PRACTICAL RESEARCH 2

DIVISION ENHANCEMENT ON
SENIOR HIGH SCHOOL
INQUIRIES INVESTIGATION
AND IMMERSION

Curriculum Implementation Division

Division of City Schools
Pasay City
 PRACTICAL RESEARCH 2
(QUANTITATIVE)

CG Topic 1: NATURE OF INQUIRY

& RESEARCH

by Victor L. Tubilan
 At the end of the discussion, participants are
expected to:
Utilize formative assessment samples;
Describe characteristics, strengths and weaknesses
Objectives of quantitative research;
Differentiate qualitative and quantitative
research;
Illustrates importance of quantitative research
across fields
Differentiate kinds of variables and their uses.
 Practical Research 2 is one of the contextualized
subjects of the senior high school curriculum. This
course develops
Overview of critical thinking and problem solving
skills
SHS through quantitative research. It should be
Practical
offered
Research in
2 the First Semester (Grade 12), with 80 hours
duration or four hours a week for 20 weeks.

Prerequisites: Prac. Res.1 and Statistics and Probability

 Inquiry Based Learning as Basis of Practical Research

Inquiry-based learning (also enquiry-based learning in British

English)is a form of active learning that starts by posing questions,
problems or scenarios—rather than simply presenting established
facts or portraying a smooth path to knowledge.
The process is often assisted by a facilitator. Inquirers will identify
and research issues and questions to develop their knowledge or
solutions. Inquiry-based learning includes problem-based learning,
and is generally used in small scale investigations and projects, as
well as research.

https://en.wikipedia.org/wiki/Inquiry-based_learning
 A Call for Inquiry-Based Teaching

Inquiry-based teaching is a pedagogical approach that

invites students to explore academic content by posing,
investigating, and answering questions.
Also known as problem-based teaching or simply as
‘inquiry,’ this approach puts students’ questions at the
center of the curriculum, and places just as much value on
the component skills of research as it does on knowledge
and understanding of content.

http://inspiredteaching.org/wp-content/uploads/impact-research-briefs-inquiry-based-teaching.pdf
DEPARTMENT OF EDUCATION
Activity 1

In a piece of colored paper, write your answers of the following:

Blue/Green: Competency/ies in the CG that you think grey

area/s of students.

Yellow/Red: Critical areas in teaching Practical Research 1

and 2 that you think need immediate concern
 DEPARTMENT OF EDUCATION

CONTENT: Nature of Inquiry and Research

CONTENT STANDARD:
The learner demonstrates understanding of:
1. the characteristics, strengths, weaknesses, and kinds of
quantitative researches
2. the importance of quantitative researches across fields
3. the nature of variables
 DEPARTMENT OF EDUCATION

CONTENT: Nature of Inquiry and Research

PERFORMANCE STANDARD
The learner is able to:
decide on suitable quantitative research in different areas of
interest
 DEPARTMENT OF EDUCATION

CONTENT: Nature of Inquiry and Research

LEARNING COMPETENCIES
The learner:
1. describes the characteristics, strengths, weaknesses, and kinds
of quantitative research; CS_RS12-Ia-c-1; CS_RS11-IIIb-1
2. illustrates the importance of quantitative research across fields;
CS_RS12-Ia-c-2
Let’s Scheme Your Schema!
 DEPARTMENT OF EDUCATION

RESEARCH

Detailed study of a subject or a

systematic process of solving problem
or finding answers to an inquiry into a
subject in order to discover or revise
facts, theories, applications.
DEPARTMENT OF EDUCATION
  deals in numbers, logic, and an
objective stance.
 focuses on numeric and unchanging
Quantitative data and detailed, convergent
Research reasoning rather than divergent
reasoning [i.e., the generation of a
variety of ideas about a research
problem in a spontaneous, free-flowing
manner]
  Its primary goal is to determine the relationship
between one thing [an independent variable] and
another [a dependent or outcome variable]
GOAL OF within a population.
QUANTITATIV  Quantitative research designs are
E RESEARCH either descriptive [subjects usually measured
once] or experimental [subjects measured before
and after a treatment]. A descriptive study
establishes only associations between variables;
an experimental study establishes causality.
 Structured research
Characteristics of
instruments are used in
Quantitative Research gathering data

Results are based

Study can be Quantitative on larger sample
replicated sizes

Research questions
sought object
answers
 Characteristics of Quantitative Research

Requires careful
designs of all
aspects

Can use Data are in the

questionnaire form of
Quantitative
and computer numbers and
software in
collecting data
statistics.

Project can
generalize concepts
widely, predict,
investigate
 STRENGTHS OF QUANTITATIVE RESEARCH

 Testing and validating already constructed theories about how and why
phenomena occur; 
 Testing hypotheses that are constructed before the data are collected;
 Can generalize research findings when the data are based on random samples
of sufficient size;
 Can generalize a research finding when it has been replicated on many
different populations and subpopulations;
 Useful for obtaining data that allow quantitative predictions to be made.
 STRENGTHS OF QUANTITATIVE RESEARCH

 The researcher may construct a situation that eliminates the

confounding influence of many variables, allowing one to more
credibly establish cause-and-effect relationships
 Data collection using some quantitative methods is relatively
quick (e.g., telephone interviews)
 Provides precise, quantitative, numerical data
 Data analysis is relatively less time consuming (using statistical
software)
 STRENGTHS OF QUANTITATIVE
RESEARCH

 The research results are relatively independent of the

researcher (e.g. statistical significance)
 It may have higher credibility with many people in
power (e.g. administrators, politicians, people who fund
programs)
 It is useful for studying large numbers of people
 WEAKNESSES OF QUANTITATIVE RESEARCH

 The researcher’s categories that are used might not reflect local
constituencies’ understanding.;
 The researcher might miss out on phenomena occurring because
of the focus on theory or hypothesis testing rather than on
theory or hypothesis generation (called the confirmation bias)
 Knowledge produced might be too abstract and general for direct
application to specific local situations, contexts, and individuals

https://www.scribd.com/document/169253183/Strengths-and-Weaknesses-of-Quantitative-Research
There are four basic types of quantitative research:
 Survey
TYPES OF
 Correlational
QUANTITATIV
E
RESEARCH
Causal-comparative
 Experimental
 Basic Types of Quantitative Research

Uses questionnaires, and

sampling polls to get a
Respondents are sense of behavior with
sampled at random intense precisions
interviews
SURVEYRESEARCH

Can be conducted around Usually expressed in a

one group or compare percentage
several group
Ways to Conduct Survey Research
 Correlational Research 

 tests for the relationships between two variables

 is conducted in order to explain a noticed occurrence. In correlational research the
survey is conducted on a minimum of two groups
 once the information is compiled it is then analyzed mathematically to draw
conclusions about the affect that one has on the other
 Remember, correlation does not always mean causation

Example: link between studying and grade

 Causal-Comparative Research

 looks to uncover a cause and effect relationship

This research is not conducted between the two groups on each
other. Rather than look solely for a statistical relationship
between two variables it tries to identify, specifically, how the
different groups are affected by the same circumstance.
 involves ‘comparison’ , however; study of two or more groups is
done without focusing on their relationship.
 Experimental Research

is guided specifically by a hypothesis, though questions may be

posed in the other forms of research
 Sometimes it can have several hypotheses ( hypothesis is a
statement to be proven or disproved)
 Once that statement is made experiments begin to find out
whether the statement is true or not
This type of research is the bedrock of most sciences, in particular
the natural sciences.
In a nutshell…

Quantitative research can be exciting

and highly informative.
It can be used to help explain all sorts of
phenomena.

http://udemyblog.wpengine.com/types-of-quantitative-research/
 Importance of Quantitative Research

 More reliable and objective;

 Can use statistics to generalize a finding;
 Often reduces and restructures a complex problem to a
limited number of variables;
 Looks at relationships between variables and can
establish cause and effect in highly controlled
circumstances;
 Importance of Quantitative Research

 Tests theories or hypotheses

 Assumes sample is representative of the population
 Subjectivity of researcher in methodology is recognized
less
 Less detailed than qualitative data and may miss a
desired response from the participant
 C H
Study implication

AR
E
ES
FR Goals of Research
EO
C
AN

The Iterative
RT

Process
PO
IM
Quantitative Vs.
Qualitative
Activity 2

QUANTITATIVE QUALITATIVE
VS.

DIRECTIONS: Directions: Complete the table below with the

information and features of qualitative and quantitative research.
Choose your answer from the pool of answers.
 CRITERIA QUALITATIVE QUANTITATIVE

Purpose To understand and interpret social To test hypothesis, look at cause

interactions and effect, and make predictions
Group Studied Smaller and not randomly selected. Larger and randomly selected

Variables Study of the whole, not variables Specific variables were studied

Type of Data Collected Words, images, objects Numbers and Statistics

Form of Data Collected Uses data such as open-ended Quantitative data based on
responses, interviews, participants’ precise measurements using
observations, field notes, and structured and validated data-
reflections. collection instruments.

Type of Data Analysis Identify patterns, features, themes Identify statistical relationship

Objectivity/Subjectivity Subjectivity is expected. Objectivity is critical.

Role of Researcher Researcher and their biases may be Researcher and their biases are
known to participants in the study, and not known to participants in the
participants’ characteristics may be study, and participants
known to the researcher. characteristics are deliberately
hidden from the researcher.
(double blind studies)

Results Generalizable findings that can be Particular or specialized findings

applied to other populations. that is less generalizable.

Scientific Method Exploratory or bottom-up, the Confirmatory or top-down: the

researcher generates a new hypothesis researcher tests the hypothesis
and theory and theory with the data.

View of Human Behavior Dynamic, situational, social and Regular and predictable
personal
Most Common Research Explore, discover, and construct. Describe, explain, and predict
Objectives
Focus Wide-angle lens, examines the Narrow-angle lens; tests a
breadth and depth of specific hypothesis.
phenomena.

Nature of Study behavior in a natural Study behavior under

Observations environment. controlled conditions;
isolate causal effects.

Nature of Reality Multiple realities; subjective Single reality, objective

Final Report Narrative report with contextual Statistical report with

description and direct correlations, comparison of
quotations from research mean, and statistical
participants. significance
DEPARTMENT OF EDUCATION

Curriculum and Learning Management Division

 DEPARTMENT OF EDUCATION

Qualitative Quantitative

statistical: it has numbers

uses non-statistical methods
attached to it, like averages,
percentages or quotas
Ex.
You found that 90% of the students
have difficulties in research. The quantity (90%) makes it
quantitative research.
A follow up qualitative study could
interview a small percentage of those
students to find out why.
 DEPARTMENT OF EDUCATION

Qualitative Quantitative

A way to gain a is about collecting and

deeper and broad analyzing data to
explain phenomena.
understanding of Information from a
an event, sample is used to
organization or make generalizations
or predictions about a
culture. population.
 DEPARTMENT OF EDUCATION

Qualitative Quantitative
Sample Question
• What percentage of high school
Sample Question teachers belong to minority groups?
• How many females in college study
“Why do people buy fast mathematics compared to males?
food?”. • Has the high school graduation rate
in our district increased over time?
use in-depth interviews to Or
gain a deeper understanding • What do high school students think
of people’s motives. of their teachers?
• What is the general public opinion of
usually performed in a health care reform?
natural setting (As opposed • What do customers at a particular
business think of customer service?
to a lab).
 DEPARTMENT OF EDUCATION

Qualitative Quantitative
“I think that customer
Sample Question service at this business is
“Why do people buy fast excellent.”
food?”. 1 Strongly Agree.
use in-depth interviews to gain 2 Agree.
a deeper understanding of 3 No opinion.
people’s motives. 4 Disagree.
usually performed in a 5 Strongly disagree.
natural setting (As opposed to a
lab).
 DEPARTMENT OF EDUCATION

Qualitative Quantitative
Data format Data can be counted or measured

· Data can be observed but not

measured Involves amount, measurement or
anything of quantity
· Mainly textual (words, pictures,
audio, video), but also categorical
Looks at specific aspects from the
outside
Questions are generally open
ended
 DEPARTMENT OF EDUCATION

Qualitative Quantitative
Methods
· Individual interviews
· Quick counting estimates
· Key informant interviews
· Semi-structured interviews · Focus · Sampling surveys
group discussions · Population movement tracking ·
· Observation
Registration
· Structured interviews
Sampling
· Flexible, the assessor is the primary
instrument for data collection and
analysis. Predetermined questionnaire with
sequence and structure
 DEPARTMENT OF EDUCATION

Qualitative Quantitative
Checklist with open questions and Predetermined questionnaire with
flexible sequence
sequence and structure
Use inductive reasoning
· Involves a systematic and iterative
process of searching, categorizing and
integrating data · Uses deductive methods
·Describes the meaning of research
findings from the perspective of the · Descriptive statistics
research participants · Inferential statistics
·Involves developing generalizations
from a limited number of specific
observations or experiences
·Analysis is descriptive
 DEPARTMENT OF EDUCATION

Qualitative Quantitative
 Variables are
complex, interwoven ●Variables are measured
and difficult to with existing tools
measure
 Relationships ●Relationships between
between variables variables can be
are generally assessed using
described as standard statistics
observed patterns or
cases
 DEPARTMENT OF EDUCATION

Qualitative Quantitative
Approach
Approach
●Begins with hypotheses and
 End with hypotheses and
theories
grounded theory ●Manipulation and control
 Emergence and portrayal ●Experimentation
 Naturalistic ●Deductive
 Inductive ●Component analysis
 Searches for patterns ●Seeks consensus, the norm
 Seeks pluralism, complexity ●Reduces all data to numerical
 Minor use of numerical indices
indices ●Precise technical language,
 Thick description through numerical presentation
writing
 DEPARTMENT OF EDUCATION
Summary of Quantitative and Qualitative Features
Feature Quantitative Qualitative

Role of researcher Detached, objective Engaged

Purpose Test hypothesis Describe;
Develop theory
Data collection methods A priori, structured Flexible, iterative
Data analysis Deductive, statistical Inductive, iterative leading to more data
collection and revision of question

Type of data Numbers Predominately Words

Product Status of hypothesis Rich description; Theory development;
A book

Sample Respondents Participants

 TYPES OF VARIABLE

Variables as
the main….
Thank You!
THANK YOU!