Module 1 Understanding Quantitative Methods

Introduction
In this module, we will introduce the definition and concept of scientific inquiry and
quantitative methods for the students to understand and appreciate its impact on research
writing. Quantitative research uses objective measurement to gather numeric data that are
used to answer questions or test predetermined hypotheses. This module also includes
discussion and comparison of the different quantitative research designs and how it is applied to
research writing. Stages of research are also discussed and presented with examples.
Research variables are also introduced.

Objectives
At the end of this module, students should be able to:
 Understand the concepts of quantitative methods.
 Compare and contrasts the different quantitative research designs.
 Relate the characteristics of the scientific approach presented in everyday life.
 Lesson 1: Introducing Quantitative Methods

Learning Outcomes:
At the end of the lesson, you will be able to:

 Understand concepts of the nature of scientific inquiry and quantitative methods.

 Relate the characteristic of a scientific approach to everyday life and research writing.

Quantitative Research uses objective measurement to gather numeric data that are used to
answer questions or test predetermined hypotheses.

What Quantitative methods and their impact on research writing?

Why understanding scientific inquiry significant in research?
Abstraction
Sources of Knowledge
Experience. Experience is a familiar and well-used source of knowledge. After trying
several routes from home to work, you learn which way takes the least time or is the freest of
traffic or is the most scenic. With personal experience, you can find the answer to many of the
questions you face.

Authority. For things difficult or impossible to know by personal experience, people

frequently turn to authority; that is, they seek knowledge from someone who has experience
with the problem or has some other source of expertise. People accept as truth the word of
recognized authorities. We go to a physician with health questions or to a stockbroker with
questions about investments. A student can look up the accepted pronunciation of a word in a
dictionary.

Deductive Reasoning. A thinking process in which one proceeds from general to

specific knowledge through logical argument. Ancient greek philosophers made perhaps the
first significant contribution to the development of a systematic approach for gaining experience.
Aristotle and his followers introduced the use of deductive reasoning, which can be described as
a thinking process in which one proceeds from general to specific knowledge though logical
argument. An argument consists or several statements standing concerning one another. The
final statement is the conclusion, and the rest, called premises, offer supporting evidence.
Deductive reasoning can answer the question, “How likely is it that a student could pass a 20-
item multiple-choice test with five options per item by chance alone?

Inductive Reasoning. The conclusion of deductive reasoning are correct only if the
premises on which they are based are correct. But how are you to know if the beliefs are true?
In the Middle Ages, people often substituted dogma for true premises, so they reached invalid
conclusions. It was Francis Bacon (1561-1626) who first called for a new approach to knowing.
He held that thinker should not enslave themselves by accepting premises handed down by an
authority as absolute truth. He believed that an investigator should establish general
conclusions based on facts gathered through direct observation. In Bacon’s system, the
investigator made observations on events in a class (or category) and then, based on the
observed events, made inferences about the whole level. This approach, known as inductive
reasoning, is the reverse of the deductive method. Observations are made on events in a class
(or category) and then, based on the observed events, made inferences about the whole level.
Example: “The coin I pulled from the bag is a penny… Therefore, all coins in the bag are
pennies.

Scientific Approach. Exclusive use of induction often resulted in the accumulation of

isolated knowledge and information that made little contribution to the advancement of
knowledge. Furthermore, people find that many problems could not be solved by induction
alone. In the 19th century, scholars began to integrate the most critical aspects of the inductive
and deductive methods into a new technique, namely the inductive-deductive method, or also
known as the scientific approach.

Examples of Deductive, Inductive and Scientific Approach

Deductive:
Every mammals has lungs.
All rabbits are mammals.
Therefore, every rabbit has lungs.

Research Approaches
Research designs are categorized into two approaches: Quantitative approach and
Qualitative approach. Quantitative research uses objective measurement to gather numeric
data that are used to answer questions or test predetermined hypotheses.

Qualitative research, in contrast, focuses on understanding social phenomena from the

perspective of the human participants in natural environments. It does not begin with formal
hypotheses, but it may result in hypotheses as the study unfolds.

Quantitative Research Qualitative Research

Aim to characterize trends and patterns Involves processes, feelings, and motives;
the why is and the how’s (data are in-depth
and holistic)

Usually starts with neither theory nor Usually concerned with generating a
hypothesis about the relationship between hypotheses from data rather than testing a
two or more variables hypothesis.

Use structured research instruments like Uses either unstructured or semi-structured

questionnaires or schedules instruments
Use large sample sizes that are Uses small sample sizes chosen purposes
representative of the population

Research of this kind can be replicated Validity should be high

Used for greater understanding of group It is used to gain a greater understanding in
similarities terms of feelings, motives, and experiences.

Uses structured processes Uses more flexible process.

Methods include census, survey, Methods include the field of research, case
experiments, and secondary analysis. study, secondary analysis

Statistical analysis of numeric data Narrative description and interpretation

What are the quantitative methods and Research?

Quantitative methods emphasize objective measurement 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 and explain a phenomenon.

Quantitative research is defined as a systematic investigation of phenomena by

gathering quantifiable data and performing statistical, mathematical, or computational
techniques. It is also collects information from existing and potential customers using sampling
methods and sending out outline surveys, online polls, questionnaires, etc., the results of which
can be depicted in the form of numerical. After careful understanding of these numbers to
predict the future of a product or service and make changes accordingly.

An example of quantitative research is the survey conducted to understand the amount

of time a doctor takes to tend to a patient when the patient walks into the hospital. A patient
satisfaction survey template can be administered to ask questions like how much time did a
doctor takes to see a patient, how often does a patient walks into a hospital, and other such
questions.
 Lesson 2 Quantitative Research Designs

Learning Outcomes
At the end of this lesson, the student is expected to be able to compare and contrast
different quantitative research designs.

Introduction
Welcome to Lesson 2 of Module I: Quantitative Research Designs!
Experimental Research. In this lesson students discover the different research deigns
and conducting quantitative research. How they differ from each other? When will we use a
research design on a given problem? You will also learn how to determine the appropriate
quantitative research deign for a given research problem by comparing each approach.

Quantitative Approach Designs

Quantitative research may further be classified as either experimental and non-
experimental.

Experimental research involves a study of the effect of the systematic manipulation of

one variable(s) on another variable. The manipulated variable is called the experimental
treatment or the independent variable. The observed and measured variable is called the
dependent variable. To have a “true” experiment, researchers must use a random process such
as a coin toss to assign available subjects to the experimental treatments.

For example, assume a university researcher wanted to investigate the effect of

providing online feedback to students immediately following course examinations. Using two
sections of economics taught by the same professor, the researcher using a random procedure
would select one section to receive immediate online feedback about their performance on test
questions: the other section would receive feedback during their next class session
(independent variables). The researcher would compare the two sections’ exam scores and
their final grades in the course (dependent variables). The researcher would compare the two
sections’ exam scores and their final grades in the course (dependent variables). The
researcher would compare the two sections’ exam scores and their final grades in the course
(dependent variables). If test scores and final grades were higher than could be accounted for
by chance in the section receiving online feedback, the researcher could tentatively conclude
that there is evidence the online feedback (treatment or independent variable) contributed to
more significant learning than the in-class feedback.

Table 1.2.1. Experimental Research Designs

Experimental Research Design Description

True Experimental Design A design is considered a true experiment if the following
criteria are present: the researcher manipulates the
experimental variables, i.e., the researcher has control
over the independent variables, as well as the
treatment and the subjects, there must be one
experimental and one comparison or control group; and
subjects are randomly assigned either to the control
group or experimental group. A control group is a group
that does not receive the treatment.
Quasi-Experimental It is a design in which there is no control group, or the
subjects are not randomly assigned to groups.
Pre-Experimental Design This experimental design is considered very weak, as
the researcher has little control over the research.

True Experimental Design can be categorized into three variations based on its
implementation: Pretest-posttest controlled group design. Posttest only controlled group design.
Solomon four-group design, and pretest-posttest design.

a. Pretest-posttest controlled group design

i. Subjects are randomly assigned groups
ii. A pretest is given to both groups.
iii. The experimental group receives the treatment while the control group does not
iv. A posttest is given to both
The procedure is summarized as follows:
R  O1  X  O2 (experimental group)
R  O1  O2 (control group)

Where: R stands for random selection

O1 stands for pretest
O2 stands for posttest
X stands for intervention

b. Posttest only controlled group design

 i. Subjects are randomly assigned to groups
ii. The experimental group receives the treatment while the control group does not
receive the treatment.
iii. A posttest is given to both groups.
The procedure is summarized as follows:
R  X  O2 (experimental group)
R  O2 (controlled group)
Where: R stands for random selection
O2 stands for posttest
X stands for intervention
c. Solomon four-group design. It is considered as the most prestigious experimental
design.
It minimizes internal and external validity
i. Subjects are randomly assigned to one of four groups.
ii. Two of the groups (experimental group 1 and control group 1) are pretested.
iii. The other two groups (experimental group 2 and control group 2) receive routine
or no treatment.
iv. A posttest is given to all four groups:
The procedure is summarized as follows:
R  O1  X  O2 (experimental group)
R  O1  O2 (controlled group)
R  X  O2 (experimental group)
R  O2 (control group)
Where: R stands for random selection
O2 stands for posttest
X stands for intervention

d. One group pretest-posttest design. It provides a comparative description of a group of

subjects before and after the experimental treatment.
The procedure is summarized below:
O1  X  O2 (experimental group)

In a quasi-experimental design, the experimenter must use already assembled

groups such as classes. This design has two types: non-equivalent controlled group
design and time-series design.

a. Non-equivalent controlled group design. This design is like the pretest-

posttest control group design except that there is no random assignment of
subjects to the experimental and control groups.

The procedure is summarized as follows:

O1  X  O2 (experimental group)
O1  O2 (control group)
b. Time-series design. The researcher periodically observes or measures the
subjects. O1  O2  O3  X  O4  O5  O6
Where:
 O1, O2, O3 stand for pretest (multiple observations)
O4, O5, O6 stand for Posttest (multiple observations)

Pre-experimental design is considered very weak, as the researcher has little control
over the research. The design is also called a One-shot case study. A single group is exposed
to and experimental treatment and observed after the treatment

The procedure is summarized as follows:

XO

In non-experimental quantitative research, the researcher identifies variables and

may look for relationships among them but does not manipulate the variables. Significant forms
of non-experimental research are relationship studies, including ex post facto and correlational
research and survey research. Non-experimental research designs Ex post facto research,
Correlational Research, and Survey (Descriptive) Research.

Non-Experimental Research Designs

Experimental Description Examples

Research Design
Ex Post Facto Ex Post Facto research design is like For example, to answer the
an experiment, except the researcher question, “What is the effect of
does not manipulate the independent part-time work on school
variable, which has already occurred achievement of high school
in the natural course of events. The students?”
researcher simply compares groups
differing on the pre-existing
independent variable to determine
any relationship to the dependent
variable.
Correlational Correlational Research Example: ask about the
Research gathers data from individuals on two relationship between the quality
or more variables and then seeks to of writing samples produced by
determine if the variables are related incoming college freshmen and
(correlated). Correlation means the their academic performance
extent to which the two variables vary during the freshman year. Also,
directly (positive correlation) or one might investigate the
inversely (negative correlation). The relationship between
degree of relationship is expressed as performance on a language
a numeric index called the coefficient aptitude test and success in a
of correlation. high school foreign language
Correlational research might course.
ask about the relationship between
the quality of writing samples
produced by incoming college
freshmen and their academic
performance during the freshman
year. Also, one might investigate the
relationship between performance on
a language aptitude test and success
in a high school foreign language
course.

Survey Survey research design uses An educational researcher

(Descriptive instruments such as questionnaires might ask a group of parents
Research) Design and interviews to gather information about what kind of sex
from groups of individuals. Surveys education program: if any-they
permit the researcher to summarize believe schools should provide
the characteristics of different groups for middle school students. A
or to measure their attitudes and survey of teachers could reveal
opinions toward some issues. their perceptions of giftedness
Researchers in education and the in school children.
social sciences use surveys widely.

Lesson 3 Stages of Research

Learning Outcomes
At the end of this lesson, students are expected to be able to:

 Explain the stages of research and how it is essential to keep track of the processes.
 Distinguish among types of variables: categorical versus continuous and independent
versus dependent.
Introduction

This lesson discuss the steps for researcher to conduct and execute research writing. It
explains the stages of research and its processes. This lesson will also discuss how important
for a researcher to be on the right track for each step. In this lesson, you will distinguish the
different types of variables: categorical versus continuous and independent versus dependent.

Abstraction

Research methods are the tools and techniques used for conducting research.
Research is a team used liberally for any kind of investigation that is intended to uncover
interesting or new facts. All researchers engage in several activities regardless of the particular
methodology chosen for the research. When we conduct research, we follow stages to
investigate the current situation and identify problems effectively. Steps of research will guide
the researcher on the correct and appropriate way to conduct a research study. The diagram
below represent all the stages of research

Stages of Research

1. Selecting a problem. The first step is to choose the problem to investigate. The
research problem should be consequential enough to warrant investigation. Also, the
answer to the problem is not already available, but the means for finding solutions are
 available. Quantitative researchers typically state the problem in the form of a specific
question about the relationship between variables. For example, “Do college students
who are taught with programming through blended learning approach score higher on
college students who are taught through traditional approach?”
2. Reviewing literature and the problem. Researchers should thoroughly review the
relevant literature to gain more understanding and insight into the problem and to
determine what research may already have been done. The beginning researcher will
likely turn to the literature for help in locating and formulating a researchable problem.
3. Designing the research. The investigator’s next plans on how to research to answer the
question. The design is the researcher’s plan for the study, which includes the method
to be used, what data will be gathered, where, how and from whom. Quantitative
researchers maintain that once this research plan is set forth, it must be followed.
Unhypothesized observed relationships among variables might be reported and
proposed as topics for future research, but they should not replace the original intent of
the study.
4. Collecting the data. The next step involves executing the research plan. Quantitative
researchers use a wide variety of instruments to gather data, including tests,
questionnaires, ratings, and attitude scales.
5. Analyzing the data. The data collected in the research much be examined. Quantitative
data are usually in the form of numbers that researchers analyze using various statistical
procedures. Even verbal data, such as compositions written by high school students,
would be converted through the scoring process to a numerical form. The analysis of
the numerical data in quantitative research provides evidence that supports or fails to
support the hypothesis of the study.
6. Interpreting the findings and stating conclusions. The researcher next tries to interpret
the results in terms of the research problem. The quantitative researcher typically makes
statements about the probability that such a finding is due to chance and concludes the
hypothesis.
7. Reporting results. Researchers must make their procedures, findings, and conclusions
available in a form intelligible to others who may be interested.

The different parts of a research manuscript with tips on how to write it in Module 5. It is
probably rare for researchers to follow precisely the sequence as we have described in the
preceding discussion. These activities often overlap, and researchers may move back and forth
from one stage to another.
Research Variables
Researchers, especially quantitative researchers, find it useful to think in terms of
variables. A variable is a construct or a characteristic that can take on different values or
scores. Researchers study variables and the relationships that exist among variables. Height is
one example of a variable; it can vary in an individual from one time to another, among
individuals at the same time, among the averages for groups, and so on.

Social class, gender, vocabulary level, intelligence, and spelling test scores are other
examples of variables. In a study concerned with the relation of student programming skills to
GPA among college students, the variables of interest are the measures of programming skills
and the measures of their GPA. There are different ways to measure programming skills. The
researcher could use a standardized programming test, a teacher-made test, grades in a
programming class, or evaluations of completed machine programming problems. Any of these
measures could represent the variable “student programming skills.”

Kinds of Variables

Variables according to the number of categories

Variable Description
Categorical Categorical variables are also known as discrete or qualitative
variables. Categorical variables can be categorized as nominal,
ordinal, or dichotomous.
Nominal These are variables that have two or more categories but which do not
have an intrinsic order. For example, a real estate agent could classify
their types of property into distinct categories such as houses, condos,
coops and bungalows. Of note, the different varieties of a nominal
variable can also be referred to as group or levels of the nominal
variable. Example: if one is studying the different types of houses,
thus it can be classified as Bungalow, Duplex, Ranch, Nipa hut, etc.
Nominal variables are related to the nominal scale, where data is
categorized without any order.
Ordinal These are variables that have two or more categories that can
also be ordered or ranked. An ordinal variable is similar to a
categorical variable. The difference between the two is that there is a
straightforward ordering of the variables. For example, suppose you
have a variable-economic status – with cc/c categories, you can order
the categories as low, medium and high.
Dichotomous These are variables are nominal variables that have only two
categories or levels. For example, if a researcher considers looking at
gender, he/she would most probably categorize somebody as either
“male” or “female.” This is an example of a dichotomous variable (and
also a nominal variable). Example: If the researcher is looking at the
gender of the respondents. Thus, it will be categorized as either
 “male” or “female”.
Continuous Continuous variables are also known as quantitative variables.
Continuous variables can be further categorized as either interval or
ratio variables.
Interval Interval variable are variables that can be a measured value
(for example, numerical temperature value in degrees Celsius or
Fahrenheit). An interval variable is similar to an ordinal variable,
except that the intervals between the values of the interval variable are
equally spaced. For example, suppose a researcher has a variable
such as the annual income of the three employees, and he/she has
three employees who make Php 800,000, Php 900,000, and Php
1,000,000, respectively. The second employee makes 100,000 less
than the third first employee and Php 100,000 less than the third
person, and the size of these intervals is the same.
Ratio Ratio variables are interval variables, but with the added condition that
0 (zero) of the measurement indicates that there is none of that
variable.
Variables used in experiments
Independent The independent variable is sometimes called an experimental
variable or predictor variable and variable that is being manipulated in an
experiment to observe the effect on a dependent variable. It is
sometimes called an outcome variable. The presumed cause in an
experimental study is an independent variable. All other variables that
may impact the dependent variables are controlled. The values of the
independent variable are under experimenter control. Strictly
speaking, the “independent variable” should not be used when writing
about non-experimental designs.

These are the individual variables that the researcher believes

may affect the dependent variable. For example, the researcher
utilized programmed instruction in the remedial class; thus, the
independent variable is the exposure to programmed instruction. Take
note that the(independent variable) causes a change in (dependent
variable), and it isn’t possible that (dependent variable) could cause a
change in (independent variable).

Dependent Variable The dependent variable is simply that, a variable that is independent
on an independent variable(s). The presumed effect in an
experimental study is the dependent variable. The values of the
dependent variable depend upon another variable – the independent
variable. Strictly speaking, the “dependent variable” should not be
used when writing about non-experimental designs.
Since the dependent variable is the variable that is being measured in
an experiment, thus it is a measure of a particular aspect of the
participant’s behavior. For example, if the researcher is looking for
how the remedial class affects performance, the dependent variable
would be the participants’ test scores. The dependent variable
depends on the independent variable.
Summary
Human beings have sought to acquire knowledge through experience, authority,
deductive reasoning, inductive reasoning, and the scientific approach. The scientific approach
is widely regarded as the single most reliable source of new knowledge. This module
introduced the concepts of quantitative methods for the students to understand and appreciate
their impact on research writing. The two broad research methodologies in education are
quantitative and qualitative. Quantitative research uses objective measurement to gather
numeric data that are used to answer questions or test predetermined hypotheses. Quantitative
research deals with questions of relationship, cause, and effect, or status the researchers can
answer by gathering and statistically analyzing numeric data. It can be further classified as
experimental and non-experimental.

This module included discussions and comparison of the different quantitative research
designs and how it is applied to research writing. Stages of research are also discussed and
presented with examples. The typical steps in educational research are (1) selecting a problem;
(2) reviewing the literature; (3) selecting a research strategy and developing instruments; (4)
collecting, analyzing, and interpreting data; and (5) communicating the findings by reporting the
results of the study Research variables are also introduced.
 Activity 1

Task 1 (Lesson 1)

Activity: Quote Analysis

Read the quote and answer the questions in the analysis questions.

The only source of knowledge is experience. – Albert Einstein

1. Give your own reflection of the quote above.
2. Relate the quote to research writing.

Task 2 (Lesson 1)
Analyze the Statement below and determine if it is deductive reasoning, inductive
reasoning, or a scientific approach.

________________ 1. After extensive observation of reactions, Lavoisier concluded that

combustion is a process in which a burning substance combines with oxygen. His work was the
death blow to the old phlogiston theory of burning.
________________ 2. Dalton, after much reflection, concluded that matter must consist of small
particles called atoms. His early assumptions became the basis for the atomic theory.
________________ 3. Later, scientists took Dalton’s assumptions, made deductions from them,
and proceeded to gather data that confirmed these assumptions. They found support for the
atomic theory.
________________ 4. Knowing that radioactive substances constantly give off particles of
energy without apparently reducing their mass.. Einstein developed the formula E=mc2 for
converting matter into energy.
________________ 5. Accepting Einstein’s theory, Fermi carried on experimentation that
resulted in splitting the atom.

Task 3 (Lesson 2)
Analyze the picture below and answer the questions in the analysis questions.

1. What does the picture tell you about?

2. How does it relate with research writing?

Task 4 (Lesson 2)
 Based on the titles below, classify each of the following studies according to the
research methodology most likely used.

_________________________________ 1. It is an experimental design that assesses the

effect of having been protested on the magnitude of the treatment effect. Participants are
randomly divided into four groups, and each group experiences a different combination of
experimental manipulations: the first group (A) receives the pretest, the treatment, and the
Posttest; the second group (B) receives only the treatment and Posttest; (C) receives the
pretest, no treatment, and a posttest; and the fourth group (D) receives only a posttest.
_________________________________ 2. A research design described the performance level
of first-year students in reading comprehension skills and performance in Mathematics. It
explained the significant different between private and public high school students’ overall
performance in the two learning areas. It further investigated how related all the elements of
reading skills to student’ performance in Mathematics are.

_________________________________ 3. The study examined the ICT capability of CHMSC

faculty members about selected variables. The study intended to provide a clearer
representation of CHMSC faculty members skill and capabilities in using technology-based
delivery system for instruction.

_________________________________ 4. Using a research design, researchers examined

the effectiveness of the Get Ready to Learn (GRTL) classroom yoga program among children
with autism spectrum disorders (ASD). The intervention group received the manualized yoga
program daily for 16 weeks, and the control group engaged in their standard morning routine.
Researchers assessed challenging behaviors with standardized measures and behavior coding
before and after the intervention. They completed a between-groups analysis of variance to
assess differences in gain scores on the dependent variables.

Task 5 (Lesson 3)
Flowchart
Problem solving in computing can be designed by an algorithm and a flowchart.
Examine the algorithm in the right and draw an appropriate flowchart.

Algorithm
Step 1: Input M1, M2, M3, M4
Step 2: GRADE = (M1 + M2 + M3 + M4) / 4
Step 3: if (GRADE < 75) then
Print “FAIL”
Else
Print “PASS”
endif

What is the first stage of research and defend your answer?

Task 6
The following is an abstract from the journal exceptional children by O’Connor, White, &
Swanson.
Abstract
This research evaluated two methods to improve the reading fluency of struggling
readers. Poor readers in grades two and 4 with (n=17) and without (n=20) learning disabilities
were randomly assigned to one of two fluency practice variations or a control group. Students
in the treatments practiced reading aloud under repeated or continuous reading conditions with
an adult listener in 15-min sessions, three days per week for 14 weeks. For student in the
treatment conditions, growth curve analyses revealed significant differences in fluency and
reading comprehension over students in control. We found no significant differences between
practice conditions.

Consider the following elements in this study:

(1) Poor readers, (2) students in grades 2 and 4, (3) students with and without learning
disabilities, (4) reading aloud with an adult listener or not, (5) repeated or continuous
reading conditions, (6) reading fluency growth, and (7) reading comprehension.

Answer the following questions:

a. Which are categorical independent variables? ________________________________
b. Which are continuous independent variables? _________________________________
c. Which are categorical dependent variables? __________________________________
d. Which are continues dependent variables? ___________________________________
e. What independent variable did the researchers actively manipulate? _______________
Task 7 Research Journal Analysis
Instructions:
 Select one quantitative research article from these websites: https://scholar.google.com/,
https://www.researchgage.net/, https://osjournal.org/, https://ejournals.ph/,
http://doaj.org, https:ieeexplore.ieee.org/Xplore/home.jsp, or other research journal
websites. The article must be published in the last five years and must be quantitative
research.
Determine the following:
o Research variables
o Main research question/problem
o Research design
o Participants of the study
o Instrument used
o Research locale/environment
o Participants selection/sampling technique
o Statistical tools used
o Main results/conclusion
 Write also the reference of the article using the IEEE format (see
https://pitt.libguides.com/citationhelp/ieee for the IEEE format guide).
 Write a journal article critique with at least 300 words and, at most, 500 words. Note:
plagiarism percentage will be checked, and those reflections that are copied from the
internet sources or each other will be penalized.
 In the journal article critique, you will:
o Discuss the strength and weaknesses of the article that you noted while critically
reading the article
o State your informed opinions about the clarity, relevancy, and accuracy of the
article, using specific examples from the article to support your statements.
 Utilize the template format below for your answer. The font is Times new roman 12, 1.5
spacing without spaces before and after a paragraphs.
  This is a by individual, by pair or by trio assessment. You can select your own group.

Module Assessment 1: Research Journal Article Analysis

Name: _____________________________ Date Submitted: _____________________
Program and Specialization: ____________ Course: ITPC 6 Quantitative Methods_____

Journal Article
Research Variables
Main Research Question/Problem
Research Design
Participants of the Study
Instruments Used
Research Locale
Participants Selection/Sampling
Instruments Used
Research Locale
Participants Selection/Sampling Techniques
Statistical tools
Main Results/Conclusion

Journal Critique

<< insert your journal critique here >>

References

D. Ary et al. Introduction of Research in Education. Cengage Learning, 2010. ISBN-13: 978-0-
495-60122-7
A. Cristobal Jr. & M. Cristobal. Research Made Easier: A Step By Step Process. C & E
Publishing Inc. 2013. ISBN: 979-971-9968-37-5
E. Babbie. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth Cengage 2010
Question Pro. “Quantitative Reserch: Definition, Methods, Types and Examples | Questionpro”.
QuestionPro. 2020 Available: https://www.questionpro.com/blog/quantiative-research/
N. Walliman. Research Methods the basics. Routledge: Taylor and Francis e-Library. 2011.
ISBN 0-203-83607-3 Master e-book ISBN
R.F. O’Connor. A. White & H. I. Swanson. “Repeated reading versus continuous reading:
Influences on reading fluency and comprehension. Exceptional Children.” 2007
https://doi.org/10.1177/001440290707400102