Quantitative Method of

UNIT 9 QUANTITATIVE METHOD OF Enquiry

ENQUIRY*
Structure
9.0 Objectives
9.1 Introduction
9.2 Characteristics of Quantitative Research
9.3 Differences Between Qualitative and Quantitative Research
9.4 Stages of Quantitative Research
9.5 Measurement Error in Quantitative Research
9.6 Approaches to Quantitative Research: Experimental and Non-Experimental
Research
9.7 Data Collection in Quantitative Research: Survey Resarch
9.8 Experimental Research
9.9 Let Us sum Up
9.10 References

9.0 OBJECTIVES
After studying this Unit, you will be able to understand:
To learn the history and traditions of qualitative research,
To acquaint oneself with the theories and paradigms of quantitative research,
To learn about the types of quantitative research,
To study the various world-views and perspectives related to quantitative
research,
To develop acquaintance with the research strategies of quantitative research,
To learn about methods of data collection and analysis in quantitative
research,
To learn the research designs closely associated with quantitative research,
and
To identify the basic experimental and non-experimental designs related
with quantitative research.

9.1 INTRODUCTION
In quantitative research, the presumed assumptions are tested by setting up a
tentative statement or hypothesis that is either supported or nullified. The test is
done through data collected, which finally decides the fate of the hypothesis.
One of the most commonly used design is the experimental one where behaviors
or attitudes of the respondents are adjudged both before and after the experiment.
An objective measurement with a high quality of reliability and validity is
designed to collect the data. Finally, the information is analyzed by using statistical
procedures and hypothesis testing (Creswell pp. 49).

* Dr. Srabanti Choudhuri, (Depptt. of Sociology), School of Social Sciences, Netaji Subhas
Open University,West Bengal. 115
Sociological Research In this scenario, the researcher tests a theory by specifying narrow hypotheses
Methods-I
and the collection of data to support or refute the hypotheses. An experimental
design is used in which attitudes are assessed both before and after an experimental
treatment. The data are collected on an instrument that measures attitudes, and
the information is analyzed using statistical procedures and hypothesis testing.
Quantitative research gained ground mainly in the nineteenth and twentieth
century when it was found to be lingering back on post-positivist perspective, an
approach found generously in the discipline of psychology. Different strategies
were seen to be applied in this form of research, chief among which were true
experiments and quasi experiments. Different definitions have been offered for
quantitative research, especially by scholars like Cohen and Creswell, Borg and
Gall. According to Borg and Gall (1989), the main purpose of quantitative research
is to investigate causal relationships between variables. Statistical data collection
is initiated through adequate selection of observed behaviors of samples. The
data analysis is usually done in numerically objective form. Quantitative research
is considered to be objective, precise, systematic, causal and far wider in range.
This is in contrast to qualitative research which is more subjective, concentrated,
and dense and carried on a small number of subjects. In this sense, it is far more
appropriate when working within a wider periphery. In some cases, quantitative
research gives far better results while in others, qualitative research may yield
more effective results. This depends on the qualities of the research that may go
with a particular bunch of research questions and a specific kind of research
scenario. This brings us to investigating the specific characteristics of the
quantitative research, to be discussed in the next section.

9.2 CHARACTERISTICS OF QUANTITATIVE

RESEARCH
There are certain characteristics of quantitative research, to be discussed below:

Quantitative research tends to present observations in terms of integers or

digits and even some times tends to manipulate the data for the sake of its
effective representation. It often does so to give a precise and apt explanation
of the observations duly recorded.

Another common character of quantitative research is its tendency to engage

more of empirical methods and statements.

The data so collected are analyzed mostly in the numerical order, therefore the
nature of the research is mostly objective, precise, in-effectual. The sample size
involved in such research is quite large (Babbie: 1989, Bogdan and Biklen: 1989).

The techniques applied for gathering data in quantitative research are many.
These mostly include interviews, questionnaires and experimental research.
Both collection and analysis of data can be done either in quantitative or
qualitative way. However, numerical data is collected and analysis is done
through mathematically based models steeped in statistical techniques. There
are certain limitations in this context, as not all data found around us exist
in the form of numerical data. Therefore, it becomes necessary to design
instruments that can convert numerical data into proper qualitative data to
suit our purpose. Qualitative data like attitudes and behaviors obviously do
not naturally exist as quantitative data but must be converted into qualitative
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 ones by designing instruments like questionnaires or tests. This way enables Quantitative Method of
Enquiry
us to translate qualitative data into quantitative ones, the cornerstone of
quantitative research.

Quantitative research is that form of research that uses empirical methods

as well as statements, most of which are numerically represented and applied
in nature. An empirical statement represents the true picture of the situation
as it is there instead of imposing an idyllic situation.

Quantitative research measures social reality in some form or the other, but
usually in a precise, objective and integral shape. Qualitative research
investigates those dimensions of life which are not suitable for qualitative
or subjective analysis. It is a field of enquiry in its own right, one which
refuses to tread the line of other more relative or interpretative methods of
enquiry. While qualitative research is more relaxed and lenient in data
collection and analysis, quantitative researches are far more stringent and
rigid in laying down the steps and stages in conducting this forms of research.
Unlike qualitative research, quantitative research is not open and contextual
in their line of thought but are rather more planned, strategic and to the
point, this makes quantitative researches steeped with more limitations and
obstructions restricting its easy and unhindered application. This brings us
to investigate briefly the characteristic differences between the qualitative
and quantitative researches to better appreciate the qualities of the
quantitative research.

9.3 DIFFERENCES BETWEEN QUALITATIVE

AND QUANTITATIVE RESEARCH
There are serious differences between the two researches in terms of orientations
or tendencies of their explanations. Qualitative research intends to explain the
inferences in terms of individual units. This is to say, qualitative researches tend
to split up each phenomenon into individual cases to facilitate the mode of
explanation. Approaches to Explanation A core goal of qualitative research is
the explanation of outcomes in individual cases. For example, qualitative
researchers attempt to identify the causes of World War-I, exceptional growth in
East Asia, the end of the Cold War, the creation of especially generous welfare
states, and the rise of neo-populist regimes. A central purpose of research is to
identify the causes of these specific outcomes for each and every case that falls
within the scope of the theory under investigation.

Cite: Mahoney, James, and Gary Goertz. “A Tale of Two Cultures: Contrasting
Quantitative and Qualitative Research.” Political Analysis 14, no. 3 (2006): 227-
49. http://www.jstor.org/stable/25791851.

9.4 STAGES OF QUANTITATIVE RESEARCH

Though there are differences of many kinds between the qualitative and the
quantitative research, there are still some phases which are common for both
quantitative and qualitative research (Rubin & Babbie, 2010). Such common
inter-phases include problem formulation, design of the study, data collection,
data processing, data analysis, interpreting the findings and writing the research
report. Each of these stages are quintessential for both qualitative and quantitative 117
Sociological Research research. However, there are characteristic elements that are typical of quantitative
Methods-I
and qualitative researches respectively. Therefore, though these stages of research
process are similar for both forms of research, there are characteristic differences
between them. This calls for the typical essence of quantitative and qualitative
research. For now, let us concentrate on the specific phases of quantitative
research.

Problem Formulation in Quantitative Research

In this very first phase of quantitative research, the research question is usually
posed. The questions are emboldened through the use appropriate concepts.
Concepts are used and refined to make them capture the crux of the research
question.

Problem formulation is a tricky step in quantitative research where we pose

questions to assess the mood of the entire setting. It is necessary that research
questions are lucid enough to be comprehensive for the respondents. Research
questions before being posed are always screened for their practicality and their
feasibility of implementation. Followed after this episode is the critical review
of literature which may be quite rigorous and exhaustive. This is a very welcome
step for the deductive quantitative studies, for it is the right time to specify the
hypothesis and variables, which will soon be followed by conceptualization and
operationalization. While quantitative deductive studies start with the hypothesis,
inductive qualitative studies, on the other hand, wait and observe, and let the
hypothesis emerge by themselves (Rubin & Babbie, 2010:56).

Conceptualization in Quantitative Inquiry

The concepts that the researcher has in mind while conducting an investigation
is called a variable. The concepts are mental pictures that ranges from attributes
easily observable like gender, height, blood group to social attributes difficult to
observe like level of confidence, mental health, prejudice and discrimination
etc. Such concepts turn into variables as their degree or quantum varies across
the continuum. Individuals are likely to manifest different degrees of attributes
as their social characteristics, experiences and exposures change with age and
situations. In many quantitative studies, researchers try to find a relationship
between two or more variables. By relationship, we simply mean that a change
in one variable is likely to usher change in another variable (Babbie,78:2010).
Such an anticipatory relationship is called a hypothesis. Therefore, a hypothesis
is a tentative and assumed statement that pre-supposes that modifications in one
variable is likely to instigate changes in other variables.

Types of Variables and Their Mutual Relationships

Variables can be both dependent and in-dependent. A variable that influences
others is called independent variable while on the contrary, a variable that is
being influenced is called a dependent variable in the given hypothesis. Usually
a good hypothesis follows a few general characteristics such as, it must be crystal-
clear and straight –cut such that it can result into many probable results. The
hypothesis must not contain any judgmental statement that seems value-loaded
and clumsy. It must be easily tested so as to ascertain the outcomes appropriately.

Additional variables may be applied to magnify the relationship between

dependent and independent variables. These variables that link up dependent
118 and independent variables are mediating variables. For e.g., if we think that
children are more likely to attend schools regularly if given meals at schools, Quantitative Method of
Enquiry
then the given proposal contains three kinds of variables. “Whether children are
given any kind of boosts or incentives”, is our independent variable, then
“administering meals to students at lunch time “is our mediating variable and
“whether student attendance increases or not for this” is our dependent variable.
In this way a cause-effect statement can be conceptualized where independent
variable stimulates mediating variable which in turn triggers the dependent
variable. It is like a chain reaction where one affects the other by turn and the
process is perennial. Mediating variables are also known as intervening variables.

INDEPENDENT VARIABLE DEPENDENT

VARIABLE

MEDIATING / INTERVENING VARIABLE

Figure 9.1 : The relation between the variables

Still another category of variable exists that are not affected by the independent
variables, but they nevertheless can manipulate the trend of the mutual relationship
between the dependent and independent variables, affecting the strength or
direction of this relationship. For eg, if we feel that our mediation among the girl
students will work and will not be fruitful in case of the male students, then
probably “gender” will be taken as a moderating variable. Often the direction of
the linkage or relationship between dependent and independent variables, as we
say may change once the moderating variables have been taken into account.
Thus moderating variables may give us an alternative explanation far away from
what we had suggested before. To make it more lucid, let me give you another
example, suppose we say that change in the sex ratio (dependent variable) of a
district has been possible because of setting up of more schools (dependent
variable), but on the contrary we found that adoption of a particular public policy
(moderating variable) has brought forward such a transformation. These variables
are also called control variables for they are often controlled in a research design.
The researcher controls variables in order to examine the hypothesized
relationship separately for each category of the control variable (Babbie,78: 2010).
Check Your Progress 1
1) What is a variable? What are its types?
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Sociological Research 2) How will you distinguish between mediating and moderate variable?
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Relationships between variables vary in terms of their responses in predicting

the linkages. Positive relationships infer a direct relationship between the variables
in the sense that they assume a symmetrical relationship such that if one variable
changes direction, the other treads the same path. A negative or inverse relationship
presumes that the variables will move in opposite direction, such that if one
increases, the other will decrease and vice-versa. A curvilinear relationship is
one in which the nature of the relationships transforms only at certain levels of
the variables. For e.g., some social workers believe that students who are more
doubtful towards establishing proper field rapport are the ones who have either
taken up substantiated number of field projects or those who have none to their
credit. Social workers with this kind of an attitude may hypothesize a u-curve
that begins with negative relationship between number of field projects undertaken
and degree of doubt about establishing effective field rapport. In other words,
disbelief reduces as more field works are conducted and taken up to a certain
number of projects, then it increases as more similar projects are undertaken in
the due course.

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Operational definitions
In quantitative research, operational definitions help us bridge the gap between
conceptualization and measurement. We need to operationally define the abstract
concepts to smoothen our measurement process in the quantitative research.
Operational definitions help translate a concept into an observable unit which
can be measured and evaluated. It becomes necessary to process a concept into
an operational conceptsuch that it can be turned into an indicator to measure the
attributes we seek to observe. Operational definitions are generally different form
nominal definitions in the sense that the latter uses only a bunch of words to
explain the phenomenon under study without identifying the indicators we seek
to study. Operational definitions specify the ways of measuring a variable. We
can operationally define abstract variables in numerous ways. One example of
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 Quantitative Method of
turning social securing into a measurable or operational definition may be to Enquiry
construct a scale or continuum of scores to measure the extent of social security,
say among the young female slum dwellers of a migrant community. Another
operational definition may be to ascertain whether they are receiving the benefits
of those public policies which are due to them. Those who are the beneficiaries
of these policies may be categorized as belonging to the lower levels of social
security while those with nothing of this kind to their credit are termed as
belonging to the higher level of the social security among these slum dwellers.
Thus operational definitions show us the path to measure variable.

Check Your Progress 2

1) In a study comparing levels of sugar in the diet to diabetes among test

subjects, the diabetes would be the __________ variable.
Mediating
Moderating
Dependent
Independent
2) Operational definitions of variables necessarily claim that ensure that
findings are reproducible.
True
False
3) In a study that looked at the effectiveness of a new way of teaching a
second language to students, the ability of the students to process and
learn a new language would be considered a _______________ variable.
Moderating
Mediating
Dependent
Correct answers:
1. Dependent, 2. True, 3. Mediating.
Levels of Measurement

Variables in a quantitative research design can be operationally defined upto

four levels of measurement such as nominal, ordinal, interval and ratio. At the
nominal level, variables are explicated in terms of clear and precise categories
which are mutually exclusive. At the ordinal level, we move up to a notch higher
where we can rank-order our variables without of course knowing how much is
the difference between the subsequent categories. In the interval level, we can
obtain the difference between the categories with ease. Lastly, we come to the
ratio level where we have true zero point such that frequencies can be easily
determined. We must remember that the hierarchy of measurement we are talking
of is ascending in character such that as we move up we carry forward all the
qualities from bottom to the top. The lowest level has only its own distinct
character but the one above it has not only its own character but also the one it
inherited from its predecessor. In this way the top-most layer is the most powerful
one as it carries all the characters of its predecessors. 121
Sociological Research
Methods-I

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9.5 MEASUREMENT ERROR IN QUANTITATIVE

RESEARCH
As we have seen above, in quantitative research, operational definitions most
often serve to fill the gap between conceptualization and measurement. However,
we must be careful to the risks borne by the vulnerable nature of the measurement
process, which itself can become the hot bed of measurement errors. In fact,
measurement processes are a rich source of such errors, about which the
researchers must be cautious from the very beginning. The two most common
sources of measurement errors most cited in quantitative research are systematic
error and the random error. The two errors are discussed below:

Systematic errors, are the recurrently happening errors that are consistently
directed in the same direction. Systematic errors are usually caused by a problem
which remains perennially present throughout the course of the quantitative
enquiry. On the other hand, Random errors are abrupt changes or statistical
fluctuations, directed in any way, and often detected in the measured data, usually
caused by the shortcomings of the measurement apparatus used for the research.
It might also be the case that such errors spring out because of the researcher’s
incapacitated handling of the research tool to bring about a consisted nature of
findings over repeated usage.To make thematter precise, we present for you below,
a table of the summary:

Source of Type of the Instance Ways of

research research error prevention

Quantitative Systematic The digital Systematic

weighing machine errors are
you use reads 85 very difficult to
kilo grams, which handle. Its
is not your real detection and
weight. (because it analysis requires a
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 Quantitative Method of
was not properly lot of time. Enquiry
calibrated during Diagnosing
the research process systematic error is
or because of its quite a tedious
natural wear and task.
tear, it is not
functioning well).

Quantitative Random We measure the We need to take

body mass of a more
child three times data. Random
using the same errors can be
machine,and we detected by
get different values statistical analysis
each time: 08.46 g, and can be
08.42 g, 08.45 g minimized by
averaging a large
number of
readings.

Now we shall come to the different approaches which are usually carried out
while initiating a quantitative research. The approaches and the typologies have
been discussed below so as to aid your comprehension.

9.6 APPROACHES TO QUANTITATIVE

RESEARCH: EXPERIMENTAL AND NON -
EXPIRENTAL RESEARCH
Various approaches are used in quantitative social research, and they are
commonly used in sociological parlance. These approaches can be bifurcated
into two compartments widely, such as experimental research designs and non-
experimental research designs. Let us get a short description of these two
approaches and the research designs subsumed under them.
Non-Experimental Research Designs
In this kind of study, none of the variables are tampered with and the research is
carried out without any sort of manipulation. The variables are enumerated in
their original setup and they not disturbed while conducting this form of research.
Three kinds of Non-experimental research are usually observed and these are
Descriptive research design, Co-relationalresearch and Causal-comparative
research. All of these will be discussed below:
Descriptive Research Design
In this form of research design, the task of the researcher is just to describe and
explicate the conditions, settings and the locale of the variables as they occur
naturally without disturbing its point of origin. The researcher does the work in
tandem with the natural flow of the variables without interfering with its given
periphery. No tricks are applied to control this natural flow so as to assess the
impact of this manipulation of the variables on the research findings. There can
be generally four kinds of descriptive research designs, such as observational
research, case study, archival analysis and survey research, which are discussed
below: 123
Sociological Research Observational Research
Methods-I
Observational research (or field research) is a type of correlational or non-
experimental type of research where a researcher is engaged in observing a
currently occurring behavior. There are different types of observational research,
each used according to its relevance and application. These types vary by the
degree to which the researcher interferes with the flow of the research and yields
control on the set-up in question. Observation can usually be divided in four
kinds such as:

a) Naturalistic (“non-participant”) Observation: Here the researcher just

observes the functioning of the research subjects with guarded silence
without tampering with their pace of functioning. He does not intend to
tinker with variables that he wishes to study.

b) Participant Observation: Here the researchers participate in the life-

activities of the subjects they intend to study. Studying people in the natural
set-up becomes way more possible thorough observation and prolonged
participation. A participant observer must have keenness for insightful
observations and he should use various methods like interviews,
questionnaires and other unobtrusive techniques.

Case Study Research

Case study is a special type of non-experimental research. Here the basic soul of
a case study, is that it tries to throw light on a decision or a set of decisions: why
they were taken. how they were implemented, and with what result. (Schramm,
1971,). The case study is usually preferred while studying contemporary events,
especially when the relevant behaviors cannot be controlled. The case study has
likeness with historical research, but it stands out for its two resources that it
banks on such as collecting evidence from direct observation and systematic
interviewing (Yin,2003).

Archival Analysis
An archive is the most important form of a primary historical record. Archival
analysis involves discourses resulting out of exchanges with the documents of
an archive. “Most archives preserve and provide access to original primary source
material” (Harris,2017). An archive is a reservoir of journals, letters, speeches,
published writings, physical objects, media snippets, newspaper clippings, radio
or television broadcast etc. It provides important data to the researchers who try
analyzing an archive with different methodologies that they lay their hands upon.

Survey Research
A survey is a method of collecting data in a systematic way. Survey research is
relevant in the context of making a chronicle of the present community or group
situations, characteristics of a populace or sample, and the narratives or opinions
of the group or community in question (Guyette,1983). There are different kinds
of surveys such as cross-sectional survey, which collects information for a sample
at one point in time; longitudinal survey, which collects information for a sample
at different point in time. Longitudinal survey again has sub-divisions such as
the trend study, which samples a general population at more than one points
across time. Another division is the cohort study, where a study on a specific
population is followed over a period of time. Panel study is yet another sub-
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division, where a particular sample of individuals is followed and subsequently Quantitative Method of
Enquiry
studied at different points in time.

9.7 DATA COLLECTION IN QUANTITATIVE

RESEARCH: SURVEY RESEARCH
It is time for us to study now the instruments of data collection that we frequently
use in survey research. These instruments are important for us because it is through
these mediums that we collect the data. These instruments are interview and
questionnaire, discussed below:

Questionnaire
The term questionnaire has been coined to refer to a bunch of questions. The
questionnaires are given to the respondents, which they are supposed to fill up.
The given data give the researcher enough information to analyse. The questions
asked can again be of two types, viz. open ended and closed ended. In open
ended questions, respondents are asked to fill in their own answers, without
giving them any options to choose from. Though open ended questions can be
seen in both qualitative and quantitative research, they are mostly significant for
quantitative research. In case of the closed-ended questions, the respondent is
asked to select their preferred answer from the enlisted answers. They are
extremely popular in quantitative research for they help generate more uniform
and consistent replies that can be more conveniently analysed. In case of the
closed ended questions we must be sure that two most important structured criteria
are met while designing these questions, such that the response categories must
be made exhaustive. Quite often to satisfy this criteria, researchers use a special
category like, ‘other’. The other criteria presuppose that the responses categories
must be chiseled such that they are mutually exclusive. The respondent must not
have to ponder on which category to choose, in other words, categories should
not be overlapping or grossly similar. For eg, Hispanics, black and white; because
Hispanics can be both black and white. The types of questions have been
diagrammatically given below:

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Guidelines for Framing Questionnaires

There are often certain guidelines to be followed while designing the questionnaire
This is done to ensure that the questionnaire follows a consistent patterns and do
not suffer from abrupt discontinuities or breaks. Often this hamper our methods 125
Sociological Research of data collection and analysis and therefore to prevent this, these common
Methods-I
guidelines are followed. Some of them have been discussed below:

Clarify Your Items

This is made to ensure that the questionnaire items are transparent and crystal
clear. Researchers often fail to point out clearly the basic crux of the research
question. Inability to do so may disturb the direction of the research. Researchers
are therefore asked to make the questions as precise as possible so that they are
lucid enough for the respondents to grasp.

Avoid Double-Barreled Questions

We often fail to specify our question and end up in confusing our respondents.
This happens when the researchers seek responses for a single question but instead,
ask them a combine of questions, which the respondents do not know how to
answer. As a thumb’s rule, whenever we are using ‘and’ in the question, we
should be careful as to whether we are asking a double-barreled question. For
eg. If we ask them do you have a friendly relation with your grandparents? It
often turns difficult to answer, because they may get along well with their
grandmother, but gel quite well with their grandfather. So, what should they
answer? questions like this ruffle the respondents, which they find difficult to
cope with.

Respondents Must Have Enough Competence

The researchers must be wary that they must ask questions which they are capable
to answer. Asking questions without taking into account their general profile,
will only generate imaginary answers from the respondents, that will be of little
help to the quantitative researchers. For instance, if you ask your respondents,
who largely constitute the population of primary school teachers, that whether
they regularly bunked classes in their universities, would be quite an absurd
question. This would be a misleading question to this target population, many of
whom never attended university at all. So asking questions, well within the reach
of the respondents, should one of our major priorities.

Questions Must be Relevant Enough

Remember the questions, which you are asking must be relevant to your research
question. Topics must be chosen in a way that they are of importance in the
current setting. Asking questions about an issue which they do not face in their
current situation, will not rouse the respondents. For example, if you ask your
respondents from a drought acute area, that what techniques do they apply to
trap sunlight, will be a bizarre question for they get ample sunlight throughout
the year and will not be much interested in its accruing.

Questionnaire Should not Suffer from Biasness

The way a question is ordered, matters very much. Often the questions are ordered
in a way that lead the respondents towards a particular response, this makes the
questioned biased. Questions that provoke the respondents to reply in a particular
way, must always be avoided while framing a questionnaire. Such questions
suffer from innate biasness.

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Cultural Sensitivity Matters Quantitative Method of
Enquiry
Questions must have a sense of cultural sensitivity, this is to say, all respondents
may not be comfortable with a single set of questions. They may have inhibition
in answering some questions which their counterparts may not. For instance,
girls in a liberal society may feel much free to answer tabooed questions which
their counterparts in anorthodox society may not. So questionnaire must be made
keeping in mind the cultural quotient of the respondents.
For your easy comprehension, a sample questionnaire is given below:

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Quantitative Co-relational Research

Co-relational research is a type of non-experimental research where the researcher
measures two variables and enumerates the statistical co-relation between them
without manipulating or controlling the independent or extraneous variables
(Jhangiani,2015). This is one of the important types of non-experimental research
used in social sciences.

Causal-Comparative Research
Causal-comparative research is usually applied to identify cause-effect nexus or
to diagnose the impact of differences that was known to have been present between
two groups (Tima,2017). Causal-comparative research is also known as
“ex-post facto” research since the researcher intends to know the underlying
cause behind the differences that is said to have been present for quite some
times. So what the causal comparative research invokes, is the need to study the
supposed causal relationship between two contending groups, put on a common
platform for comparison. It thus compares a causal relation that was already
there from the beginning.

9.8 EXPERIMENTAL RESEARCH

We have so far discussed only the non-experimental research. Let us now have a
look at the experimental research. Experimental research is any kind of
research conducted with a scientific approach, where a bunch of variables are
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Sociological Research kept constant while the other bunch of variables are being measured as the subject
Methods-I
of experiments.

Now we come to the next section of the experimental research designs that are
quantitative per se, and therefore less used in soft social science practices. Such
research designs include post-test only control group design, which perhaps is
the simplest of the experimental designs (Shadish, et al., 2002: 106-107), where
a sample of participants is exposed to a treatment after which the dependent
variable is evaluated and measured. (Kirk, 2013). The next type of experimental
research design is single subject experimental research designs, also known as a
single-case research design. It lends us a strategy for recording experimental
effects (salkind, 2010). Single-case research has been used for quite some purposes
like erecting basic dictums of behavior, capture the footprints of specific
mediations, and more vitally to develop a body of evidence-based strategies.
The staple element of single-case research is the use of each participating
respondent (subject) as his or her own experimental control (ibid, 2010). Next in
this category is the reversal experimental research designs, which are among the
family of single-case experimental designs used extensively by behavioral
scientists and educators to enumerate the effectiveness of clinical or educational
mediations (Frey, 2018). 

Another prominent research design in this category is the alternating treatment

design. It is constituted of rapid and random or semi-random alteration of two or
more situations such that each has an approximately equal chance of being present
during each measurement opportunity (Hayes & Blackledge,2015). Mention must
also be made of multiple-baseline research design, another popular form of
research design, especially used in clinical science. These studies usually involve
more than one participant, thus acting as SC studies with replication across
participants. (Lobo & Cunha, 2017). For example, a multiple baseline SC study
was used to investigate the effect of an anti-spasticity baclofen medication on
stiffness in five adult males with spinal cord injury (Hinderer et al, 1917).
Check Your Progress
1) What is Quantitative Research?
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2) What are Its Characteristics?

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3) How is Problem formulation done in Quantitative Research? Quantitative Method of
Enquiry
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4) What is Survey?
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5) What are the levels of Measurement?

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9.9 LET US SUM UP

Quatative research promotes the objective empirical methods as well as
statements. Quantitative research focuses to yield unbiased result that can be
generalized to larger population. This is done through arrange of eqalifying
techniques such as interviews, questionnaires and experimental research Data is
analysed with the help of statistics and hypothesis testing.
Measurement errors in quantatative research such as systematic and random will
also be explained along with various approaches.
Various approachess used in quantitative research can be bifurcated in two
departments experimental research designs and non experimental research design.
Finally coming to go through all the stages of quantative research is to collect
numerical date from group to generalize those results to larger group of people
to explain a phenonmeoun.

9.10 REFERENCES
Craig A. Mertler. 2016. “Quantitative Research Method.” Introduction to
Educational Research, by. Sage Publications, Inc.,.

Frey, B. (2018). The SAGE encyclopedia of educational research, measurement,

and evaluation (Vols. 1-4), Thousand Oaks, CA: SAGE Publications, Inc. doi:
10.4135/9781506326139.
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Sociological Research Guyette, Susan. Community-Based Research: a Handbook for Native Americans,
Methods-I
American Indian StudiesCenter, 1983.

Hinderer SR, Lehmann JF, Price R, White O, deLateur BJ, Deitz J. Spasticity in
spinal cord injured persons: quantitative effects of baclofen and placebo
treatments. Am J Phys Med Rehab. 1990;69(6):311-317.

J, Harries Leslie. “The SAGE Encyclopedia of Communication Research

Methods.” The SAGE Encyclopedia of Communication Research Methods, edited
by Mike Allen, SAGE Reference, 2017.

Kirk, Roger. (2013). Kirk, Roger E. (2013). Experimental design: Procedures

for the behavioral sciences (4th ed.). Thousand Oaks, CA: Sage.

Lobo, M. A., Moeyaert, M., Baraldi Cunha, A., &Babik, I. (2017). Single-Case
Design, Analysis, and Quality Assessment for Intervention Research. Journal of
neurologic physical therapy : JNPT,  41(3), 187-197. doi:10.1097/
NPT.0000000000000187.

Rajiv Jhangiani et al., “Non Experimental Research.” In Research Methods in

Psychology, by Rajiv Jhangiani et al., BCcampus, BC Open Textbook Project,
2015.

Rubin, Allen, and Earl L. Babbie. Methods for Social Work Research, Cengage
Learning, 2010.

Salkind, N. J. (2010). Encyclopedia of research design Thousand Oaks, CA:

SAGE Publications, Inc. doi: 10.4135/9781412961288.

Schramm, Wilbur. Notes on Case Studies of Instructional Media Projects, Stanford

Univ, CA. Inst. for Communication Research, 1971.

Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002) Experimental and Quasi-
experimental Designs for Generalized Causal Inference. Boston: Houghton
Mifflin.

Steven C. Hayes, John T. Blackledge, 3.02 - Single Case Experimental Designs:

Clinical Research and Practice, in Alan S. Bellack, Michel Hersen
(ed),Comprehensive Clinical Psychology, Pergamon,1998,Pages 23-45 ,https://
doi.org/10.1016/B0080-4270(73)00185.

Tima, Duafa. “Causal-Comparative Research.” Centre for Innovation in Research

and Training, 2017. digital file in the form of module. url:https://cirt.gcu.edu/
research/developmentresources/research_ready/comparative/causal

Yin, Robert K. Case Study Research: Design and Methods, Sage Publications,
2003.

FURTHER READINGS
Bennett, J. A. (2000). Mediator and moderator variables in nursing research:
Conceptual and statistical differences. Research in nursing & health, 23(5),
415-420.

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Creswell, J. W. (2002). Educational Research: Planning, conducting, and Quantitative Method of
Enquiry
evaluating quantitative. Prentice Hall.

Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches, Sage publications.

Hopkins, W. G. (2008). Quantitative Research Design.

Johnson, B., & Christensen, L. (2008). Educational Research: Quantitative,

Qualitative, and Mixed Approaches. Sage.

Kumar, S., & Phrommathed, P. (2005). Research Methodology (pp. 43-50),

Springer US.
Neuman, W. L., & Robson, K. (2004). 

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