GRADE: 12

NO. OF HOURS/SEM.: 80 hours/semester

SUBJECT TITLE: PRACTICAL
RESEARCH SEMESTER: FIRST SEMESTER PREREQUISITE: Statistics and
Probability
NAME: Felicity Mae V. Manalo
Common Subject Description: This course develops critical thinking and problem-solving skills
through quantitative research.

QUANTITATIVE RESEARCH

COMPILATION

IN

PRACTICAL RESEARCH 2

(SAINT ROSE CATHOLIC SCHOOL)

PRACTICAL RESEARCH 2: QUANTITATIVE RESEARCH M.N. BANTING

 CURRICUM GUIDE

PERFORMANCE LEARNING
CONTENT CONTENT STANDARD
STANDARD COMPETENCIES

The The learner is able to:

The learner:
learnerdemonstrates
understanding of: 1. describes characteristics,
decide on suitable
1. the characteristics, quantitative research strengths, weaknesses,
strengths, weaknesses, in different areas of and kinds of quantitative
and kinds of quantitative interest research
research
Nature of Inquiry 2. illustrates the
2. the importance of
and Research importance of
quantitative research
across fields quantitative
3. the nature of variables research across
fields
3. differentiate kinds of
variables and their uses
The learnerdemonstrates The learner is able to: The learner:
understanding of:
1. designs a research useful in
formulate clearly the daily life
1. the range of research statement of research
topics in the area of 2. writes a research title
problem
inquiry
3. describes background of
Identifying the
2. the value of research in research
Inquiry and
4. states research questions
Stating the the area of interest
Problem 5. indicates scope and
3. the specificity and delimitation of study
feasibility of the 6. cites benefits and
beneficiaries of study
problem
7. presents written
pose statement of the
problem
The The learner is able to:
learnerdemonstrates The learner:
understanding of: 1. select, cite, and 1. selects relevant literature
synthesize
1. the criteria in selecting, judiciously related 2. cites related literature
citing, and synthesizing literature and using standard style
related literature use (APA, MLA or Chicago
2. the ethical standards in sourcesaccording Manual ofStyle)
writing related literature to ethical
standards 3. synthesizes information
3. the formulation of
2. formulate clearly from relevant literature
conceptual framework
conceptual 4. writes coherent review of
4. the research hypotheses
framework, literature
(if appropriate)
5. the definition of terms as research 5. follows ethical standards in
used in the study hypotheses (if writing related literature
appropriate), and
Learning from define terms used 6. illustrates and explain
Others and in study conceptual framework
Reviewing the 3. present
Literature 7. defines terms used in study
 objectively
8. lists research hypotheses
written review of
(if appropriate)
related literature
9. presents written review
and conceptual
of related literature
framework
and conceptual
framework

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

The The learner is able to: The learner:
learnerdemonstrates
understanding of: 1. chooses appropriate
1. describe quantitative research
adequately design
quantitative
1. quantitative research 2. describes sampling
research designs,
procedure and the
designs sample, instrument
sample
2. description of sample used, intervention
(if applicable), data 3. constructs an instrument
3. instrument development
Understandin collection, and and establishes its
4. description of validity and reliability
g Data and intervention analysisprocedures
Ways to 2. apply imaginatively 4. describes intervention (if
Systematically (ifapplicable) art/design applicable)
Collect 5. data collection and principles to create 5. plans data collection
Data artwork procedure
analysis procedures such
6. plans data analysis
as survey, interview, and
using statistics and
observation hypothesis testing
6. guidelines in writing (if appropriate)
research methodology 7. presents written research
7. the application of methodology
art/design fundamentals
for execution 8. implements design
principles to produce
creative artwork
The learner is able to:
The The learner:
learnerdemonstrates
understanding of: 1. collects data using
Finding 1. data collection 1. gather and analyze appropriate instruments
Answers through procedures and skills data with 2. presents and interprets
Data using varied instruments intellectual data in tabular and
Collection 2. data processing, honesty, using graphical forms
organizing, and analysis suitabletechniques 3. uses statistical
techniques to analyze
data— study of
differences and
relationships limited
for bivariate analysis
The The learner is able to:
The learner:
learnerdemonstrates
understanding of: 1. form logical
1. guidelines in making 1. draws conclusions from
conclusions research findings
conclusions and
recommendations make 2. formulates
2. recommendations
2. the techniques in listing recommendations
references based on 3. lists references
Reporting and conclusions
3. the process of report 4. presents written research
Sharing
writing report
Findings
 4. the selection criteria and 3. write and present 5. finalizes and presents
process of best design clear report best design
4. execute best design 6. presents research
workbook
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING
UNIT 1: NATURE OF INQUIRY A N D RESEARCH

W H A T THIS UNIT ALL ABOUT?

Human history abounds with problems. Problems are everywhere in different

variety in
different perspective which affect mankind. Problems are observed along political,
social, environmental and many aspects of life. This may between individuals,
groups or in an organization. In that, mankind wants solution to these problems.
These solutions should not be only effective but also be acquired and used for
improvement. To be able to achieve that, solutions must be based in knowledge,
not on mere beliefs, guesses, or theories. To acquire this knowledge it requires a
well-planned and systematic procedure and should be continuously evaluated on
its accuracy and usefulness. In that, RESEARCH has been devised to meet this need.

Research is a natural day-to-day activity of gathering information. It may in

the form of qualitative or quantitative. Qualitative researches are those studies in
which the data concerned can be described without the use of numerical data while
quantitative research suggests that the data concerned can be analyzed in terms of
numbers.

Quantitative research designs use numbers in stating generalizations about a given

problem or
inquiry in contrast to qualitative research that hardly uses statistical treatment in
stating generalizations. The numbers in quantitative research are the results of
objective scales of measurements of the units of analysis called variables.

Research findings are subjected to statistical treatment to determine significant

relationships or differences
between variables, the results of which are the bases for generalization about
phenomena.
 In this unit, you will be encountering also the characteristics of quantitative
research, its strength and weaknesses, its kinds and importance across disciplines.
In here also, we will be tackling kinds of variables and its uses.

W H A T D O YOU EXPECT TO LEARN?

After studying this unit, you are expected to be able to:

 describe the characteristics, strengths, weaknesses and

kinds of quantitative research;
 explain the kinds of quantitative research designs;
 illustrate the importance of quantitative research across
fields; and  differentiate kinds of variables and their uses.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N.BANTING

H O W ARE YOU GOING TO LEARN?

This icon signals a pre-test that you need to answer to

determine how much you about the topic. At every pre-
test, you will find a question to answer. Write your
answers in the blank provided for or as instructed in the
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Read it carefully and keep it in mind.

From the good habit of reviewing the text and how much
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checkpoint. Your attitude will help you learn more and effectivelythat
makes you abetter learner.
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a self-test to determine how well you have achieved the
objectives set in the unit. Study the lesson well and you
will perform quite well in the self-test. This will be
submitted to your teacher after you answering the self-test. Write legibly
and alwaysfollow instructions properly.

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Are you now set to perform the activity, answer the questions, and read
the texts? If so, then you may get your ball pen and notebook as I will
request you to answer the questions included herein.

Good luck, enjoy reading and doing the activity. God bless.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

LESSON 1: QUANTITATIVE RESEARCH – CHARACTERISTICS, STRENGTH,

WEAKNESSES and KINDS
 PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is
true while QUALITATIVE if the statement is false.

Quantitative 1. In quantitative research,researchers know in advance what they are

looking for.
Qualitative
2. Quantitative research can be easily misinterpreted because it
provides numerical data.

Quantitative 3. Quantitative research puts emphasis on proof, rather than discovery.

Qualitative 4. Normative research is conducted by researcher whose aim would be

to find out the direction and/or relationship between different
variables or group of respondents under study.
Qualititative 5. Qualitative research requires a large number of respondents. It
assumes that the larger the sample is, the more statistically accurate
the findings are.
Quantitative 6. Evaluation describes the status of a phenomenon at a particular time.
It describes without value judgment a situation that prevents.
Quantitative 7. Correlational is conducted by researchers whose aim would be to
find out the direction and/ or relationship between different
variables or groups of respondents under study.

Quantitative 8. Methodological is the implementation of a variety of methodologies

that forms a critical part of achieving the goal of developing a scaled-
matched approach, where data from differentdisciplines can be
Quantitative
integrated.
9. One characteristics of quantitative research is that its method can be
repeated to verify findings in another setting, thus, reinforcing
Quantitative validity findings.
10. In quantitative experiments it filters out external factors, if properly
designed, and so the results gainedcan be seen, as real and unbiased.
II. Put a tick (/) if it describes the characteristics of a Quantitative Research.
1. Data is in the form of words, pictures or objects.
/ 2. The data is usually gathered using structured research instruments.
3. It is not based upon numerical measurements and does not use
numbers and statistical methods as key research indicators and
tools.
4. It tends to be associated with small-scale studies and a holistic
perspective, often studying a single occurrence or small number of
occurrences/case studies in great depth.
 / 5. The research study can usually be replicated or repeated, given its
high reliability.
/ 6. Data are in the form of numbers and statistics, often arranged in
tables, charts, figures, or other non-textual forms.
7. Emphasis is on discovery rather than proof.
/ 8. The results are based on larger sample sizes that are representative
of the population.
/ 9. It tends to be associated with emergent research design, using a
wide rangeof approaches
/ 10. Researcher has a clearly defined research question to which
objectiveanswers
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING
aresought.

DEFINITION OF QUANTITATIVE RESEARCH

Quantitative research is an objective, systematic empirical
investigation of observable phenomena through the use of computational
techniques. It highlights numerical analysis of data hoping that the
numbers yield unbiased results that can be generalized to some larger
population and explain a particular observation. Simply, quantitative
research is concerned with numbers and its relationship with events.
The quantitative research suggests that the data concerned can
be analyzed in terms of numbers. An example that we can give for this
study is astudy comparing the performance of Grade 12 in Upper Tumapoc
National High School and Burgos National high School in Physical Science
when ICT is integrated in teaching. This can be approached by getting the
average performance of both schools before and after integrating ICT. Then
the averages can be compared and analyzed to see the differences or
effectiveness. In this case, numbers are used as data for analysis. Another is
surveying what do viewers in Burgos, La Union prefer to watch: is it GMA
dramarama or ABSCBN Golden Kapamilya noontime show. In here, it may
be approached by making a survey questionnaire asking for the preference
of viewers in Burgos, La Union.

May you now give your own example of a quantitative research?

Suppose an organization organizes an event with the aim of collecting inputs from
the persons attending the event regarding the rating, pros, and cons of that event.
This can be done by using the event survey template. The event host can collect
various inputs like the satisfaction level of the attendee at the various levels of the
event etc. This answer contains the seven-point scale option, where 7 is strongly
satisfied, 6 is satisfied, 5 is slightly satisfied, 4 is neutral, 3 is slightly dissatisfied, 2
is dissatisfied and 1 is strongly dissatisfied.
CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. 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 aproblem.
2. 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 gathered.
3. STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide
data collection, thus, ensuring the accuracy, reliability and validity of
data. Data are normally gathered using structured research tools such
as questionnaires to collect measurable characteristics of the
population like age, socio-economic status, number of children, among
others.
4. 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.
5. 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 bias in interpreting the results.
6. 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.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N.BANTING

7. 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.

STRENGHTS and WEAKNESSES OF QUANTITATIVE RESEARCH

STRENGHTS OF QUANTITATIVE RESEARCH
• The advantages of quantitative research includes the following:
1. 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.
2. The use of statistical techniques facilitates sophisticated
analyses and allows you to comprehend a huge amount of vital
characteristics of data.
3. 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.
4. 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.
5. Quantitative studies are replicable. Standardized approaches
allow the study to be replicated in different areas or over time
with formulation of comparable findings.
6. 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.
WEAKNESSES OF QUANTITATIVE RESEARCH
• The disadvantages of quantitative research are as follows:
1. Quantitative research requires a large number of
respondents. It is assumed that the larger the sample is, the
more statistically accurate the findings are.
2. 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 reproducing
questionnaires.
3. 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.
4. Much information are difficult to gather using structured
research instruments, specifically on sensitive issues like
pre-marital sex, domestic violence, among others.
5. If not done seriously and correctly, data from
questionnaires may be incomplete and inaccurate.
Researchers must be on the look-out on respondents who
are just guessing in answering the instrument.

What are the strengths and weaknesses of quantitative

research?

KINDS OF QUANTITATIVE RESEARCH DESIGNS

 Research design refers to the overall strategy that you choose in order to
integrate the different components of the study in a coherent and logical way,
thereby ensuring you will effectively address the research problem. Furthermore,
a research design constitutes the blueprint for the selection, measurement and
analysis of data. The research problem determines the research you should.
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING
Quantitative methods emphasize objective measurements
and the statistical, mathematical, or numerical analysis of
data collected through polls, questionnaires, and surveys, or by
manipulating pre-existing statistical datausing computational techniques.
The kind of research is dependent on the researcher’s aim in
conducting the study and the extent to which the findings will be
used. Quantitative research designs are generally classified into
experimental and non-experimental as the following matrix below.

QUANTITATIVE RESEARCH DESIGNS

EXPERIMENTAL NON-EXPERIMENTAL

TRUE PRE- DESCRIPTIVE

EXPERIMEN TAL EXPERIMENTAL

1.Pre-TestDesign 1.One Shot Case Study

2.Post-Test
2.One Group Pre-Test 1.Survey
Design
Post-Test Design 2.Correlational
3.Post-Test only/
Control 3.Ex-Post Facto Studies
QUASI- 4.Comparative
EXPERIMEN TAL 5.Evaluative
5.Methodological
1.Non-equivalent Control
Group Design
2.Time Series Design

The following are the various kinds of quantitative research design that a
researcher may employ:

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 degree level of evidence for
single studies.

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-testpost-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 anuntreatedgroup. 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.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

Two classes of experimental design that can provide better internal
validity than preexperimental designs are: quasi-experimental and true
experimental design (Dooly, 1999).
B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher
can collect
more data, either by scheduling more observations or finding more
existing measures. Quasiexperimental 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 differentgroups, or over aperiod
of time.
There are two types of quasi-experimental design, these are:
a. 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.
b. Interrupted Time Series Design. It employs multiple
measures before and after the experimental intervention.
It differs from the single-group preexperiment 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
intervention.
C. TRUE-EXPERIMENTAL DESIGN. It controls for both time-related
and grouprelated 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
validityof 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 theory
development.
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
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING
investigation in terms of their social and economic
characteristics, opinions, andtheir knowledge
aboutthebehavior towardsacertain phenomenon.
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:
a. 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.

b. Prediction Studies – It uses correlation coefficient to

show how one variable (the predictor variable) predicts
another (the criterion variable). Example:Which high
school applicantsshould be admitted to college?

c. 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
eachidentified 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 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.
Example 2: What is the Effect of Home Schooling on the Social
Skills of Adolescents?

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 Ilocos Region,
Philippines.

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 academic
performance.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

F. EVALUATIVE. It is a process used to determine what

has happened during agiven activity or in an institution.
The purpose of evaluation is to see ifa 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.
Example: A test of children in school is used to assess the
effectiveness of teaching or the deployment of a
curriculum.

G. METHODOLOGICAL. In this approach, the

implementation of a variety of methodologies forms a
critical part of achieving the goal of developing a
scalematched approach, where data from different
disciplines can be integrated.

What are the types of quantitative research designs? Give example each
type.
 KEEP THIS IN MIND.

QUANTITATIVE RESEARCH
– use numbers in stating generalization about
a given problem orinquiry
STRENGHT WEAKNESSES
Objectivity CHARACTERISTICS • Requires large
number
• of Respondents
1. OBJECTIVE
• Real &Unbiased
• Facilitates 2 .CLEARLY DEFINED • Costly
• Contextual Factors are
SophisticatedAnalysis RESEARCH QUESTIONS ignored
• Analyzed in quick & 3. STRUCTURED
easyway • Difficult to gather
RESEARCH data
• Replicable INSTRUMENTS
• Little glitch in the
• Useful inTesting 4. NUMERICAL DATA procedure leads to
5. LARGE SAMPLES IZES
QualitativeResearch incomplete and
6. REPLICATION inaccuratedata
7. FUTURE OUTCOMES

EXPERIMENTAL NON-EXPERIMENTAL/
DESCRIPTIVE

SURVEY
TRUE -EXPERIMENTAL
QUASI -EXPERIMENTAL

CORRELATIONAL
PRE -EXPERIMENTAL

EX POSTFACTO

COMPARATIVE

NORMATIVE

EVALUATIVE

METHODOLOGICAL

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

MIND CHALLENGE. Answer the following questions, follow

directions given.
I. NON-STOP WRITING. In 10 mins., write your concise learning about the
following.
1. What is quantitative research?
It emphasize objective measurements and the   statistical,
mathematical, or numerical  analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing statistical
data using  computational techniques . Quantitative research focuses on
 gathering numerical data and generalizing it across groups of people or
to explain a particular phenomenon .

2. What are the characteristics of quantitative research?

1. CLEARLY DEFINED RESEARCH QUESTIONS
2. STRUCTURED RESEARCH INSTRUMENTS
3. REPLICATION
4. OBJECTIVE
5. NUMERICAL DATA
6. LARGE SAMPLE SIZE
7. FUTURE OUTCOMES

3. Discuss the strengths of quantitative research.

8. 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.
9. 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.
10. 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.
11. 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.
12. Quantitative studies are replicable. Standardized approaches
allow the study to be replicated in different areas or over time
with formulation of comparable findings.
13. The use of statistical techniques facilitates sophisticated
analyses and allows you to comprehend a huge amount of vital
characteristics of data.

4. Discuss the weaknesses of quantitative research.

1 Much information are difficult to gather using
structured research instruments, specifically on
sensitive issues like pre-marital sex, domestic violence,
among others.
2 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 reproducing
questionnaires.
3 If not done seriously and correctly, data from
questionnaires may be incomplete and inaccurate.
Researchers must be on the look-out on respondents
who are just guessing in answering the instrument.

4 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.
5 Quantitative research requires a large number of
respondents. It is assumed that the larger the sample is,
the more statistically accurate the findings are.

5. Describe each type of quantitative research design. Give example each.

Example: Survey - used to gather information from groups of people
by selecting and studying samples chosen
from a population.
Example: Preference T.V network of viewers in Upper Tumapoc, Burgos, La
Union.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

POST_TEST. This serves as your summative test. Answer the questions

below following the instruction given in each test.

I. Identification. Identify
what is being asked in each number. Write your answer after the statement.

1. It highlights numerical analysis of data hoping that the numbers yield

Quantitative unbiased results that can be generalized to some larger
research population and explain a particular observation.

Data
Analysis
 2. It suggests that the data concerned can be
analyzed in terms of numbers.

Ex-Pos facto 3. This kind of research derives conclusion from observations and
manifestations that already
occurred in the past and now compared to some dependent
variables.
Normative
4. It describes the norm level of characteristics for a given behavior.

Quasi- 5. In this design, the researcher can collect more data, either by scheduling
Experimental
more observations or finding more existing measures.
Design

6. It is conducted by researchers whose aim would be to find out the direction,

Correlational
associations and/or
relationship between different variables or groups of respondents under
study.

Research 7. It refers to the overall strategy that you choose in order to integrate the
Design different components of the study in a coherent and logical way, thereby
ensuring you will effectively address the research problem.
True-
Experimental
Design 8. It controls for both time-related and group-related threats. Two features
mark true experiments: two or more differentlytreated groups; and random
assignment to these groups.
Multiple
regression 9. 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.
10. Its main purpose is to observe, describe and document aspects of a situation
Descriptive
as it naturally occurs and sometimes to serve as astarting point for
Research
Design hypothesis generation or theory development.

II. Multiple Choice. Choose the correct letter that best describe the question
or complete the statement. Write your answer before the number.

1. Which of the following BEST defines quantitative research?

A. It is an exploration associated with libraries, books and journals.
B. It is an activity concerned with finding new truth in education.
C. It is a systematic process obtaining numerical information about
the world.
 D. It is an activity of producing or proving atheorem.
2. Which of the following is NOT a characteristic of quantitative research?
A. Data are gathered before proposing a conclusion or solution to a
problem.
B. Quantitative methods canbe repeatedto verify findings in another
setting, thus strengthen and reinforcing validity of findings
eliminating the possibility of spurious conclusions.
C. 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.
D. It seeks to gather a more comprehensive understanding of
activities related to human behavior and the attributes that rule
such behavior.
3. Which of the following describes the characteristics of research where
data are in form of statistics?
A. Objective B. Numerical Data C. Replication D. Large Sample
Size

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

4. This characteristic of quantitative research which refers to its necessity

to arrive at a more reliable data analysis.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
6. The researchers know in advance what they are looking for. The
research questions are welldefined for which objective answers are
sought. All aspects of the study are carefully designed before data are
gathered.
A. Future Outcomes C. Clearly defined Research
Questions
B. Structured Research Instruments D. Numerical Data
7. Which research design seeks to describe “what is”?
A. Correlational C. Experimental
B. Descriptive D. Evaluation
8. In this type of research, the investigator tries to probe the significance of
relationship between two or more factors or characteristics
A. Correlational C. Ex-post facto
B. Experimental D. Survey
9. Which of the item below does NOT hold true for descriptive research?
A. describes the nature of a situation or an event
B. presents the profile of persons, events, and things
 C. C. describes past situations
D. there is no manipulation of variables or search for cause and effect
related to the performance
10. Which of the following illustrates a quantitative study?
A. attributes to malnutrition in children
B. public opinion to the sex scandal of the Pres. in our country
C. academic performance of high school students
D. all of the above choices

11. DETERMINATION. Determine if the description given below is a strength

or weakness of a quantitative research. Write your answer on the blank
provided for.

Strength 1. The most reliable and valid way of concluding results, giving way to a new
hypothesis or to disproving it.
Weakness 2. Since, there are more respondents compared to qualitative research, the
expenses will be greater in reaching out to these people and in
reproducing questionnaires.
Weakness 3. If not done seriously and correctly, data from questionnaires may be
incomplete and inaccurate.

Strength 4. Standardized approaches allow the study to be replicated in

different areas or over time with formulation of comparable
findings.
Strength 5. 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.
Weakness
6. It is assumed that the larger the sample is, the more statistically
accurate the findings are.

Weakness 7. Researchers must be on the look-out on respondents who are just

guessing in answering the instrument.
Weakness
8. It does not consider the distinct capacity of the respondents to share
and elaborate further information unlike the qualitative research.
Strength 9. It is real and unbiased.

Weakness
10. It is costly.

IV. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the
letter of the correct answers in the space provided in column A from among the
choices I column B.
 COLUMN A COLUMN B
G 1. the posttest of the treated A. Normative
groups is compared with that of an
untreated group B. Survey
D 2. a test of children in school is used to
assess the effectiveness of teaching C. Census
or the deployment of a curriculum
B 3.usefulwhen theobjectiveofthestudyis to D. Evaluative
see general picture of the population
under investigation in terms of their E. Comparative
social and economic characteristics,
opinions, and their knowledge about F. Ex-postfacto
the behavior
towardsacertainphenomenon G. Descriptive
A 4.conducting aresearchon thestudy habits
of the high school students you are to H. Correlational
use the range of score to describe the
level of their study habits I. BivariateCorrelational
F 5. discusses why and how a phenomenon
occurs J. Prediction
M 6. selecting groups, upon which a
variableis tested, without any K. Multiple Regression
random pre-selection processes
J 7. uses correlation coefficient to show L. L. Pre-Experimental
how one variable (the predictor
variable) predicts another (the M. Quasi Experimental
criterion variable)
N 8. employs both treated and control N. True Experimental
groups to deal with time-related rival
explanations
I 9. it obtains score from two variables
for each subject, and then uses
them to calculate a
correlationcoefficient
L 10.term that seems synonymous to survey
research

ASSIGNMENT: RESEARCH WORK. Research 15 different titles of

research in a research reports and classify them to any of the research
designs we have discussed. Choose only
quantitativeresearchtitles.Follow theformat below.

RESEARCH TITLE RESEARCH DESIGN

1. The rise and impact of social media in
marketing.

2. The rise and impact of social media in

marketing.
 3. The role of quarantine in current
epidemiological practices.

4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS VARIOUS

FIELDS

PRE-TEST QUESTIONS:
Answer the questions below. Follow
instructions properly.
I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by
placing the
letter of the correct answers in the space provided in column A from among
the choices I column B.Identify what discipline the given research title is
related.
COLUMN A COLUMN B
F 1. What Effect do Punitive A. QUANTI &ANTHROPOLOGY B.
BehavioralControl Statements have on
Classroom? QUANTI &COMMUNICATION
H 2. The Relationship between the
Mushrooming of Fast Food Chains and C. QUANTI & SPORTSMED. D.
Obesity of Children in Kuopo, Eastern
England. QUANTI & MEDICAL ED.
A 3. Effect of Tourism to the Cultural System
of Villagers in Southern Cordillera. E. QUANTI & BEHAVIORAL SCI.
D 4. Factors Affecting Quality of Medical
Education in Saint Louis University. F. QUANTI &EDUCATION
E 5. Relationship of Verbally Aggressive
Behavior to the Physical Aggression of a G. QUANTI &PSYCHOLOGY
Person.
G 6. Factors Affecting Crime Rates in H. QUANTI &ABM
Burgos,La Union.
 I 7. Video Integration in Teaching Science in I. QUANTI &STEM
Grade 12 of Upper Tumapoc National
High School.
B 8. Communicative Behaviors Associated in
Different Stages of a Romantic
Relationship.
A 9. Ethnographic Study: Changes of Aeta
Behaviors in past 5 years.
C 10.Relationship of Physical Activity to the
Amount of Adipose Tissue and
Endurance Fitness of Children Aged 15
– 22 inBurgos, La Union.
II. ESSAY. Discuss briefly, what is ask below.

1. How quantitative research related or important to different field of

discipline?
Quantitative research certainly does have certain advantages for
social scientists aiming to make significant contributions to their fields. By
operationalizing variables, quantitative research seeks to measure change,
allowing us to make important comparisons and quantify correlations.

2. Choose two disciplines enumerated above (column B) and explain how

quantitative
was used on it

1. QUANTI & ANTHROPOLOGY

2. QUANTI & SPORTS MED

Quantitative research is use in Anthropology in many aspects. Like, true

experiments may use in studying people provided that you follow certain steps
(Bernard, 2004). This is to look into the Effects of an intervention in ethnic behavior
of a group. In here, you need at least two groups, called the treatment group and the
control group.

Quantitative research is used to analyze how sports may be used as an

alternative way of medicating an illness. An example is the research done by
University of Eastern Finland which investigated the relationship between
mushrooming of fast food chains and obesity, as well as the intervention needed to
prevent children's obesity from reaching serious proportions. The research focused
on the children's physical activity and physical inactivity and the concomitant impact
on the children's amount of adipose tissue (fat mass) and the endurance fitness. The
study is used to analyze certain the effect of physical activity in weight control.
 UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING
.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

People do research to find solutions, even tentative ones, to problems, in
order to improve or enhance ways of doing things, to disprove or provide a new
hypothesis, or simply to find answers to questions or solutions to problems in daily
life. Research findings can affect people’s lives, ways of doing things, laws, rules
and regulations, as well as policies, among others. Widely, quantitative research is
often used because of its emphasis on proof rather than discovery.
In recent times, research studies are gaining an unprecedented focus and
attention. Then, only the faculty in higher education has so much interest and
conduct researchers, but now even the teachers in the basic education are
engrossed in researches and devote time and effort in conducting researches to
improve educational practices that may lead to more quality learning of the
students. Many teachers do action researches because there is a serious need to
identify the problems of the deteriorating quality of education. By doing so, they
can address systematically and make educational decisions regarding the problems
met.Innovative teaching strategies are product of research.
In the natural and social sciences, quantitative research is the systematic,
empirical investigation of observable phenomena via statistical, mathematical or
computational techniques. The objective of quantitative research is to develop
and employ mathematical models, theories and/or hypotheses pertaining to
phenomena. The process of measurement is central to quantitative research
because it provides the fundamental connection between empirical observation
and mathematical expression of quantitative relationships.
Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use
quantitative research designs like
descriptive, pre-experimental, quasi-experimental, true-experiment, case study,
among others.

QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT (ABM)

Researches can help design a new product or service, figuring out what is
needed and ensure the development of product is highly targeted towards demand.
Businessmen can also utilize research results to guarantee sufficient distribution of
their products and decide where they need to increase their product distribution.
Conducting researches can also help a business determine whether now is the
proper time to open another branch or whether it needs to apply for a new loan. It
may also help a small business decide if a procedure or strategy should be change
to meet the requirements of the customer base. Research is important for any
organization to remain in the market. The primary function of research in ABM is
to correctly determine its customers and their preferences, establish the enterprise
in the most feasible location, deliver quality goods and services, analyze what the
competitors are doing and find ways on how to continuously satisfy the growing
and varied needs of the clients.

QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology is a research method of combining qualitative and
quantitative research data. It is concerned with exploring connections
simultaneously, amidst cultural differences, alternatives and identity. In the
contemporary academic, socio-cultural and political climate these concepts have
immense symbolic overtones.
Quantitative research is use in Anthropology in many aspects. Like, true
experiments may use in studying people provided that you follow certain steps
(Bernard, 2004). This is to look into the Effects of an intervention in ethnic
behavior of a group. In here, you need at least two groups, called the treatment
group and the control group. On group gets the intervention and the other group
don’t. Next, individuals may be randomly assigned, either to the intervention
group or to the control group to ensure that the groups are equivalent. Then, the
groups are measured on one or more dependent variables; this is called the pre-
test. After which, the intervention is introduced. Lastly, the dependent variables
are measured again.This is the post test.
True in experiments with people in laboratory are also common.
Laboratory experiments often produce results that beg to be tested in the natural
world by Anthropologists. Aaron and Mills (1959, as cited by Bernard, 2004)
demonstrated in a lab experiment that people who go through severe initiation to a
group tend to be more positive toward the group than are people who go through a
mild initiation. They reasoned that people who go through tough initiation rites put
alot of personal investments into
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

getting into the group. Later, if people see evidence that the group is not what they
thought it would be, they are reluctant to admit the factbecause of the investments.
In Field, JanetSchofield and her colleagues did a 3 year ethnographic study
in middle school. During the first year,they noticed that African-American and
while children seemed to react differentlyto
“mildly aggressive acts’ – things like bumping in the hallway,poking one another
in the classroom, asking for food, or using another student’s pencil without
permission. There appeared to be no event of racial conflict in the school, but
during interviews while students were more likely to report being intimidated by
their African-American peers than vice versa (Sagar & Schofield, 1980, as cited by
Bernard, 2004)

QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested in how an understanding of a particular
communication phenomenon might generalize to a larger population. For example,
researchers can advance questions like “What Effect do punitive behavioral control
statements have on a classroom? What communicative behaviors are associated
with different stages in romantic relationships? What communicative behaviors
are used to respond to co-workers displaying emotional stress? (Allen, Titsworth,
Hunt, 2009)
QUANTITATIVE RESEARCH and SPORTS MEDICINE
Quantitative research is used to analyze how sports may be used as an
alternative way of medicating an illness. An example is the research done by
University of Eastern Finland which investigated the relationship between
mushrooming of fast food chains and obesity, as well as the intervention needed to
prevent children’s obesity from reaching serious proportions. The research
focused on the children’s physical activity and physical inactivity and the
concomitant impact on the children’s amount of adipose tissue (fat mass) and the
endurance fitness. The study is used to analyze certain the effect of physical
activity in weight control.

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be predominantly
observational research based on surveys or correlational studies. The designs test
interventions like curriculum, teaching-learning process, or assessment with an
experimental group. Either a comparison or controlled group learners may allow
researchers to overcome validity concerns and infer potential cause-effect
generalizations. Researchers are using to cope with the emergingtrends in recent
times.

QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

Relationship Questions in today’s quantitative trend tend to explore how
one behavior exhibited by people is related to other types of behavior. Examples
are verbally aggressive behaviors related to physical aggression – that is, when a
person has a level of verbally aggressive behavior, does he or she tend to be
physically aggressive? Are certain supervisor communication skills related to the
emotional experiences of employees?
Questions of difference explore how patterns of behavior or perceptions
might differ from one group or type of a person to another: Do people with
disabilities experience emotional labor differently from those without disabilities?
Do women perceive talkativeness (or lack of it) differently form men? Do
communication styles differ from one culture to the next? (Alle, Titsworth, Hunt,
2009).
When quantitative researchers explore questions of differences or
questions of relationships, they do so in anattempt to uncover certain patterns of
behavior. Ifthe researcher discovers that acertain relationship exists in sample that
she or he has drawn form the population, she/he is then in a position to draw
generalizations about patterns expected of human behavior.

QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often used in evaluating social problems.
Suppose a researcher has invented a technique for improving reading
comprehension among third graders. She/he selects two third grade classes in a
school district. One of them gets the intervention and the other doesn’t. Students
are measured before and after the intervention to see whether their reading scores
improve. This design contains many of the elements of true experiment, but the
participants are not assigned randomly to the treatment and control groups.
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

QUANTITATIVE RESEARCH and PSYCHOLOGY

Mertens (2005) says that the dominant paradigms that guided early
psychological research were positivism and its successor, post positivism.
Positivism is based on rationalistic, empiricist philosophy that originated with
Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel Kant. the
underlying assumptions of positivism include the belief that the social world can
be studied in the same way as the natural world, that there is a method for
studying the social world that is value-free, and that explanations of acausal nature
can be provided.

QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING, and

MATHEMATICS
Medical practitioners, for example, conduct researches to obtain significant
information about diseases trends and risk factors, results of various health
interventions, patterns of care and health care cost and use. The different
approaches to research provide complementary insights. Researchers help in
determining the effectiveness and even side effect of drugs and therapies in
different populations and various institutions. It is also necessary in evaluating
experiences in clinical practice in order to develop mechanisms for best practices
and to ensure high quality patient care. Researchers in these fields ultimately
aimfor man’s longevity.
As for engineers, architects, and other builders,research helps in
providing designs which are creatively beautiful and at the same time give more
convenience and efficiency as they utilize modern technology to adapt to the
ever changing society. New materials and procedures may be developed so as to
further strengthen the structural materials than can withstand various
calamities and disasters.

POST_TEST. This serves as your summative test. Answer the questions

below following the instruction given in each test.

I. ESSAY. Briefly explain what is asked below.

A. How important quantitative research across fields? Cite at least five fields
and explain how quantitative research is interconnected with it.

Quantitative research is widely used in psychology, economics, demography,

sociology, marketing, community health, health & human development, gender
studies, and political science; and less frequently in anthropology and history.
Research in mathematical sciences, such as physics, is also "quantitative" by
definition, though this use of the term differs in context. In the social sciences, the
term relates to empirical methods originating in both philosophical positivism and
the history of statistics, in contrast with qualitative research methods. Basically
the information available can help to determine which direction to move into the
future.

Field 1: Psychology
Quantitative psychologists study and develop the methods and techniques used to
measure human behavior and other attributes. Their work involves the statistical
and mathematical modeling of psychological processes, the design of research
studies and the analysis of psychological data.

Field 2: Economics

With the application of quantitative methods, models and adequate algorhythms,

the more complex phenomena and processes in Economics can be studied more
efficiently and more precisely, as well as their interrelationship, in order to reach
decisions and predicts movements of economic phenomena and processes.

Field 3: Communication

Written for communication students, Quantitative Research in Communication

provides practical, user-friendly coverage of how to use statistics, how to interpret
SPSS printouts, how to write results, and how to assess whether the assumptions
of various procedures have been met.

Field 4: Gender Studies

Applying the diversity continuum shows that quantitative techniques offer gender
scholars a means to increase our knowledge of differences, make scientific
progress and simultaneously enable scholars to relate to existing knowledge
outside gender studies.

Field 5: Healthcare

Quantitative research methods are frequently applied in health and social care
research. They use objective measurements with statistical methods, mathematics,
economic studies or computational modelling to enable a systematic, rigorous,
empirical investigation.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

.
II. CONCEPT MAP. Complete the concept map presented below. You add figures so
long as you
will use your creativity using the figures given. Present the importance of
quantitative research to differentfields. Maximize the space below.
 UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

LESSON 3: KINDS OF VARIABLES and THEIR USES

PRE-TEST QUESTIONS:
Answer the questions below. Follow instructions
properly.
IV. IDENTIFICATION. Identify what is being asked in each number. Write your
answer after the statement. Choose your answer from the box below.
− VARIABLE − DEPENDENT − INDEPENDENT
− CONTROL − CONTINUOUS − INTERVENING
− CONFOUNDING − INTERVAL − NOMINAL
ORDINAL RATIO ABSTRACT
− − −

Variable 1. It refers to the characteristics that have two or more mutuallyexclusive

values or properties.

Nominal 2. Variables that represent categories that cannot be ordered in any

particular way.
Control
3. Special kind of independent variables that are measured in a study because
they potentially influence the dependent variable.

Ratio 4. Variables that have values that lie along an evenly dispersed range of
numbers when there is an absolute zero, as opposed to net worth, which
can have a negative debt-to-income ratio-level variable.
Confounding 5. Kind of variablethat are not actuallymeasured or observed in astudy. They
exist but their influence cannot be directlydetected in a study.
Intervening 6. It “stands between” the independent and dependent variables, and they
show the effects of the independent variableon the dependent variable.
Ordinal
 7. Variables that represent categories that can be ordered from greatest to
smallest.
Independent

8. Kind of variable that probably cause, influence, or effect outcomes. They

are variably called treatment, manipulated, antecedent or predictor
Dependent variables.
9. Variables that depend on independent variables; they are the outcomes or
results of the influence of the independent variable.
Interval 10. Variables that have values that lie along an evenly dispersed range of
numbers.

II. DETERMINATION. Determine if what type of variable are the following. Write
I if the variable is Interval, N if Nominal, R if Ratio and O if Ordinal.
0 1. Military Title

I 2. Temperature in degree Celsius

R 3. Birthplace

O 4. Year Level

O 5. Favorite Type of Music

O 6. Clothing such as hat, shirt,shoes

O 7. A score in 5- item quiz in Math

I 8. Feeling for today

N 9. Means of Transportation

I 10.How internet is used athome

O 11.Freshman,Sophomore

I 12.Person’s networth

N 13.Male or female

O 14.1, 2, 3, 4, 5

N 15.PoliticalAffiliation

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

 THE VARIABLES IN RESEARCH
The term ‘variable’ has been mentioned several times so that it is necessary to
define it here. In research, a variable refers to a “characteristics that has two or
more mutually exclusive values or properties” (Sevilla and Other, 1988). Sex, for
instance, has two properties which are maleness and femaleness. The ages of
different persons have different values; so with their size, height, weight and
income. The phenomenon of variety is what makes life interesting; it is one of the
motivating factors of the research undertaking.
The root word of the word variable is “vary” or simply “can change”. These
variables are among the fundamental concepts of research, alongside with
measurement, validity, reliability, cause and effect; and theory. Bernard (1994)
defines a variable as something that can take more than one value, and values can
be words or numbers.
A variable specifically refers to characteristics, or attribute of an individual
or an organization that can
be measured or observed and that varies among the people or organization being
studied (Creswell, 2002).

TYPES OF VARIABLES (ALLEN, TITSWORTH, HUNT, 2009)

1. CONTINUOUS VARIABLES – A variable that can take infinite number on

the value that can occur within the population. Its values can be divided
into fractions. Examples of this type of variable include age, height, and
temperature. Continuous variables can be further categorized as:
a. INTERVAL VARIABLES – It have values that lie along an evenly
dispersed range of numbers. It is a measurement where the difference
between two values does have meaning. Examples of interval data
include temperature, a person’s net worth (how much money you have
when you subtract your debt from your assets), etc. In temperature,
this may illustrate as the difference between a temperature of 60
degrees and 50 degrees is the same as difference between 30 degrees
and 20 degrees. The interval between values makes sense and can be
interpreted.
b. RATIO VARIABLES – It have values that lie along an evenly dispersed
range of numbers when there is absolute zero. It possesses the
properties of interval variable and has a clear definition of zero,
indication that there is none of that variable. Examples of which are
height, weight, and distance. Most scores stemming from response to
survey items are ratio-level values because they typically cannot go
below zero. Temperature measured in degrees Celsius and degrees
Fahrenheit is not a ratio variable because 0 under these temperatures
scales does not mean no temperature at all.
2. DISCRETE VARIABLES – This is also known as categorical or
classificatory variable. This is any variable that has limited number of
distinct values and which cannot be divided into fractions like sex, blood
group, and number of children in family.Discrete variablemay also
categorized into:
 a. NOMINAL VARIABLE – It represent categories that cannot be ordered
in any particular way. It is a variable with no quantitative value. It has
two or more categories but does not imply ordering of cases. Common
examples of this variable include eye color, business type, religion,
biological sex, political affiliation, basketball fan affiliation, etc. A sub-
type of nominal scale with only two categories just like sex is known as
dichotomous.
b. ORDINAL VARIABLE – It represent categories that can be ordered
from greatest to smallest. This variable has two or more categories
which can be ranked. Examples of ordinal variable include education
level, income brackets, etc. An illustration of this is, if you asked people
if they liked listening to music while studying and they could answer
either “NOT VERY MUCH”, “MUCH”, “VERY MUCH” then you have an
ordinal variable. While you can rank them, we cannot place a value to
them. In this type, distances between attributes do not have any
meaning. For example, you used educational attainment as a variable
on survey, you might code elementary school graduates = 1, high
graduates = 2, college undergraduate = 3, and college graduate = 4. In
this measure, higher number means greater education. Even though
we can rank these from lowest to highest, the spacing between the
values may not be

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

the same across the levels of the variables. The distance between 3
and 4 is not the same with the distance between 1 and 2.

KINDS OF VARIABLES
Several experts have lumped together the following as the major kinds of
variables:

1. INDEPENDENT VARIABLES – Those that probably cause, influence, or

affect outcomes.
They are invariably called treatment, manipulated, antecedent or
predictor variables. This is the cause variable or the one responsible
for the conditions that act on something else to bring about changes.
EXAMPLE: A study is on the relationship of study habits and academic
performance of UTNHS senior high school students. STUDY HABITS is the
independent variable because it influenced the outcome or the
performance of the students.

2. DEPENDENT VARIABLES – those that depend on the independent

variables; they are the outcomes or results of the influence of the
independent variable. That is why it is also called outcome variable.
EXAMPLE: A study is on the relationship of study habits and academic
performance of UTNHS senior high school students. ACADEMIC
PERFORMANCE is the dependent
 variable because it is depending on the study habits of the students; if the
students change their study habit the academic performance also change.

3. INTERVENING OR MEDLING VARIABLES – Variables that “stand

between”
the independent and dependent variables, and they show the effects of the
independent variable on the dependent variable.
EXAMPLE: Consider the given below. Even if farm production is good,
if the attitude towards payment is negative, loan repayment would be
low, whereas, if the attitude towards repayment is positive or
favorable, loan repayment would be high.

ATTITUDE LOAN
FARM
TOWARDS REPAYMENT
PRO DUCTIO N
REPAYMEN T

IV

DV DV

4. CONTROL VARIABLES – A special types of independent variables that are

measured in the study because they potentially influence the dependent
variable. Researchers use statistical procedures (e.g. analysis of
covariance) to control these variables. They may be demographic or
personal variables that need to be “controlled” so that the true influence
of the independent variableon the dependent variablecan be determined.

5. CONFOUNDING VARIABLES – Variables that are not actually measured

or observed in a study. They exist but their influence cannot be directly
detected in a study. Researchers comment on the influence of
confounding variables after the study has been completed, because these
variables may have operated to explain the relationship between the
independent variables and dependent variable,but they were not or could
not be easily assessed.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

POST_TEST. This serves as your summative test. Answer the

questions below following the instruction given in each test.

I. Identification. Identify the variables and the constant in each title of

study presented below. Determine the independent and dependentvariable;then
determine whether discrete or continuous variable.
FOR EXAMPLE: A study on the relationship of study habits and academic performance
of BSU college students.
CONSTANT VARIABLES

INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/

CONTINOUS CONTINOUS
BSU COLLEGE STUDY HABITS DISCRETE ACADEMIC DISCRETE
STUDENTS PERFORMANCE
DO THIS DOING THE 8 RESEARCH TITLES YOU SUBMITTED TO ME.
CONSTANT VARIABLES

INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/

CONTINOUS CONTINOUS

1.

2.

3.

UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

4.
5.

6.

7.

8.
 UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING

``
UNIT 1: NATURE OF INQUIRY and RESEARCH M.N. BANTING