Cultural
System of Villagers in Southern Cordillera. Factors Affecting Quality of Medical
Education in Saint Louis University. Relationship of Verbally Aggressive Behavior
to the Physical Aggression of a Person. Factors Affecting Crime Rates in Burgos,
La Union. Video Integration in Teaching Science in Grade 12 of Upper Tumapoc
National High School. Communicative Behaviors Associated in Different Stages of
a Romantic Relationship. Ethnographic Study: Changes of Aeta Behaviors in past
5 years. Relationship of Physical Activity to the Amount of Adipose Tissue and
Endurance Fitness of Children Aged 15 – 22 in Burgos, La Union.

COLUMN B

A. QUANTI & ANTHROPOLOGY B. QUANTI & COMMUNICATION C. QUANTI &

SPORTS MED. D. QUANTI & MEDICAL ED. E. QUANTI & BEHAVIORAL SCI. F.
QUANTI & EDUCATION G. QUANTI & PSYCHOLOGY H. QUANTI & ABM I.

QUANTI & STEM

ESSAY. Discuss briefly, what is ask below. 1. How quantitative research related or
important to different field of discipline?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________. 2. Choose two
disciplines enumerated above (column B) and explain how quantitative research
was used on it. __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

__________________________________________________________________
__________________________________________________________________. IMPORTANCE OF
QUANTITATIVE RESEARCH ACROSS FIELDS People do research to find solutions,
even tentative ones, to problems, in order to improve or enhance ways of doing
things, to disprove or provide a new hypothesis, or simply to find answers to
questions or solutions to problems in daily life. Research findings can affect
people’s lives, ways of doing things, laws, rules and regulations, as well as
policies, among others. Widely, quantitative research is often used because of its
emphasis on proof rather than discovery. In recent times, research studies are
gaining an unprecedented focus and attention. Then, only the faculty in higher
education has so much interest and conduct researchers, but now even the
teachers in the basic education are engrossed in researches and devote time and
effort in conducting researches to improve educational practices that may lead to
more quality learning of the students. Many teachers do action researches
because there is a serious need to identify the problems of the deteriorating
quality of education. By doing so, they can address systematically and make
educational decisions regarding the problems met. Innovative teaching strategies
are product of research. In the natural and social sciences, quantitative research is
the systematic, empirical investigation of observable phenomena via statistical,
mathematical or computational techniques. The objective of quantitative research
is to develop and employ mathematical models, theories and/or hypotheses
pertaining to phenomena. The process of measurement is central to quantitative
research because it provides the fundamental connection between empirical
observation and mathematical expression of quantitative relationships. Health
Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use quantitative
research designs like descriptive, pre-experimental, quasi-experimental, true-
experiment, case study, among others. QUANTITATIVE RESEARCH &
ACCOUNTING, BUSINESS and MANAGEMENT (ABM) Researches can help design
a new product or service, figuring out what is needed and ensure the
development of product is highly targeted towards demand. Businessmen can
also utilize research results to guarantee sufficient distribution of their products
and decide where they need to increase their product distribution. Conducting
researches can also help a business determine whether now is the proper time to
open another branch or whether it needs to apply for a new loan. It may also
help a small business decide if a procedure or strategy should be change to meet
the requirements of the customer base. Research is important for any
organization to remain in the market. The primary function of research in ABM is
to correctly determine its customers and their preferences, establish the
enterprise in the most feasible location, deliver quality goods and services,
analyze what the competitors are doing and find ways on how to continuously
satisfy the growing and varied needs of the clients. QUANTITATIVE RESEARCH
and ANTHROPOLOGY Anthropology is a research method of combining
qualitative and quantitative research data. It is concerned with exploring
connections simultaneously, amidst cultural differences, alternatives and identity.
In the contemporary academic, socio-cultural and political climate these concepts
have immense symbolic overtones. Quantitative research is use in Anthropology
in many aspects. Like, true experiments may use in studying people provided that
you follow certain steps (Bernard, 2004). This is to look into the Effects of an
intervention in ethnic behavior of a group. In here, you need at least two groups,
called the treatment group and the control group. On group gets the
intervention and the other group don’t. Next, individuals may be randomly
assigned, either to the intervention group or to the control group to ensure that
the groups are equivalent. Then, the groups are measured on one or more
dependent variables; this is called the pre-test. After which, the intervention is
introduced. Lastly, the dependent variables are measured again. This is the post
test. True in experiments with people in laboratory are also common. Laboratory
experiments often produce results that beg to be tested in the natural world by
Anthropologists. Aaron and Mills (1959, as cited by Bernard, 2004) demonstrated
in a lab experiment that people who go through severe initiation to a group tend
to be more positive toward the group than are people who go through a mild
initiation. They reasoned that people who go through tough initiation rites put a
lot of personal investments into

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

getting into the group. Later, if people see evidence that the group is not what
they thought it would be, they are reluctant to admit the fact because of the
investments. In Field, Janet Schofield and her colleagues did a 3 year
ethnographic study in middle school. During the first year, they noticed that
African-American and while children seemed to react differently to “mildly
aggressive acts’ – things like bumping in the hallway, poking one another in the
classroom, asking for food, or using another student’s pencil without permission.
There appeared to be no event of racial conflict in the school, but during
interviews while students were more likely to report being intimidated by their
African-American peers than vice versa (Sagar & Schofield, 1980, as cited by
Bernard, 2004) QUANTITATIVE RESEARCH and COMMUNICATION Researchers
are often interested in how an understanding of a particular communication
phenomenon might generalize to a larger population. For example, researchers
can advance questions like “What Effect do punitive behavioral control
statements have on a classroom? What communicative behaviors are associated
with different stages in romantic relationships? What communicative behaviors
are used to respond to co-workers displaying emotional stress? (Allen, Titsworth,
Hunt, 2009) QUANTITATIVE RESEARCH and SPORTS MEDICINE Quantitative
research is used to analyze how sports may be used as an alternative way of
medicating an illness. An example is the research done by University of Eastern
Finland which investigated the relationship between mushrooming of fast food
chains and obesity, as well as the intervention needed to prevent children’s
obesity from reaching serious proportions. The research focused on the children’s
physical activity and physical inactivity and the concomitant impact on the
children’s amount of adipose tissue (fat mass) and the endurance fitness. The
study is used to analyze certain the effect of physical activity in weight control.
QUANTITATIVE RESEARCH and MEDICAL EDUCATION Quantitative research in
medical education tends to be predominantly observational research based on
surveys or correlational studies. The designs test interventions like curriculum,
teaching-learning process, or assessment with an experimental group. Either a
comparison or controlled group learners may allow researchers to overcome
validity concerns and infer potential cause-effect generalizations. Researchers are
using to cope with the emerging trends in recent times. QUANTITATIVE
RESEARCH and BEHAVIORAL SCIENCES Relationship Questions in today’s
quantitative trend tend to explore how one behavior exhibited by people is
related to other types of behavior. Examples are verbally aggressive behaviors
related to physical aggression – that is, when a person has a level of verbally
aggressive behavior, does he or she tend to be physically aggressive? Are certain
supervisor communication skills related to the emotional experiences of
employees? Questions of difference explore how patterns of behavior or
perceptions might differ from one group or type of a person to another: Do
people with disabilities experience emotional labor differently from those without
disabilities? Do women perceive talkativeness (or lack of it) differently form men?
Do communication styles differ from one culture to the next? (Alle, Titsworth,
Hunt, 2009). When quantitative researchers explore questions of differences or
questions of relationships, they do so in an attempt to uncover certain patterns of
behavior. If the researcher discovers that a certain relationship exists in sample
that she or he has drawn form the population, she/he is then in a position to
draw generalizations about patterns expected of human behavior. QUANTITATIVE
RESEARCH IN EDUCATION Quasi Experiments are most often used in evaluating
social problems. Suppose a researcher has invented a technique for improving
reading comprehension among third graders. She/he selects two third grade
classes in a school district. One of them gets the intervention and the other
doesn’t. Students are measured before and after the intervention to see whether
their reading scores improve. This design contains many of the elements of true
experiment, but the participants are not assigned randomly to the treatment and
control groups.

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

QUANTITATIVE RESEARCH and PSYCHOLOGY Mertens (2005) says that the

dominant paradigms that guided early psychological research were positivism
and its successor, post positivism. Positivism is based on rationalistic, empiricist
philosophy that originated with Aristotle, Francis Bacon, John Locke, August
Comte, and Immanuel Kant. the underlying assumptions of positivism include the
belief that the social world can be studied in the same way as the natural world,
that there is a method for studying the social world that is value-free, and that
explanations of a causal nature can be provided. QUANTITATIVE MATHEMATICS

RESEARCH

&

SCIENCE,
TECHNOLOGY,

ENGINEERING,

and

Medical practitioners, for example, conduct researches to obtain significant

information about diseases trends and risk factors, results of various health
interventions, patterns of care and health care cost and use. The different
approaches to research provide complementary insights. Researchers help in
determining the effectiveness and even side effect of drugs and therapies in
different populations and various institutions. It is also necessary in evaluating
experiences in clinical practice in order to develop mechanisms for best practices
and to ensure high quality patient care. Researchers in these fields ultimately aim
for man’s longevity. As for engineers, architects, and other builders, research
helps in providing designs which are creatively beautiful and at the same time
give more convenience and efficiency as they utilize modern technology to adapt
to the ever changing society. New materials and procedures may be developed
so as to further strengthen the structural materials than can withstand various
calamities and disasters. POST_TEST. This serves as your summative test. Answer
the questions below following the instruction given in each test. I. ESSAY. Briefly
explain what is asked below. A. How important quantitative research across
fields? Cite at least five fields and explain how quantitative research is
interconnected with it.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________ UNIT 1:
NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

II.

________________________________________________________________________
_______________________________________________________________________. CONCEPT
MAP. Complete the concept map presented below. You add figures so long as
you will use your creativity using the figures given. Present the importance of
quantitative research to different fields. Maximize the space below.

QUANTITATIVE RESEARCH

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

LESSON 3: KINDS OF VARIABLES and THEIR USES PRE-TEST QUESTIONS: Answer

the questions below. Follow instructions properly. IV.

IDENTIFICATION. Identify what is being asked in each number. Write your answer
after the statement. Choose your answer from the box below. 

VARIABLE

DEPENDENT

INDEPENDENT

CONTROL

CONTINUOUS

INTERVENING

CONFOUNDING


INTERVAL

NOMINAL

ORDINAL

RATIO

ABSTRACT

1. It refers to the characteristics that have two or more mutually exclusive values
or properties. ________________________ 2. Variables that represent categories that
cannot be ordered in any particular way. ________________________ 3. Special kind of
independent variables that are measured in a study because they potentially
influence the dependent variable. __________________________ 4. Variables that have
values that lie along an evenly dispersed range of numbers when there is an
absolute zero, as opposed to net worth, which can have a negative debt-to-
income ratio-level variable. ____________________________ 5. Kind of variable that are
not actually measured or observed in a study. They exist but their influence
cannot be directly detected in a study. __________________________ 6. It “stands
between” the independent and dependent variables, and they show the effects of
the independent variable on the dependent variable. __________________________ 7.
Variables that represent categories that can be ordered from greatest to smallest.
_____________________ 8. Kind of variable that probably cause, influence, or effect
outcomes. They are variably called treatment, manipulated, antecedent or
predictor variables. ________________________ 9. Variables that depend on
independent variables; they are the outcomes or results of the influence of the
independent variable. _______________________ 10. Variables that have values that lie
along an evenly dispersed range of numbers. ______________ II.

DETERMINATION. Determine if what type of variable are the following. Write I if

the variable is Interval, N if Nominal, R if Ratio and O if Ordinal. 1. 2. 3. 4. 5. 6. 7. 8.
9. 10. 11. 12. 13. 14. 15.

Military Title Temperature in degree Celsius Birthplace Year Level Favorite Type of
Music Clothing such as hat, shirt, shoes A score in 5- item quiz in Math Feeling
for today Means of Transportation How internet is used at home Freshman,
Sophomore Person’s net worth Male or female 1, 2, 3, 4, 5 Political Affiliation

UNIT 1: NATURE OF INQUIRY and RESEARCH

___________ ___________ ___________ ___________ ___________ ___________ ___________

___________ ___________ ___________ ___________ ___________ ___________ ___________
___________

JAY-AR MARIO V. MARIANO

THE VARIABLES IN RESEARCH The term ‘variable’ has been mentioned several
times so that it is necessary to define it here. In research, a variable refers to a
“characteristics that has two or more mutually exclusive values or properties”
(Sevilla and Other, 1988). Sex, for instance, has two properties which are maleness
and femaleness. The ages of different persons have different values; so with their
size, height, weight and income. The phenomenon of variety is what makes life
interesting; it is one of the motivating factors of the research undertaking. The
root word of the word variable is “vary” or simply “can change”. 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 words or
numbers. A variable specifically refers to characteristics, or attribute of an
individual or an organization that can be measured or observed and that varies
among the people or organization being studied (Creswell, 2002). TYPES OF
VARIABLES (ALLEN, TITSWORTH, HUNT, 2009) 1. CONTINUOUS VARIABLES – 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: a. INTERVAL VARIABLES – It have 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. In temperature, this may illustrate as
the difference between a temperature of 60 degrees and 50 degrees is the same
as difference between 30 degrees and 20 degrees. The interval between values
makes sense and can be interpreted. b. RATIO VARIABLES – It have 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 of which are height,
weight, and distance. Most scores stemming from response to survey items are
ratio-level values because they typically cannot go below zero. Temperature
measured in degrees Celsius and degrees Fahrenheit is not a ratio variable
because 0 under these temperatures scales does not mean no temperature at all.
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. Discrete variable may also categorized into: a. 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. Common examples of this variable include eye color, business
type, religion, biological sex, political affiliation, basketball fan affiliation, etc. A
sub-type of nominal scale with only two categories just like sex is known as
dichotomous. b. ORDINAL VARIABLE – It 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. While you can rank them, we
cannot place a value to them. In this type, distances between attributes do not
have any meaning. For example, you used educational attainment as a variable
on survey, you might code elementary school graduates = 1, high graduates = 2,
college undergraduate = 3, and college graduate = 4. In this measure, higher
number means greater education. Even though we can rank these from lowest to
highest, the spacing between the values may not be

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

the same across the levels of the variables. The distance between 3 and 4 is not
the same with the distance between 1 and 2. KINDS OF VARIABLES Several
experts have lumped together the following as the major kinds of variables: 1.
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
is on the relationship of study habits and academic performance of UTNHS senior
high school students. STUDY HABITS is the independent variable because it
influenced the outcome or the performance of the students. 2. 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 is on the relationship of study
habits and academic performance of UTNHS senior high school students.
ACADEMIC PERFORMANCE is the dependent variable because it is depending on
the study habits of the students; if the students change their study habit the
academic performance also change. 3. INTERVENING OR MEDLING VARIABLES –
Variables that “stand between” the independent and dependent variables, and
they show the effects of the independent variable on the dependent variable.
EXAMPLE: Consider the given below. Even if farm production is good, if the
attitude towards payment is negative, loan repayment would be low, whereas, if
the attitude towards repayment is positive or favorable, loan repayment would be
high. FARM PRODUCTION

ATTITUDE TOWARDS REPAYMENT

DV

IV

LOAN REPAYMENT

DV

4. 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. 5. CONFOUNDING VARIABLES – Variables
that are not actually measured or observed in a study. They exist but their
influence cannot be directly detected in a study. Researchers comment on the
influence of confounding variables after the study has been completed, because
these variables may have operated to explain the relationship between the
independent variables and dependent variable, but they were not or could not be
easily assessed.

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

POST_TEST. This serves as your summative test. Answer the questions below
following the instruction given in each test. I. Identification. Identify the variables
and the constant in each title of study presented below. Determine the
independent and dependent variable; then determine whether discrete or
continuous variable. FOR EXAMPLE: A study on the relationship of study habits
and academic performance of BSU college students. CONSTANT

BSU COLLEGE STUDENTS

VARIABLES INDEPENDENT

DISCRETE/ CONTINOUS

STUDY HABITS

DISCRETE

DEPENDENT

DISCRETE/ CONTINOUS

ACADEMIC PERFORMANCE

DISCRETE

DO THIS DOING THE 8 RESEARCH TITLES YOU SUBMITTED TO ME. CONSTANT

VARIABLES INDEPENDENT

DISCRETE/ CONTINOUS

DEPENDENT

DISCRETE/ CONTINOUS

1.
2.

3.

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

4.

5.

6.

7.

8.

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO

``

UNIT 1: NATURE OF INQUIRY and RESEARCH

JAY-AR MARIO V. MARIANO