Characteristics of

Quantitative
research
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
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
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.
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
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.
 
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.
STRENGTHS and
WEAKNESSES OF
QUANTITATIVE
RESEARCH
The advantages of
quantitative research
includes the following:

The use of statistical techniques

facilitates sophisticated analyses
and allows you to comprehend a
huge amount of vital characteristics
of data.
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.
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.
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.
Quantitative studies are
replicable. Standardized
approaches allow the study to be
replicated in different areas or
over time with formulation of
comparable findings.
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.
The disadvantages of
quantitative research are as
follows:
• Quantitative research requires a large
number of respondents. It is assumed that the
larger the sample is, the more statistically
accurate the findings are.

•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
•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.

•Much information are difficult to gather using

structured research instruments, specifically on
sensitive issues like pre-marital sex, domestic
violence, among others.

•If not done seriously and correctly, data from

questionnaires may be incomplete and inaccurate.
 Research
Design
Research
Designs
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
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, pre-test-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
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
There are two types of quasi-experimental design,
these are:
 
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.
Interrupted Time Series Design. It employs
multiple measures before and after the experimental
intervention. It differs from the single-group 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
C. TRUE-EXPERIMENTAL DESIGN. 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. 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 quasi-experiments 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 non-experimental 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
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 investigation in terms of
their social and economic characteristics,
opinions, and their knowledge about the
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:
• 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.
 
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?
 
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.
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
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.
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.
 
G. METHODOLOGICAL. In this
approach, 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.