Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF ZAMBALES
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
website: www.depedzambales.ph

Name: ______________________________________ Grade/Section__________

School: _____________________________________ Date: __________________

LEARNING ACTIVITY SHEET

PRACTICAL RESEARCH 2 WEEK 1

I. Introduction

Congratulations on your successful journey in Practical Research 1! I

hope that you have learned many things last semester because you are
going to use most of them in this new subject.

Welcome to Practical Research 2. If Practical Research 1 focuses on

qualitative research, this subject focuses on quantitative research. As the
subject unfolds through the various learning activity sheets, you will see
the difference between the two types of research, when and how to use
them, and other important things you need to know to form a good
quantitative research study.

I hope that just like qualitative research, you find quantitative

research equally fun and exciting to learn.

II. Learning Competency

Demonstrate understanding of the characteristics, strengths,

weaknesses, and kinds of quantitative research.
 III. Objectives:
At the end of this learning activity sheet, you are expected to:

1. identify the characteristics of quantitative research;

2. enumerate the strengths and weaknesses of quantitative research;
3. distinguish kinds of quantitative research.

IV. Discussion

Characteristics of Quantitative Research

1. The data in a quantitative research is usually gathered through

structured research instruments or tools (e.g. questionnaires, polls,
and surveys). Unlike in qualitative research where participants should be
a part of the research process for a long time, respondents in
quantitative research only need to fill out a certain questionnaire and it
is all done.

2. The data that we collect in a quantitative research are in the form of

numbers (e.g. range or percentage). These are usually arranged in
figures, tables, charts, or other non-textual forms.

3. Unlike in qualitative research where number of participants is not that

significant, quantitative research uses large sample sizes, which
represent an entire population. Because the researcher used a large
sample size, the result of his or her study can be generalized for the
whole population. Meaning to say, if you chose 10% of a population with
1000 students, those 100 respondents represent all the 1000 in the said
group.

4. Quantitative research can be repeated or replicated due to its high

reliability. Because majority of questions are open-ended, there is a very
limited possibility to get unclear or even wrong responses, hence, the
high reliability.

5. If participants can be chosen by a qualitative researcher using a set of

criteria, respondents in quantitative research are generally selected in
random. This means every member of the population has an equal
opportunity to be selected as respondent.
Strengths of Quantitative Research

1. The findings/conclusion of a quantitative research can be

generalized.
Because of the nature of this type of research demanding large
sample sizes, the result of the study collected from a sample may already
speak for the study population it represents. This characteristic of
quantitative research, the generalizability of findings, is not present in
qualitative research since the result of it can only speak on behalf of all
the participants and not the entire population in general.

2. Data is relatively easy to analyze.

Because there are already established statistical treatment of data
for almost all type of quantitative research studies, all the researcher
needs to do is to subject the numerical data to these formulas and the
result can already be analyzed. As you already know, thematic analysis
in qualitative research studies is much more complex. If you like
Mathematics or have basic computational skills, you are good to go.

3. Data can be very consistent, precise, and reliable.

This is because questions in a quantitative research are generally
open-ended. Meaning to say, respondents have limited choices in terms
of what to answer in the questions. With this, the chance that the
researcher will receive unclear or even wrong information is very slim.

4. It can generally be completed in less time than qualitative.

Based on your experience, you already know the effort you need to
exert to gather qualitative data. You need to interview the participants
one by one, and since there are no statistical treatment that you can use
in qualitative research, you have to use the principle of triangulation to
ensure the validity of the result. Meaning, you still must use other types
of methods, for example focus group discussion, or observation, before
you come up into a decent conclusion. There are some studies where you
must stay for a month in a group of people (you call this immersion) just
to conduct your study. In quantitative research, you just float your
questionnaires one time, or you can even use google forms or google
sheets for your respondents to answer, and the respondents do not need
hours to return them for analysis. You can even use software to make
 your analysis easier. As we all know, numerical data can be analyzed
easier than textual data.

Weaknesses of Quantitative Research

1. Target population may not be well-represented.

Although appropriate sampling technique was applied,
respondents still depends on the probability distribution of observed
data. There are chances where miscalculation of probability
distribution will occur and may lead to falsity in proposition. For
example, in a study to identify the proportion of public high school
students in Central Luzon to their chosen learning modality, with
consideration of their socio-economic status, age, and geographical
location, the chosen sample population based on the probability
distribution must be calculated against the total public high school
students in Central Luzon (e.g. 500 samples out of the total population
of 1,684,782). There is a chance of only getting partial information
about the range of learning modality, due to its small sample size if
compared to the total population. If this is the case, the findings can
only be suggested, not generalized.

2. Data is hard to analyze.

I know that I have mentioned the exact opposite of this under the
strengths section, but this I must explain. For researchers coming from
non-statistical backgrounds, qualitative data analysis may seem
difficult, if not, impossible. This is the reason why so many people,
even professionals, are afraid of conducting research. Those who
consider themselves not good in Mathematics but still want to pursue
their dreams as researchers often conduct qualitative research. Some
seek the help of statisticians, or people that can help analyze numerical
data.

3. Limited control in responses.

Ask people who have experienced filling out survey questionnaires
and majority of them would answer there were times where they put a
mark to a random column without even reading them. Especially with
long questionnaires and boring layout, respondents may not be too
enthusiastic to answer it. This may lead to collecting inaccurate data.
In qualitative research, since you have plenty of opportunity to verify
 the truthfulness of the participants’ responses, there is a slim
possibility for this case to happen.

4. Data reveals what and to what extent but not so much on the why
and how.
Based on your experiences in conducting qualitative research, you
all know that why and how questions lean more on this type of
research. This is the reason why the third type of research, mixed
method, enters the picture. If the researcher needs an in-depth
investigation from the findings that he/she gathered from the
quantitative research, he/she can conduct a follow up qualitative
research to do this.

Kinds of Quantitative Research

Generally, there are three (3) kinds of quantitative research. This part of
the learning activity sheet will only be covering the basic concepts surrounding
these three. You will know more about them on the succeeding lessons.

These three (3) kinds are:

1. Correlational – studying relationships

This aims to describe and measure the degree of association

between two or more variables or sets of scores.

Example:

A. Does playing mobile games have any relationship with students’

academic performance?
B. Is there a significant relationship between socio economic status
and social media usage among junior high school students?
C. Does gender have any relationship with students’ ability to behave
well in class?
D. Is there a relationship between students’ study habits and his/her
class standing?
E. Does pedagogical dissatisfaction have any relationship with
teachers’ net pay?
2. Descriptive – describing characteristics

This design aims to accurately describe the facts and characteristics

of a given population, situation, or phenomenon.

Example:

A. What causes absenteeism among Grade 7 – Dahlia students?

B. What are the study habits of Grade 9 – Special Program students?
C. What are the factors that affect teachers’ performance in the new
normal?
D. What is the level of marketability of handmade keychains on
Pundaquit tourists?
E. What do mothers consider when buying baby diapers for their
children?

3. Experimental - manipulating conditions and studying effects

Experimental research tests an idea to determine whether it

influences an outcome.

Example:

A. Does ICT-based instruction improve students’ performance?

B. Does playing music improve students’ creative writing skills?
C. Does the hiring of celebrities to endorse a politician improve his/her
chances of winning as of compared to showcasing political
platforms?
D. Can ‘kumustahan sessions’ really reduce teachers’ stress?
 V. Activities
A. WHAT DO YOU THINK?
Directions: Answer the following questions briefly. Your output will be
evaluated using the 5-point rubric below.

1. Recall your experiences during your practical research 1 from

choosing a topic to formulating the title, statement of the problem,
other parts of the research study, and finally the data collection and
analysis. Which part seemed the most difficult to you? Why?
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2. List down at least five (5) things you did while conducting qualitative
research that you think should be improved or changed. Explain
each answer.
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3. In your own words, what is quantitative research?

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4. What are the strengths of quantitative research?

Added twist: Answer without using the letter ‘o’.
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5. What are the weaknesses of quantitative research?

Added twist: Answer using the acrostic of the word research.
R____________________________________________________________________________
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A____________________________________________________________________________
R____________________________________________________________________________
C____________________________________________________________________________
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 5-point Rubric
Level Description Value
Outstanding Well written and very organized. 5
Excellent grammar mechanics.
Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Good Writes fairly clear. 4
Good grammar mechanics.
Good presentation and organization.
Sufficient effort and detail.
Fair Minimal effort. 3
Minimal grammar mechanics.
Fair presentation.
Few supporting details.
Poor Somewhat unclear. 2
Shows little effort.
Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.
Very Poor Lacking effort. 1
Very poor grammar mechanics.
Very unclear.
Does not address topic.

B. COMPARISON AND CONTRAST. Using a Venn diagram, list down the

similarities and differences of qualitative and quantitative research.

Qualitative Quantitative
C. TRUE OR FALSE. Write QNT if the statement is True and F + (insert
corrected part) if the statement is false.
Example:
QNT 1. Quantitative research uses numerical data.
F (Quantitative) 2. Qualitative research uses numerical data.

1. Data collected in quantitative research are in the form of numbers.

2. Data in quantitative research is usually gathered through structured
research instruments or tools such as interviews, focus group
discussions, and observations.
3. Quantitative research uses large sample sizes to represent an entire
population.
4. Qualitative research can be repeated or replicated due to its high
reliability.
5. Respondents in a quantitative research are selected using a set of
criteria.
6. The findings/conclusions of a quantitative research can be generalized.
7. Researcher may have limited control over respondents’ answers in
quantitative research.
8. Quantitative data reveals what and to what extent but not so much on
the why and how.
9. Correlational study aims to accurately describe the facts and
characteristics of a given population, situation, or phenomenon.
10. Experimental research tests an idea to determine whether it influences
an outcome.

D. FALL IN LINE. Identify the kind of research being described in the

following topics.

1. Kind of relationship within the family and student participation during

class discussion
2. Effects of brainstorming technique in the writing skills of university
students
3. Study habits of special program students
4. Level of awareness regarding RA 11773
5. Repeating strategy to improve reading comprehension skills of Grade 1
entrants
6. Number of reports to be submitted per day and stress levels of newly
hired teachers
7. Webinars attended and level of awareness regarding mental health issues
 8. Number of successful tourism promotions and number of tourists in
Pundaquit per year
9. Sleeping habits of Grade 1 students
10. Pedagogical dissatisfaction of English teachers in Zambales

E. APPLY AND CONQUER. Think of five (5) research questions for each
kind of quantitative research and write on the space provided.

Correlative

Descriptive

Experimental

F. SEARCH FOR IT. Research five (5) examples of research titles for each
kind of quantitative research.

Correlative

Descriptive

Experimental
VI. Assessment
Multiple Choice. Directions: Choose the letter of the correct answer.

1. Which of the following is NOT a characteristic of quantitative research?

A. The data in a quantitative research is usually gathered through
structured research instruments or tools
B. Quantitative data are usually arranged in figures, tables, charts, or
other textual forms.
C. Quantitative research uses large sample sizes, which represent an
entire population.
D. Quantitative research can be repeated or replicated due to its high
reliability.

2. Which of the following does not describe quantitative research?

A. It is used to quantify the problem by way of generating numerical
data.
B. It is much more structured than qualitative data.
C. It requires a certain number to represent the population.
D. Methods include focus group discussions and individual interviews.

3. The following are strengths of quantitative research EXCEPT?

A. The findings/conclusion of a quantitative research can be generalized.
B. Data is relatively easy to analyze.
C. Data can be very consistent, precise, and reliable.
D. It takes more time to be completed that qualitative research.

4. The following are weaknesses of quantitative research EXCEPT?

A. Target population may not be well-represented.
B. Data is hard to analyze.
C. Limited control in responses.
D. Data reveals what, to what extent, how, and why.
5. What do you call the kind of quantitative research that aims to describe and
measure the degree of association between two or more variables or sets of
scores?
A. Experimental Research
B. Descriptive Research
C. Correlational Research
D. Phenomenological Research

6. What do you call the kind of quantitative research that aims to accurately
describe the facts and characteristics of a given population, situation, or
phenomenon?
A. Experimental Research
B. Descriptive Research
C. Correlational Research
D. Phenomenological Research

7. What do you call the kind of quantitative research that measures two
variables and assesses the statistical relationship between them with little or
no effort to control extraneous variables.
A. Experimental Research
B. Descriptive Research
C. Correlational Research
D. Phenomenological Research

8. It is used to quantify the problem by way of generating numerical data or

data that can be transformed into usable statistics.
A. qualitative research
B. quantitative research
C. mixed method
D. None of the Above

9. Which research design seeks to describe “what is”?

A. Correlational B. Experimental C. Descriptive D. Historical

10. It tests an idea to determine whether it influences an outcome. What is

this?
A. Correlational B. Experimental C. Descriptive D. Historical
VII. Reflection

Write 3 things that you have learned from this Learning Activity Sheet, 2
things which need further explanation, and 1 word to represent today’s
learning session. Explain each of your answers.

3 things you have learned

1. _____________________________________________________________________
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_____________________________________________________________________
2. _____________________________________________________________________
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_____________________________________________________________________
3. _____________________________________________________________________
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_____________________________________________________________________

2 things which need further explanation

1. _____________________________________________________________________
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_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

1 word to represent today’s learning session

1. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Author: BRYAN JESTER S. BALMEO

Head Teacher I, Poonbato Integrated School
Botolan District Research Coordinator

Content Editor: RACHELLE CRISOSTOMO – DIVIVA

Education Program Supervisor, Mathematics
Schools Division of Zambales
References:

Bueno, D. (2016). Practical qualitative research writing. Quezon City: Great

Books Trading

Bueno, D. (2016). Practical quantitative research writing (for senior high

school). Mandaluyong City: Books Atbp. Publishing Corp.

Chetty, P. (2016). Limitations and weakness of quantitative research methods.

Project Guru. Retrieved at https://www.projectguru.in/limitations-
quantitative-research/

Cristobal, A. & Dela Cruz – Cristobal, M. (2017). Practical research for senior
high school. Quezon City: C & E Publishing, Inc.

DeFranzo, S. (2011). What’s the difference between qualitative and quantitative

research? Retrieved at https://www.snapsurveys.com/blog/qualitative-vs-
quantitative-research/

International Association for Dance Medicine & Science (n.d.) Research Forum:
Types of Quantitative Research. Retrieved at
https://www.iadms.org/page/305

Wa-Mbaleka, S. (2018). Writing your thesis and dissertation qualitatively: fear

no more. Silang, Cavite, Philipines: Oikos Biblios Publishing House

Weetech Solution (n.d.) Strengths and Weaknesses of Quantitative and

Qualitative Research. Retrieved at
https://www.weetechsolution.com/blog/strengths-and-weaknesses-of-
quantitative-and-qualitative-research

Word Press.com (n.d.) Retrieved at

https://wordpressstorageaccount.blob.core.windows.net/wp-media/wp-
content/uploads/sites/679/2018/07/5-POINT-RUBRIC.pdf