PRACTICAL

12 RESEARCH 2
Quarter 2

LEARNER’S MATERIAL
 Module

Practical Research 2
1
PIVOT IV-A Learner’s Material
Quarter 2 Module 1 WEEK
First Edition, 2020
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GRADE 12
Practical Research 2

Development Team of the Module

Author:
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I What I need to know?

In this lesson, you will learn how to plans data collection procedure and plans
data analysis using statistics and hypothesis testing.

This module was designed and written with you in mind. It is here to
help you master the plans data collection procedure and plans data analy-
sis using statistics and hypothesis testing. The scope of this module permits
it to be used in many different learning situations. The language used recog-
nizes the diverse vocabulary level of the students. The lessons are arranged
to follow the standards sequence of the course.

This module consists of two lessons namely:

• Quantitative Data-Collection Procedure

• Quantitative Data Analysis

After going through this module, you are expected to:

1. explain the meaning of quantitative data;

2. differentiate the quantitative-data collection techniques;
3. describe each quantitative data-collection instrument;
4. specify the appropriate data-collection instruments for each data-collection
method;
5. differentiate the quantitative data-analysis techniques;
6. organize data in a tabular manner;
7. use a graph to show frequency and percentages distribution;

NOTE:
Ilagay ang kahon na may kulay kapag hinhayaan ang mag-
aaral na sumagot sa sagutang papel

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I What is new?

Activity # 1

Directions: Surround with the appropriate words and phrases the expression in
the middle of the graph.

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D What I know?

Activity # 2

Directions: Look at these figures. Do you know what these symbols mean?
What is running through your mind as you examine the things in-
side the box? Explain your answer.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

Definition of Quantitative Data

Data are pieces of information or facts known by people in this world. Appearing
measurable, numerical, and related to a metrical system, they are called quanti-
tative data. These data result from sensory experiences whose descriptive quali-
ties such as age, shape, speed, amount, weight, height, number, positions, and
the like are measurable. Denoting quantity, these words appear in records in nu-
merical forms that are either discrete (1, 2, 3, 4, 5, 6...) or continuum (amount of
flour...). However, these quantitative data become useful only in so far as they
give answers to your research questions. (Russell 2013; Creswell 2013).

Techniques in Collecting Quantitative Data

Collecting data is one major component of any type of research. Undermining

its importance would result in the production of inaccurate data sufficient to ren-
der your research study invalid. Hence, in collecting quantitative data, stress is
given to the accuracy or appropriateness of your data-gathering technique as
well as of the right instrument to collect the data. The following are the most
used quantitative data gathering techniques along with the data-gathering instru-
ments for each technique. (Matthews 2010; Badke 2012; Thomas 2013;
Woodwell 2014)
1. Observation
Using your sense organs, you gather facts or information about people,
things, places, events, and so on, by watching and listening to them; then,
record the results of the functioning of your eyes and ears. Expressing these
sensory experiences to quantitative data, you record them with the use
of numbers. For instance, watching patients lining up at a medical clinic,
instead of centering your eyes on the looks of the people, you focus your
attention on the number, weight, and height of every patient standing up at
the door of the medical clinic.

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

As a researcher preoccupied with collecting quantitative data through

observation, you begin to count the number of patients and get the
measurement of their height and weight. These numbers representing the
results of your counting and measurement are then jotted down in your
record notebook. Seeing, touching, and hearing the sources of data personally,
you engage yourself in direct observation. It is an indirect observation, if you
see and hear them, not through your own eyes and ears, but by means of
technological and electronic gadgets like audiotapes, video records, and
other recording devices used to capture earlier events, images, or sounds.
2. Survey
Survey is a data-gathering technique that makes you obtain facts or
information about the subject or object of your research through the data gather-
ing instruments of interview and questionnaire. This is the most
popular data-gathering technique in quantitative and qualitative researcher
studies for the researchers are free to use not just one survey instrument but
also these two following data-gathering instruments.

Questionnaire
Questionnaire is a paper containing series of questions formulated
for an individual and independent answering by several respondents for
obtaining statistical information. Each question offers a number of probable
answers from which the respondents, on the basis or their own judgment,
will choose the best answer. Making up a questionnaire are factual and
opinionated questions. Questions to elicit factual answers are formulated
in a multiple-choice type and those to ask about the respondents’ views,
attitudes, preferences, and other opinionated answers are provided with
sufficient space where the respondents could write their sentential answers
to opinionated questions.

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

Responses yielded by this instrument are given their numerical

forms (numbers, fractions, percentages) and categories and are subjected
to statistical analysis. Questionnaire is good for collecting data from a big
number of respondents situated in different places because all you have
to do is either to hand the paper to the respondents or to send it to them
through postal or electronic mail. However, ironically, your act of sending
the questionnaires to respondents, especially to those in remote areas, is
susceptible to waste of money, time, and effort for you do not have any
assurance of the return of all or a large number of fully accomplished
questionnaires.

Interview
Survey as a data-gathering technique likewise uses interview as its
data-gathering instrument. Similar to a questionnaire, interview makes you
ask a set of questions, only that, this time, you do it orally. Some, however,
say that with the advent of modern technology, oral interview is already a
traditional way of interviewing, and the modern ways happen through the
use of modern electronic devices such as mobile phones, telephones, smart
phones, and other wireless devices.

• Order of Interview Questions

In asking interview questions, you see to it that you do this sequentially;
meaning, let your questions follow a certain order such as the following:
(Sarantakos 2013; Fraenbel 2012)
First set of questions – opening questions to establish friendly relationships,
like questions about the place, the time, the physical appearance of
the participant, or other non-verbal things not for audio recording

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

Second set of questions – generative questions to encourage open-ended

questions like those that ask about the respondents’ inferences, views, or opin-
ions about the interview topic
Third set of questions – directive questions or close-ended questions to
elicit specific answers like those that are answerable with yes or no, with one
type of an object, or with definite period of time and the like
Fourth set of questions – ending questions that give the respondents the
chance to air their satisfaction, wants, likes, dislikes, reactions, or comments
about the interview. Included here are also closing statements to give the re-
spondents some ideas or clues on your next move or activity about the results of
the interview

• Guidelines in Formulating Interview Questions

From the varied books on research are these tips on interview
question formulation that you have to keep in mind to construct
effective questions to elicit the desired data for your research study:
a. Use clear and simple language.
b. Avoid using acronyms, abbreviations, jargons, and highfalutin
terms.
c. Let one question elicit only one answer; no double-barrel question.
d. Express your point in exact, specific, bias-free, and gender-free
language.
e. Give way to how your respondents want themselves to be identified.
f. Establish continuity or free flow of the respondents’ thoughts by
using appropriate follow-up questions (e.g., Could you give an
example of it? Would you mind narrating what happened next?).
g. Ask questions in a sequential manner; determine which should be
your opening, middle, or closing questions.

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

3. Experiment
An experiment is a scientific method of collecting data whereby you give the sub-
jects a sort of treatment or condition then evaluate the results to find out the
manner by which the treatment affected the subjects and to discover the reasons
behind the effects of such treatment on the subjects.
This quantitative data-gathering technique aims at manipulating or controlling
conditions to show which condition or treatment has effects on the subjects
and to determine how much condition or treatment operates or functions to
yield a certain outcome.

The process of collecting data through experimentation involves selection of sub-

jects or participants, pre-testing the subjects prior to the application of any treat-
ment or condition, and giving the subjects post-test to determine the effects of
the treatment on them. These components of experiment operate in various
ways. Consider the following combination or mixture of the components that
some research studies adopt:
a. Treatment → evaluation
b. Pre-test → Treatment → Post-test
c. Pre-test → Multiple Treatments → Post-test
d. Pre-test → Treatment → Immediate Post-test → 6-mos.
Post-test → 1-yr. → Post-test
These three words: treatment, intervention, and condition, mean the same thing
in relation to experimentation. These are the terms to mean the things given or
applied to the subjects to yield certain effects or changes on the said subjects.
For instance, in finding out the extent of the communicative competence of the
subjects, put these participants in a learning condition where they will perform
varied communicative activities such as dramatizing a story, round-table discus-
sions, interviewing people, table-topic conversation, and the like.

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

4. Content Analysis
Content analysis is another quantitative data-collection technique that makes
you search through several oral or written forms of communication to find an-
swers to your research questions. Used in quantitative and qualitative research
studies, this data-collection method is not only for examining printed materials
but also for analyzing information coming from non book materials like photo-
graphs, films, video tapes, paintings, drawings, and the like. Here, you focus
your study on a single subject or on two entities to determine their comparative
features. Any content analysis you want to do is preceded by your thorough un-
derstanding of your research questions because these are the questions to
guide you in determining which aspect of the content of the communication
should you focus on to find the answers to the main problem of your research.

Measurement Scales for Quantitative Data

In quantitative research, measurements of data expressed in numerical forms
form in a scale or one that consists series of graduated quantities, values, de-
grees, numbers, and so on. Thinking about the type and scale of measurement
that you have to use in your quantitative research is important because your
measurement choices tell you the type of statistical analysis to use in your study.
Not knowing which scale of measurement to use may result in your erroneous
examination of the data.

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

There are two categories of scales of measurement: qualitative scales of

measurement and quantitative scales of measurement. Under quantitative
scales of measurement are these two: the nominal scale to show the classifica-
tion of things based on a certain criterion such as gender, origin, brand, etc., and
the ordinal scale to indicate the rank or hierarchical order of things. The quantita-
tive scales of measurement are the interval scale for showing equal differences
or intervals between points on the scale in an arbitrary manner (showing differ-
ences in attitudes, inclinations, feelings, ideas, fears, opinions, etc.) and the ratio
scale, like the interval scale, that shows equal differences or intervals between
points on the scale. However, these two quantitative scales of measurement are
not exactly the same, in that, the latter gives value to zero, while the former does
not give any value to zero for the value depends solely on the
respondent. (Schreiber 2011; Letherby 2013).

Examples:
1. Nominal Scale – categorizing people based on gender, religion, position, etc.
(one point for each)
religion – Catholic, Buddhist, Protestant, Muslim
gender – male, female
position – CEO, vice-president, director, manager, assistant manager
Summing up the points per variable, you will arrive at a certain total that
you can express in terms of percentages, fractions, or decimals like: 30% of
males, 25% of females, 10% of Catholics, 405 of Buddhists, and so forth.

2. Ordinal Scale – ranking or arranging the classified variables to determine

who should be the 1st, 2nd, 3rd, 4th, etc., in the group

3. Interval Scale – showing equal intervals or differences of people’s views or

attitudes like this one example of a scale called Likert Attitude Scale:

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D What is it?

QUANTITATIVE DATA-COLLECTION TECHNIQUES

Reading is important.
_______ _______ _______ _______ _______
Strongly Agree Agree Undecided Disagree Strongly Disagree

How often does your professor come late?

_______ _______ _______ _______ _______
Always Most of the time Sometimes Rarely Never

How would you rate your professor’s performance?

_______ _______ _______ _______ _______
Very Poor Poor Fair Good Excellent

4. Ratio Scale – rating something from zero to a certain point

Performance in Math subject – a grade of 89% (from 0 to 100%)

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D What is it?

QUANTITATIVE DATA ANALYSIS

Basic Concept
At this time, you already know that data means facts or information about peo-
ple, places, things, events, and so on, and when these data appear not in words,
images or pictures, but in numerical forms such fractions, numbers, and percent-
ages, they become quantitative data. To understand the numbers standing for
the information, you need to analyze them; that is, you have to examine or study
them, not by taking the data as a whole, but by separating it into its components.
Then, examine each part or element to see the relationships between or among
the parts, to discover the orderly or sequential existence of these parts, to search
for meaningful patterns of the components, and to know the reasons behind the
formation of such variable patterns.

Quantitative data analysis is time consuming because it involves series of

examinations, classifications, mathematical calculations, and graphical record-
ing, among others. Hence, a thorough and advance planning is needed for this
major aspect of your study. However, all these varied analytical studies that you
pour into your research become significant only if prior to finalizing your mind
about these activities, you have already identified the measurement level or
scale of your quantitative data; that is, whether your study measures the data
through a ratio or interval scale, not by means of nominal or ordinal scale be-
cause these last two levels of measurement are for qualitative data analysis. It is
important for you to know what scale of measurement to use, for the kind of
quantitative analysis you will do depends on your measurement scale.
(De Mey 2013; Letherby 2013; Russel 2013)

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D What is it?

QUANTITATIVE DATA ANALYSIS

Steps in Quantitative Data Analysis

Having identified the measurement scale or level of your data means you
are now ready to analyze the data in this manner (Badke 2012; Letherby 2013;
Mc Bride 2013):

Step 1: Preparing the Data

Keep in mind that no data organization means no sound data analysis. Hence,
prepare the data for analysis by first doing these two preparatory sub steps:
1. Coding System
To analyze data means to quantify or change the verbally expressed data
into numerical information. Converting the words, images, or pictures into
numbers, they become fit for any analytical procedures requiring knowledge
of arithmetic and mathematical computations. But it is not possible for you
to do the mathematical operations of division, multiplication, or subtraction
in the word level, unless you code the verbal responses and observation
categories.
For instance, as regards gender variable, give number 1 as the code
or value for Male and number 2 for Female. As to educational attainment
as another variable, give the value of 2 for elementary; 4 for high school,
6 for college, 9 for MA, and 12 for PhD level. By coding each item with a re-
spondents’ answers to a particular interview question or questionnaire
item.
2. Data Tabulation
For easy classification and distribution of numbers based on a certain
criterion, you have to collate them with the help of a graph called Table. Used
for frequency and percentage distribution, this kind of graph is an excellent
data organizer that researchers find indispensable. Here’s an example of
tabulated data:

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D What is it?

QUANTITATIVE DATA ANALYSIS

Total Sample Size: 24

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D What is it?

QUANTITATIVE DATA ANALYSIS

Step 2: Analyzing the Data

Data coding and tabulation are the two important things you have to do in
preparing the data for analysis. Before immersing yourself into studying every
component of the data, decide on the kind of quantitative analysis you have to
use, whether to use simple descriptive statistical techniques or advanced analyti-
cal methods. The first one that college students often use tells some aspects of
categories of data such as: frequency of distribution, measure of central tenden-
cy (mean, median, and mode), and standard deviation. However, this does not
give information about population from where the sample came. The second
one, on the other hand, fits graduate-level research studies because this in-
volves complex statistical analysis requiring a good foundation and thorough
knowledge about statistics.
The following paragraphs give further explanations about the two quantitative
data-analysis techniques. (De Mey 2013; Litchtman 2013; Picardie 2014)

1. Descriptive Statistical Technique

This quantitative data-analysis technique provides a summary of
the orderly or sequential data obtained from the sample through the
data-gathering instrument used. The results of the analysis reveal the
following aspects of an item in a set of data (Morgan 2014; Punch 2014;
Walsh 2010):
• Frequency Distribution – gives you the frequency of distribution and
percentage of the occurrence of an item in asset of data. In other words,
it gives you the number of responses given repeatedly for one question.

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D What is it?

QUANTITATIVE DATA ANALYSIS

Example:

• Measure of Central Tendency – indicates the different positions or values of

the items, such that in a in a category of data, you find an item or items serv-
ing as the:
Mean – average of all the items or scores
Example: 3 + 8 + 9 + 2 + 3 + 10 + 3 = 38
38 ÷ 7 = 5.43 (Mean)
Median – the score in the middle of the set of items that cuts or divides
the set into two groups
Example: The numbers in the example for the Mean has 2 as the Median.
Mode – refers to the item or score in the data set that has the most
repeated appearance in the set.
Example: Again, in the given example above for the Mean, 3 is the Mode.

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D What is it?

QUANTITATIVE DATA ANALYSIS

• Standard Deviation – shows the extent of the difference of the data from
the mean. An examination of this gap between the mean and the data gives you
an idea about the extent of the similarities and differences between the respond-
ents. There are mathematical operations that you have to do to determine the
standard deviation. Here they are:
Step 1. Compute the Mean.
Step 2. Compute the deviation (difference) between each respondent’s answer
(data item) and the mean. The plus sign (+) appears before the number if the dif-
ference is higher; negative sign (−), if the difference is lower.
Step 3. Compute the square of each deviation.
Step 4. Compute the sum of squares by adding the squared figures.
Step 5. Divide the sum of squares by the number of data items to get the
variance.
Step 6. Compute the square root of variance figure to get standard deviation.
Example:

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D What is it?

QUANTITATIVE DATA ANALYSIS

2. Advanced Quantitative Analytical Methods

An analysis of quantitative data that involves the use of more complex
statistical methods needing computer software like the SPSS, STATA, or
MINITAB, among others, occurs among graduate-level students taking data
analysis are the following (Argyrous 2011; Levin & Fox 2014; Godwin 2014):

a. Correlation – uses statistical analysis to yield results that describe the

relationship of two variables. The results, however, are incapable of
establishing causal relationships.

b. Analysis of Variance (ANOVA) – the results of this statistical analysis are

sued to determine if the difference in the means or averages of two
categories of data are statistically significant.
Example: If the mean of the grades of a student attending tutorial lessons
is significantly different from the mean of the grades of a student not
attending tutorial lessons

c. Regression – has some similarities with correlation, in that, it also

shows the nature of relationship of variables, but gives more extensive
result than that of correlation. Aside from indicating the presence of
relationship between two variables, it determines whether a variable is
capable of predicting the strength of the relation between the treatment
(independent variable) and the Outcome (dependent variable). Just
like correlation, regression is incapable of establishing cause-effect
relationships.
Example: If reviewing with music (treatment variable) is a statistically significant
predictor of the extent of the concept learning (outcome variable) of a person.

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E What is more?

Activity 3

Directions: Using the table below, compare and contrast each pair of ex-
pressions.

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 E What I can do?

Activity 4

Directions: Check the right column that corresponds to the given questions.

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 E What else can I do?

Activity 5

Directions: Have make-believe or imaginary grades of yours in all your sub-

jects in the last three grading periods. Also, compute the mean per grading
period including the general average.

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A What I have learned?

Activity 6

Directions : Match the expression in A with those in B by writing the letter of

your answer on the line before the word.

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A What I can achieve?

Directions: How would you rate the extent of your learning of the concepts on
quantitative data analysis? Discover this by checking the right column that corre-
sponds to the given concept.

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 Answer

Activity# 1– Answers vary

Activity# 2– Answers vary
Activity# 3– Answers vary
Activity# 4– Answers vary
Activity# 5– Answers vary
Activity# 6– Answers vary

1 f 6 e
2 g 7 a
3 b 8 c
4 d 9 i
5 h 10 j

Activity# 7– Answers vary

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 Reference

Baraceros, Esther L. Practical Research 2, First Edition, Rex Book Store, Inc.
(RBSI) 856 Nicanor Reyes Sr. St., Sampaloc, Manila , 2016.

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