LESSONS#1: CHARACTERISTICS , STRENGTHS, WEAKNESSES, AND KINDS OF

QIANTITATIVE RESEARCH

QUANTITATIVE RESEARCH - it is an objective, systematic empirical investigation of observable

phenomenas through the use of computational techniques:
a. Highlights numerical analysis of data
b. Focuses in a larger pilation and explain a particular observation
c. The data concerned can be analyzed in terms of numbers

Quantitative Research is done through comparing different groups based on their preferences, beliefs,
performance, and etc.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

Objective It seeks accurate measurement and analysis of target concepts. Data is gathered
before proposing a conclusion or solution to a problem.
Clearly Defined Well-defined for which objective answers are sought. All aspects of the study are
Research Questions carefully designed before data are gathered.
Structured Research Guides data collection thus data is reliable. Data is gathered through structured
Instruments research tools such as questionnaires to collect measurable statistics
Numerical Data Figures, tables or graphs showcase summarized data collection to show trends,
relationships, or differences among variables.
Large Sample Sizes ● A normal population distribution curve - more reliable data analysis but
requires a large sample size
● Random Sampling - determining the sample size to avoid bias in
interpreting results.

Replication QN methods can be repeated to verify findings in another setting, therefore

reinforcing validity of evidence qand eliminate suspicious conclusions
Future Outcomes Using complex mathematical computations to formulate predicting future results,
QN research emphasizes on proof rather than discovery
STRENGTHS AND WEAKNESSES OF QUANTITATIVE RESEARCH

STRENGTHS WEAKNESSES

1. It is an objective, meaning it provides a 1. Quantitative research requires a large

more reliable and valid way of providing number of respondents.
evidence and results. 2. It is costly
2. Statistical techniques facilitate 3. Information are factors to help interpret
sophisticated analyses and comprehends the results or explain to ignored variations
huge amounts of vital data. 4. Much information, especially sensitive
3. It is real and unbiased issues, are difficult to gather using
4. The numerical data can be analyzed in a structured research instruments.
quick and easy way. 5. Data from questionnaires may be
5. Quantitative studies are replicable. inaccurate and incomplete if not done
6. Experiments results tested by a series of seriously.
qualitative experiments can lead to an
answer, leading to possible directions to
follow.

KINDS OF QUANTITATIVE RESEARCH DESIGNS

a. Research design - overall strategy that you choose in order to integrate the different components
of the study in a coherent and logical way. It constitutes a blueprint for the section, measurement
and analysis of data. The research problem determines the research design you should have.
b. Quantitive Methods - emphasisizes objective measurements and the statistical analysis of data
collected through structured research tools.

Quantitative research designs are generally classified into experiment and non-experimental as the
following matrix below:
DIFFERENT KINDS OF QUANTITATIVE RESEARCH DESIGN THAT A RESEARCHER
MAY EMPLOY:

1. EXPERIMENTAL RESEARCH DESIGN - this allows the researcher to control the situation.
It helps to identify the cause and effect relationships between variables and to distinguish placebo
effects from treatment effects. It also supports to limit alternative explanations and to inder direct
causal relationships in the study by providing the highest degree level of evidence for single
studies
a. PRE-EXPERIMENTAL DESIGN - A research application where it requires least
internal validity. It consists of a pre-expeirment, simple group, pretest-post-test design,
and measures the group two times, before and after the intervention.The postest 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.
i. QUASI EXPERIMENTAL DESIGN - The researcher can collect more data,
either by scheduling more observations or more existing measures through
involvement of selecting groups, which variable istested and without random pre-
selected processes.
1. Non-Equivalent Control Group - refers to the chance failure of random
assignment to equalize the condition by converting a true experiment into
a design for analysis.
2. Interupted Time Series Design - employs multiple measures before and
after the experimental intervention. Users assume that the time threats
such as history or maturation appear as regular changes in the masures to
the intervention
ii. TRUE-EXPERIMENTAL DESIGN - controls for both time-related and group-
related threats. It consists of the following: Two features mark true experiments:
two or more differently treated groups; and random assignment to these groups.
It employs both treated and control groups to deal with time-related rival
explanations. It offers the highest internal validity of all the designs.
1. SUB CONTROL
a. Control Positive - the drug of choice for treating that type of
organism
b. Control Negative - always constant; it will never change
2. NON-EXPERIMENTAL DESIGN - Also known as DESCRIPTIVE RESEARCH DESIGN
because it is the only one under nonexperimental design, the researcher observes the phenomena
as they occur naturally and no external variables are introduced. The variables are not deliberately
manipulated nor is the setting controlled. Data is collected with no changes.
a. DESCRIPTIVE RESEARCH DESIGN - observes, describes, and documents aspects
of a situation as it naturally occurs and sometimes serves as a starting point for
hypothesis generation or theory development. The types of descriptive design are as
follows:
i. SURVEY - gather information from groups of people by selecting and studying
samples chosen from a population. This is useful when the objective is to see the
general picture of the population under investigation in terms of their
characteristices.
ii. CORRELATIONAL - It is conducted by researchers in order to find out the
relationship between different variables or groups of respondents under the study.
Correlational Research has three types, these are:
1. Bivariate Correlational Studies - contains scores from two variables
for each subject, and then uses them to calculate a correlation
coeffiecient.
a. Example: Children of wealthier (variable one), better educated
(variable 2) parents earn higher salaries as adults.
2. Prediction Studies - It uses correlation coefficient to show how one
variable (the predictor variable) predicts another (the criterion variable).
a. Example: Which high school applicants should be admitted to
college?
3. 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.
a. Example: Suppose the High School GPA is not the sole predictor
of college GPA, what might be other good predictors?

3. EX-POST FACTO or CAUSAL-COMPARATIVE - 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.
4. COMPARITIVE - Involves comparing and contrasting two or more samples of study subjects
on one or more variables. This design is used to compare two distinct groups on the basis of
selected attributes.
5. NORMATIVE - Describe the normal level of characteristics for a given behavior. The researcher
uses a range of scores to describe their level of actions.
6. EVALUATIVE - a process to determine what has happened during a given activity or in an
institution. The purpose is to see if theyre working or successfully performing according to the
goal set for it. Evaluation judgements can be formed like utility, desirability, or effectiveness of a
process. In evaluation study, it does not focus on the performance but rather the rate of the
progress being done.
7. METHODOLOGICAL - the implementation of a variety of methodologies forms a critical part
of achieving the goal of developing a scale-matched approach, where data from different
disciplines can be integrated.
INQUIRY
● Quest for truth, information and knowledge through questioning
● Make sense of the world
● Involvement in the learning process
● Participation > Acceptance > Mastery of skills
● Data continually changes
● Source of knowledge is constantly increasing.

WHAT IS RESEARCH
● Re - repetitive
● Continous and repetitive pursuit of knowledge
● A systematic search for pertinent information (Aguinaldo, 2002)
● A scientific process of critical selection of data, investigation, and analysis such to gain new
knowledge or to complement an existing one (Adanza, 1995)
● An attempt to gain solutions to problems… collection of data for the purpose of prediction or
explanation (Calderon, 1993)

IMPORTANCE OF RESEARCH
● It describes what is happening around us
● It explains why things happen in certain ways
● It evaluates what happened in our lives
● It predicts what will happen
● It helps us solve our problems

CHARACRERISTICS
● Research is Systematic - It follows an orderly and sequential procedure
● Research in Empirical - what is being researched on should be perceived by the senses.
● Research is Analytical - Critical analysis of all dara that will ensure its accuracy; get the correct
sample size for a specific population.
● Research is Objective - Logical conclusions from empirical, unaltered findings

RESEARCH IS VALID because conclusions are based on actual findings. RESEARCH IS

VERIFIABLE because other researchers should be able to validate the correctness of the data.
PROCESSES OF RESEARCH
1. The Problem and its Setting
2. Review of Related Literature
3. Methodology
4. Analysis, Presentation, and Interpretation of Data
5. Summary, Conclusions, and Recommendations

RESEARCH PROCESS

TYPES OF QUANTITATIVE RESEARCH

1. Descriptive - investigating, measuring, and describing one or more characteristics of one or more
groups, communities, and phenomena. We want to further the knowledge of a certain siutation,
phenomenon that is currently happening in our society.
a. Survey - the main tool
b. Correlational - relate the different variables in the study
i. Bivariate Correlational Studies - contains scores from two variables for each
subject, and then uses them to calculate a correlation coeffiecient.

Example: Children of wealthier (variable one), better educated

(variable 2) parents earn higher salaries as adults.

ii. 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?

iii. 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. What are the other factors that can
contribute to the issue?

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

conclusions 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.
i. Example 1: A researcher is interested in how weight influences stress-coping
levels 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.
ii. Example 2: What is the Effect of Homeschooling on the Social Skills of
Adolescents?
EXPERIMENTAL RESEARCH DESGIN - You will be doing a series of experiments to be done in
order to come up for a conclusion. This allows the researcher to control the situation. It helps to identify
the cause and effect relationships between variables and to distinguish placebo effects from treatment
effects. It also supports to limit alternative explanations and to inder direct causal relationships in the
study by providing the highest degree level of evidence for single studies

DIFFERENT TYPES OF EXPERIMENTAL RESEARCH DESIGN

1. PRE-EXPERIMENTAL - Always pre-activity, pre-tests, and pre-exercises.
a. Pre-Test - To find a comparison or a distinct variable
b. Post Test Design - Testing the application
c. After taking the Post Assessment, find the difference between Pre-test and Post-
Assessment.
d. EXAMPLE:
i. The key word is post and there will always be one group to create
ii. A group of researchers studied the effectiveness of calamansi extract in
eradicating a fungus. The researcher has found a group, called the experimental
group. When the phyto-chemicals are ebing extracted, it will be tested on the
fungi whether it would be effective or not.
1. POST TEST - Are the chemicals extracted from the calamansi juice
2.
2. QUASI - EXPERIMENTAL DESIGN - The researcher can collect more data, either by
scheduling more observations or more existing measures through involvement of selecting
groups, which variable is tested and without random pre-selected processes.
a. EXAMPLE: One section is using technological teaching while the teacher is using
traditional teaching. Which one is better when it comes to both teaching strategies.

DIFFERENCE OF CAUSAL-COMPARITIVE VS EXPERIMENTAL

● Experiemental, we insert a situation to determine their differences, It is detailed therefore there
should be more evidence.
● Causal is measuring something through surveys, investigations.

3. TRUE EXPERIMENTAL DESIGNS - controls for both time-related and group-related threats.
It consists of the following: Two features mark true experiments: two or more differently treated
groups; and random assignment to these groups. It employs both treated and control groups to
deal with time-related rival explanations. It offers the highest internal validity of all the designs.
a. EXAMPLE: There are three antibiotics, the researcher wants to find out which antibiotic
is the best to eradicate a certain bacteria. Different antibiotics have different half lives,
hwo fast will the antibiotic take effect? The researchers would like to know which
performs better and faster.
VARIABLES
● Characteristics or attributes, the distinguishing factor of our study, that take on different
values.
● These attributes should be able to take on at least two distinct categories (two specific variables)
● Serves as a basis for collecting, organizing, presenting, analyzing, and interpreting data in
quantitative research. Tells what we need to collect, what we will organize after collecting, what
we are going to present after we organize, after presenting what we have to analyze.
○ Non-experimental/Corolational/Causal Comparative - relating the different variables
○ Causal - compare the different levels of the variables
● TYPES OF VARIABLES:
○ INDEPENDENT VARIABLE or CHANGE VARIABLES - Basic foundation of the
study; variables that cause changes in phenomenon or situation. It occurs prior to all
variables. IV are also called treatment, antecedent, manipulated, or predictor variables.
○ DEPENDENT or OUTCOME VARIABLES - effects brought by the independent
variables. DV are also referred to as outcome, effect, or response variables.
● MEASURING - Variables can be classified according to the data they contain. They can be
grouped as either categorical or numerical.
○ CATEGORICAL VARIABLES - that may be classified into categories or may be placed
in rank orders.
■ Nominal
● It enables the classification of individuals, objects, or responses based on
a common property or characteristic.
● It enables the classification of individuals, objects, or responses based on
a common property or characteristic.
● It is limited to descriptive categories.
● Frequencies or occurrences in this category can be counted but the
nominal measures cannot be ranked.
■ Ordinal
● It has all the characteristics of a nominal variable but ranked in a certain
order.
● Differences between each rank is not known
● Examples:
○ Social Class
○ Competition Results
○ Employee’s Ranking
○ NUMERICAL VARIABLES - have numerical values or measures.
■ Interval
● An interval measure describes a variable whose attributes are ranked-
ordered and have equal distances between adjacent attributes.
● Interval variables are those that do not have a “true zero” value, since
zero does not actually represent none or nothing.
● Examples:
○ Celsius temperature scale
○ Standardized Intelligences
 ○ Test Scores
○ Age

■ Ratio
● Ratio variable have the characteristics of nominal, ordinal, and interval
measures.
● They are based on a fixed starting point or a “true zero point” (Kumar,
1996; Babbie, 2010).
● The value of zero represents none or nothing.
● Examples:
○ Fahrenheit temperature scale
○ Height and weight
○ Annual Family Income in Thousands of Pesos
○ Number of students per classroom
CORRLEATIONAL - We want to find out the relationship of our variables.
CAUSAL COMPARITIVE - We want to find out the difference of our variables. An example of this is
that a researcher wants to test the rubber tree to see its effectivity to a concrete material. The researcher
will have to compare the rubber tree extract to a hollow block. After getting the results from the two, you
will then go ahead to see the difference and use statistics.

CHAPTER I

Problem and Its Setting

(Brief introduction to the research. Should be Italicized)

1. Background of the Study

a. Provide a comprehensive explanation on the following:
i. The summary of everything; a little bit of all the chapters, not explain
thoroughly but enough to get the main point
ii. The main issue of the study and how it effects on society
iii. Introduction of the solution
iv. What does the study aim for?
v. You will add in-text citations by using the Chapter 1
vi. Four Paragraphs:
1. Thesis Statement; Explanation of the Independent Variable
2. Explanation of the Dependent Variable; How the IV correlates with
the DV
3. Objectives and Signifcance of the Study. You will do it briefly
 4. A short conclusion; What result are you aiming for in your study?

2. Statement of the Problem

a. What is the main issue?
b. What does the study aim to answer?
i. Provide research questions:
1. RQ#1:
2. RQ#2:
3. RQ#3:
c. Hypothesis
i. Null Hypothesis (Ho): Unsuccessful: There is no significance relationship
ii. Alternative Hypothesis (Hi): Successful: There is a significance
relationship

3. Significance of the Study

a. Who will benefit from this study?
i. Government
ii. Community - Individuals from Flood Prone Areas
iii. Pre-Engineering Students
iv. Future Researchers

Feasibility