ACADEMIA SYSTEM GLOBAL COLLEGES

Subject Code: APLD 03 Subject Title: Practical Research 2

Module No: 01 Topic: Introduction to Quantitative Research

I. OVERVIEW
Associated with the natural, applied, formal, and social sciences this research
strategy
promotes the objective empirical investigation of observable phenomena to test and
understand relationships. This is done through a range of quantifying methods
and techniques, reflecting on its broad utilization as a research strategy across
differing academic disciplines. Quantitative data is any data that is in numerical
form such as statistics, percentages, etc. The researcher analyses the data with the
help of statistics and hopes the numbers will yield an unbiased result that can be
generalized to some larger population.

In this module, we will describe the nature of quantitative

research, its
strength, weakness, and kinds.

A. Learning Competency

The learners will be able to:

(1) Describes characteristics, strengths, weaknesses, and kinds
of quantitative research (CS_RS12-Ia-c-1)
B. Specific Learning Objectives

The learners will be able to:

(1) Describes characteristics, strengths, weaknesses, and
kinds of quantitative research.
(2) Identify what kind of questions you should ask and what
approach is most suited to find these questions.

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II. LET’S BEGIN

CROSSWORD PUZZLE

Instruction. Find and Encircle all the words that are hidden on the grid. Read the words
below for your clues.

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III. LET’S DIG DEEPER

Introduction to Quantitative
Research

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 a survey of what do viewers in Barangay Cansojong,
Barangay Biasong, prefer to watch: is it GMA Dramarama or ABS-CBN Golden Kapamilya
noontime show? Here, it may be approached by making a survey questionnaire asking for the
preference of viewers in Barangay Cansojong, Barangay Biasong.
May you now give your own example of quantitative research?

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 a problem.
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

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 collect measurable characteristics of the population like age, socio-
economic status, and 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.
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.

Strengths and Weaknesses of Quantitative Research

Strengths 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 the 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 indifferently with 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.

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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 lookout on
respondents who are just guessing in answering the instrument.

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
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 data
using 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.

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 QUANTITATIVE RESEARCH
DESIGNS

1. Pre- 1. One shot Case Study

TestDesign 2. One Group Pre-test/
Post – test Design 1. Survey
2. Post-Test
Design 2. Correlational
3. Post-Testonly/ 3. Expo – Post
Control Facto Studies
4. Comparative
5. Evaluative
6. Methodological
1. Non-equivalent
Control Group
Design
2. Time Series Design

The following are the various kinds of quantitative research designs 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 level of
evidence for single studies.
A. PRE-EXPERIMENTAL DESIGN. A type of research apply to an
experimental design that with the least internal validity. One type of pre-
experiment, the simple group, pre-test-post-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 an untreated group.
Measuring the effect as the difference between groups marks this as between-
subjects design. Assuming both groups experienced the same time-related

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 influences, the comparison group feature should protect this design from the
rival explanations that threaten the within-subject design.
Two classes of experimental design that can provide better internal
validity than pre-experimental 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. Quasi-experimental 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 different groups, or over period 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 pre-experiment which 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 group-related 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 occurred 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. The true experimental design offers the

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 highest internal validity of all the designs. Quasi-experimental design
differs from true experimental design in 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 DESCRIPTIVE
RESEARCH DESIGN because it is the 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 investigation in terms of their social and economic
characteristics, opinions, and their knowledge about the behavior
towards a certain 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 obtain 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 applicants should be admitted to college?
c. Multiple Regression Prediction Studies – All variables in
the study can contribute to the overall prediction in an
equation that adds

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 Together the predictive power of each identified 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 a conclusion from observations and manifestations
that already occurred. It discusses why and how a phenomenon
occurs.
Example 1: A researcher is interested in how weight influences the
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 based on 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 research on the study habits of
high school students you are to use the range of scores to describe the
level of their study habits. The same true is when you would want to
describe their academic performance.
F. EVALUATIVE. It is a process used to determine what has happened
during a given activity or in an institution. The purpose of evaluation is
to see if a given program is working, if an institution is successful according
to the goals set for it, or if 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 the 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.

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 G. METHODOLOGICAL. In this approach, the implementation of
a variety of methodologies forms a critical part of achieving the
goal of developing a scale-matched approach, where data from
different disciplines can be integrated.

IV. WE’RE ON OUR WAY

Quiz no. 1.1 – Multiple Choice

Choose the correct letter that best describes 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 of obtaining numerical information about the
world.
D. It is an activity of producing or proving a theorem.
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 can be repeated to verify findings in
another setting, thus strengthening and reinforcing the 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
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

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V. HOW FAR HAVE WE GONE?
Quiz no 1.2 – Identification
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

unbiased results that can be generalized to some larger population and
explain a particular observation .
2. It suggests that the data concerned can be analysed in terms
of numbers. .
3. This kind of research derives conclusion from observations and
manifestations that already occurred in the past and now compared
to some dependent variables. .
4. It describes the norm level of characteristics for a given behaviour .
5. In this design, the researcher can collect more date, either by
scheduling more observations or finding more existing measures .

VI. WALKING THE EXTRA MILE (PERFORMANCE CHECK)

Activity: Research Work (20pts)

Instruction. Research 5 different titles of research in a research reports and classify

them to any of the research designs we have discussed. Choose only quantitative
research titles. Follow the format below.
RESEARCH TITLE RESEARCH DESIGN
1
2
3
4
5

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VII. REFERENCES
Jay-ar Mariano, (2018). “Practical Research 2”. Retrieved form
https://kupdf.net/download/practical- research-2-
module_5b3b889fe2b6f56e60fe704f_pdf

https://en.wikipedia.org/wiki/Quantitative_research

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