Name of the School: ______________________________ Grade & Section: _______________

Practical Research 2: Quantitative Research – 2 nd Quarter – Week 1

QUANTITATIVE RESEARCH DESIGN

Competency:
 Chooses appropriate quantitative research design (CS_RS12-IIa-c-1)

Objectives: At the end of the week, you are expected to:

 Identify the Quantitative Research Designs used from the following problems;
 Choose the appropriate Quantitative Research Design from the following research topics;
 Decide a Quantitative Research Design to use in conducting a research topic related to
your course.

Sche References/
Activities Resources
dule
Day 1 Directions: See
Read and understand well the problem stipulated in each situations. Then, Enclosure 1
identify what Descriptive Research Designs should be applied in each topic.

1. The researcher wishes to correlate the performance between English (X)

and Mathematics (Y) of Grade 12 Senior High School Students of
SPLNHS. He uses tests as research instrument in gathering the data and
Scattergram as the statistical tool used to determine the correlation
between X and Y. What do you think is the best research design best for
this problem?
Answer: Descriptive Research Design/Correlational Survey
2. A researcher wants to examine the effects of three different
antihypertensive drugs on patients with hypertension. To ensure the
homogeneity among the subjects in homogeneous groups (blocks) like
patients with primary hypertension, diabetic patients with hypertension, &
renal patients with hypertension. What do you think is the best research
design best for this problem?
Answer: Experimental Research Design
3. A researcher wants to determine those Senior high school students who
graduated at Solomon P. Lozada NHS from SY 2018-2019 to SY 2019-
2020 if they still continue to pursue their strands in college; and have
they applied their learnings in their courses.
Answer: Pre-test/Post-test Control Group Design
4. You want to determine whether praising primary school children makes
them do better in Mathematics. What research design supposes to use
for this?
Answer: One group Pre-test – Post test Design
5. Students in a homogenous section were given a diagnostic test in
Mathematics. Then, they designed software to improve learning
outcomes in this subject. Afterwards, they were given an achievement
test to show how technology can be successfully implemented in
schools.
Answer: One group Pre-test – Post test Design
Day 2 Directions: Identify what type of Descriptive Research Design (Descriptive See
Survey, Descriptive Normative Surveys, Correlational Research Studies, Enclosure 2
Descriptive Evaluative Studies, Descriptive Comparative Studies and
Assessment/Evaluation Studies) defines below. Write your answer in a
separate sheet of paper.
 ____1. This type of descriptive research uses surveys to gather data about
varying subjects. This data aims to know the extent to which different conditions
can be obtained among these subjects. Descriptive survey

____2. The aim of this research is to identify variables that have some sort of
relationship do the extent that a change in one creates some change in the
other. correlational research studies

____3. The purpose of this type of study is to judge the “goodness of a criterion
measure”. Longitudinal studies establish the changes in that criterion measure
over a long period of time. descriptive evaluative study

___4. This study attempts to determine the effectiveness of efficiency of certain

practices or policies when applied to a group of respondents.
Assessment/Evaluation Studies

___5. This type of research usually involves group comparisons. The groups in
the study make up the value of the independent variable. Descriptive
Comparative Study
Day 3 Directions: Choose the appropriate Quantitative Research Design from the
following research topics provided below. Match the column A to Column B.

A B
1. “Effectiveness pelvic floor muscles a. Solomon Four Group Design
exercise in control of incontinence of
urine”
b. Single group

2. Family Health Awareness b. Single group Pre-test Post-test

d. Experimental Research Design Design
3. An Intervention Workshop to c. Pre-test/Post-test Control Group
improve nurses’ attitudes toward Design
patients with AIDS a. Solomon
4. A comparative study on health d. Experimental Research Design
problems among rural and urban older
people in district Mehsana, Gujarat
e. Descriptive Research Design
5. The Importance of Longitudinal e. Descriptive Research Design
Protest-Post-test Designs in
Estimating College Impact
c. Pretest post-test research design
Day 4 Performance Standard

Direction: Decide what research design you are going to use in conducting
your chosen research topic. Then, support your answer next to your chosen
Research Design as to why you think that that Research Design suits to that
kind of research topic. A rubric is provided below for your guidance.

Note: to all ABM students only!

Topic #1: Facebook and business. How can Facebook be used as a modern

platform for conducting business? Does it have any advantages as compared to
other online platforms? What are the disadvantages? What successful
 companies use Facebook as a business platform?

Topic #2: Labor relations: the latest tendencies and the predictions for the
future. Analyze the contemporary trends in the labor-corporate relationship.
What issues are likely to emerge in 2025-2030? Back up your conclusion with
real-life examples.

Topic #3: Is poverty a concern of a corporation? How can corporations

contribute to social development? Should they concern themselves with it in the
first place, and to what degree? How can corporate social responsibility result in
the betterment of the market? How can a corporation’s perceived awareness
produce a positive image for the customers?

Note: to all TVL students only!

Topic #1: Environmental conditions affecting the growth of farmed aquatic

species
Topic #2: Nutritional and dietary requirements in aquaculture
Topic #3: Breeding and selection in farming of aquatic species

ENCLOSURE 1

Quantitative research is outlined as a scientific investigation of phenomena by gathering

quantitative information and activity applied mathematics, or procedure techniques. The gathering
of data in quantitative analysis is what makes it aside from other different types. Quantitative
analysis is targeted specifically on numerical data and it conjointly uses mathematical analysis to
research what is being determined, the information collected should be in numbers. The general
structure for quantitative research is predicted on the scientific approach. It uses the tactic and
method of aggregation and using that information at intervals within the victimization of the matter
for sharing the analysis and conclusions.

DIFFERENT TYPES OF QUANTITATIVE RESEARCH DESIGN

Descriptive Research Design

 The Purpose of this design is to be described the status of an identified variable such as
events, people or subjects as they exist. It usually makes some type of comparison
contrasts and correlation and sometimes, in carefully planned and orchestrated descriptive
researches, cause-effect relationships may be established to some extent.

Experimental Research Design

 Experimental studies are also known as longitudinal or repeated-measures studies, for

obvious reasons. They are also referred to as intervention, because you do more than just
observe the subjects.
 Experimental Research design uses the scientific method to establish the cause-effect
relationship among a group of variables that make up a study.
 The true experiment is often thought of as a laboratory study, but this is not always the
case; a laboratory setting has nothing to do with it. A true experimental is any study where
an effort is made to identify and impose control over all other variables except one.
 An independent variable is manipulated to determine the effects on the dependent
variables. Subjects are randomly assigned to experimental treatments rather than identified
in naturally occurring groups.

Pre-test/Post-test Control Group Design

 The design requires two groups of equivalent standing in terms of a criterion measure e.g.
achievement or mental ability. The first group is designed as the control group while the
second group is the experimental group. Both groups are given the same pre-test. The
control group is not subjected to a treatment while the experimental group is given the
treatment factor. After the experimental period, both groups are given the same post-test.
 The researcher may now conduct a comparison of the post-test results or gains in scores
(post-test-pre-test) between the experimental and control groups. This design is threatened
by certain factors: maturation (or the aging of the subjects from the pre-test to the post-test
period), test-wiseness (or memorizing the contents of the pre-test to score high score on
the post-test) and natural attrition (death of subjects or drop-outs from the experiment).

Single group Pre-test Post-test Design

 In experimental conditions where a limited number of subjects are available, the single
group pretest-posttest design may be used. The group is first given a pre-test followed
by the usual treatment and then a post-test is administered. A new pre-test is then
administered to the group followed by the experimental treatment factor and the final
post-test.
 This design is very delicate because the researcher must see to it that situations are
equivalent before and during the experimental factor is introduced. As one might
suspect, this design is more open to threats to internal validity such as the Hawthorne
effect (or test-wiseness), maturation and attrition.
  A one-group pretest–posttest design is a type of research design that is most often
utilized by behavioral researchers to determine the effect of a treatment or intervention
on a given sample. This research design is characterized by two features. 

Solomon Four Group Design

 This makes use of four equivalent groups. The first two groups follow the pre-test-post-test
control group design. The third group is given no pre-test with treatment and a post-test.
The last group is given no pre-test, no treatment but with a post-test. The design eliminates
the Hawthorne effect, effects of maturation and attrition but has the main disadvantage of
acquiring a large number of respondents.
 In this design, the subjects are randomly assigned to two study groups and two control
groups. Pre-test measures are used for one of the study groups, and one of the control
groups. Following exposure of the study groups to the intervention or experiment, post-test
measures are collected on all four groups.

Enclosure 2

Types of Descriptive Research Designs are the following:

Descriptive Survey

 Descriptive-survey research uses surveys to gather data about varying subjects. This data
aims to know the extent to which different conditions can be obtained among these
subjects. 

 For example, a researcher wants to determine the qualification of employed professionals

in the Municipality of Bayabas, Surigao del Sur. He uses a survey as his research
instrument, and each item on the survey related to qualifications is subjected to a Yes/No
answer. 

 This way, the researcher can describe the qualifications possessed by the employed
demographics of this community. 

Descriptive Normative Surveys

 This is an extension of the descriptive-survey, with the addition being the normative
element. In the descriptive-normative survey, the results of the study should be compared
with the norm.

 For example, an organization that wishes to test the skills of its employees by a team may
have them take a skills test. The skills tests are the evaluation tool in this case, and the
result of this test is compared with the norm of each role.

 If the score of the team is one standard deviation above the mean, it is very satisfactory, if
within the mean, satisfactory, and one standard deviation below the mean is unsatisfactory.

Correlational Research Studies

 Correlational research is a type of research method that involves observing two variables in
order to establish a statistically corresponding relationship between them. The aim of
correlational research is to identify variables that have some sort of relationship do the
extent that a change in one creates some change in the other. 

 This type of research is descriptive, unlike experimental research that relies entirely on
scientific methodology and hypothesis. For example, correlational research may reveal the
statistical relationship between high-income earners and relocation; that is, the more people
earn, the more likely they are to relocate or not. 

Descriptive Evaluative Studies

 The purpose of the descriptive evaluative study is to judge the “goodness of a criterion
measure”. Longitudinal studies establish the changes in that criterion measure over a long
period of time.
 Thus, if one were to study the changes in the IQ levels of children 9-10 years over a five-
year period, the researcher must see to it that the same group of children is tested for IQ
over the five-year period.
 Cross-sectional studies are designed to evaluate the changes over time by comparing at
the same point in time, different people representing different stages in the development.
For example, to establish changes in IQ for children 9-10 years old, one may
simultaneously test, children 9-10, 11-12, 13-14, 15-16, 17-18, years old to see changes in
criterion measure.

Assessment/Evaluation Studies
  This study attempts to determine the effectiveness of efficiency of certain practices or
policies when applied to a group of respondents.
 Assessment studies imply measurement of certain key indicators without attaching any
judgement to them. However, evaluation implies putting judgement and valuing to the
measurements obtained and is therefore at a much deeper level than assessment.
 Assessment and evaluation always go together for one cannot make judgment without
basis for such.
 For example one can make a study on the Relative Effectiveness of the K to 12 program
say six years from today on the basis of such factors as cost, efficiency, and impact on
quality.
 Assessment and evaluation studies are fairly common in the Philippines and are often used
as basis for legislation and policy formulation.

Descriptive Comparative Studies

 This study endeavor to establish significant differences between two or more groups of
subjects on the basis of a criterion measure. No attempts to control the effects of
extraneous factors are made.
 For example it may be desired to compare the managerial effectiveness of three groups of
managers A, B, and C. A study may employ a descriptive design which combines two or
more designs mentioned above.
 This type of research usually involves group comparisons. The groups in the study make up
the value of the independent variable; for example, gender (male versus female), preschool
attendance versus no school attendance, or children with a working mother versus children
without a working mother.
 In comparative research the independent variable is not under the researchers control; that
is, the researcher cannot randomly assign the participants to a gender classification (male
or female) or socioeconomic class, but has to take the value of the independent variable as
they come. The dependent variable is a study is the outcome variable.
Answers Key

Activity 1 Activity 2
1. Descriptive Research Design 1. Descriptive Survey
2. Experimental Research Design 2. Correlational Research Studies
3. Pre-test/Post-test Control Group Design 3. Descriptive Evaluative Study
4. One Group Pre-test – Post-test Design 4. Assessment/Evaluation Studies
5. One Group Pre-test – Post-test Design 5. Descriptive Comparative Study

Activity 3
1. b
2. d
3. a
4. e
5. c

Reference

Faltado III, R. E., Bombita. M. B., Boholano, H. B., and Pogoy, A. M. (2016). Practical Research 2:
Quantitative Research. Lorimar publishing, Inc