CHAPTER 1
QUANTITATIV
E RESEARCH
PREPARED BY: MS. CAMILLE M. TURICO,
OBJECTIVES
￮ describes background of research S_RS12-Id-e-3
￮ states research questions CS_RS12-Id-e-4
￮ indicates scope and delimitation of study CS_RS12-Id-e-5
￮ cites benefits and beneficiaries of study CS_RS12-Id-e-6
￮ presents written statement of the problem CS_RS12-Id-e-7
2
Find and Form the Meaning
Directions: Find five synonyms of “scope” and “delimitation”. Then,
analyze and connect the gathered words in order to form the meaning
of “Scope and Delimitation of the Study.
Synonyms Formed Meaning
Scope 1.
2.
3.
4.
5.
Delimitation 1.
2.
3.
4.
5. 3
Chapter 1
1. Introduction
1.1 Background of the Study
2. Theoretical/Conceptual Framework
3. Statement of the Problem
4. Hypothesis
5. Significance of the Study
6. Scope and Limitation
7. Definition of Terms 4
1
INTRODUCTION
THE PROBLEM AND ITS
BACKGROUND
Introduction
oThe introduction serves the purpose of
leading the reader from a general subject
area to a particular field of research.
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Introduction
It establishes the context of the research
being conducted by:
o summarizing current understanding and
background information about the topic,
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Introduction
ostating the purpose of the work in the
form of the hypothesis, question, or
research problem, briefly explaining your
rationale, methodological approach,
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Introduction
ohighlighting the potential outcomes
your study can reveal,
oand describing the remaining
structure of the paper.
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Six essential items of Introduction
￮ An overview of the topic. Start with a general
overview of your topic. Narrow the overview
until you address your paper’s specific subject.
Then, mention questions or concerns you had
about the case.
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Six essential items of Introduction
￮ Prior research. Your introduction is the place to
review other conclusions on your topic. Include
both older scholars and modern scholars.
￮ This background information shows that you are
aware of prior research. It also introduces past
findings to those who might not have that expertise.
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Six essential items of Introduction
￮ A rationale for your paper. Explain why your
topic needs to be addressed right now. If applicable,
connect it to current issues.
￮ Additionally, you can show a problem with former
theories or reveal a gap in current research.
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Six essential items of Introduction
￮ A rationale for your paper. No matter how you do
it, a good rationale will interest your readers and
demonstrate why they must read the rest of your
paper.
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Six essential items of Introduction
￮ Describe the methodology you used. Recount your
processes to make your paper more credible. Lay
out your goal and the questions you will address.
Reveal how you conducted research and describe
how you measured results. Moreover, explain why
you made key choices.
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Six essential items of Introduction
￮ A thesis statement. Your main introduction
should end with a thesis statement.
￮ This one-sentence summarizes the ideas that will
run through your entire research article. It
should be straightforward and clear.
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Six essential items of Introduction
￮ An outline. Introductions often conclude with
an outline. Your layout should quickly review
what you intend to cover in the following
sections. Think of it as a roadmap, guiding your
reader to the end of your paper.
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Background of the Study
￮ The background of the study is the part of
your paper where you inform the reader of
the context of the study.
￮ It means the situation or circumstances
within which your research topic was
conceptualized.
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Background of the Study
￮ Ideally, this part is written when you have
already conducted a literature review and
has a good perception of the topic so you
can articulate the importance and validity
of the research problem.
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Background of the Study
￮ It is also in this part of the paper where you
justify the need to conduct a research study
about the topic selected by establishing the
research gap.
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STATEMENT OF
THE PROBLEM
Research Problem
￮ A research problem is simple as a problem
you would like to research.
￮ Quantitative Research Problem deals more
with the precision and specificity of the
problem.
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Research Problem
￮ This can be found as Statement of the
Problem, where it formally introduces the
problem that you want to investigate or
address.
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Research Questions
￮ The research questions help clarify and
specify the research problem.
￮ They are also considered as sub-problems of
your research problem and are informative
in nature.
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Research Questions
￮ They specify the method of collecting and
analyzing data, and the type of data to be
collected when exploring a quantitative
research problem
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Characteristics of Good
Research Questions
The following are good characteristics of research
questions, as described by Fraenkel and Wallen
(2020).
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Feasible
￮ Consider the amount of time, energy, money,
respondents, and even your current situation
as a student-researcher. Is the research
problem possible? Will it not spend
unreasonable amount?
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Clear
￮ The clarity of how the questions are stated lead to
agreement of meaning of the readers of your
study.
￮ Since your research questions are also considered
as the main focus in the gathering and analyzing
the data, it is therefore very important that these
are stated clearly.
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Significant
￮ Ask if your research questions are relevant or
important to ask. Will answering these questions
provide an additional contribution to address the
given research problem?
￮ In other words, are the research questions really
worth investigating?
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Ethical
￮ Always consider the welfare of people, animals or
whosoever are involved in your study.
￮ Look into ways of answering the research
questions without inflicting physical and
psychological harm to persons involved.
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Formulating Research Questions
￮ Research questions can be generally classified
into two: general and specific. The general
question of the study is derived from the research
problem while the specific questions are anchored
on the general research problem.
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Formulating Research Questions
￮ For example: This study aims to determine the
relationship between the types of learning
delivery mode and students’ learning styles.
Furthermore, it seeks to answer the following
research questions:
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Formulating Research Questions
(1)What are the different learning delivery modes of
the school?
(2)What are the various learning styles of the
students?
(3)Is there a significant relationship between the
different learning delivery modes of the school and
the learning styles of its students?
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Formulating Research Questions
￮ In stating quantitative research questions, you
should also consider the design of your
quantitative research.
￮ Here’s a quick guide of research questions for
descriptive research, correlational research, Ex
Post Facto research, Experimental, and Quasi-
experimental research.
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Research Questions for Descriptive
Research
￮ focus on observing, describing, and reporting
factors or aspects of the research problem.
￮ Phrases such as how often/frequently, how
many/much, what is/are, to what extent/degree,
and the likes are used in these questions.
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Research Questions for Descriptive
Research
For example, you study the use of social media
among Senior High School Students, you can ask the
following questions:
￮ What are the various social media platforms used
by Senior High Students?
￮ How many hours students spend on social media
per day? 35
Research Questions for Correlational
Research
￮ aim to determine the relationships among
two or more variables in your research
problem.
￮ begins with the phrases “Is there a
significant relationship...” or “What is the
relationship between/among...”. 36
Research Questions for Correlational
Research
In the study of use of social media and level of digital
literacy of students following questions can be asked:
￮ What is the relationship between the length of hours spent on
social media and level of digital literacy of students?
￮ Is there a significant relationship between the type of social media
used and the level digital literacy of students?
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Research Questions for Ex Post Facto
Research
￮ attempt to identify the causes of the
phenomenon in the context of your research
problem.
￮ It is also assumed that no control or
manipulation of variable has been done in
order to cause the effect. 38
Research Questions for Ex Post Facto
Research
￮ It is also understood that the cause of the
problem already exists before you conducted
your study.
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Research Questions for Ex Post Facto
Research
For example, ex post facto study on family
background and digital literacy of students, the
following questions can be asked:
￮ Is there a difference in the literacy level of
students between their cultural and educational
family background?
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Research Questions for Experimental and
Quasi-experimental Research
￮ suggest that answers to these questions are
brought about by manipulation or control of a
certain variable during the conduct of the
study. These questions provide explanation to
the causal relationship of variables.
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Research Questions for Experimental and
Quasi-experimental Research
The research question below can be asked on
studies on elementary student’s remedial sessions
and academic performance of students:
￮ Is there a significant difference in the posttest
scores of the control group and experimental
group?
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Directions: Write one general research question and two
specific research questions for the given research problem
below.
Research Problem General Question Specific Questions
The Relationship between
Media Exposure and Health
Anxiety
Organization’s Leadership
Practices and Employee’s Job
Satisfaction
Effects of Parenting Style and
Children Study Habits 43
4
HYPOTHESIS
Hypothesis
￮ A hypothesis states your predictions about what
your research will find. It is a tentative answer to
your research question that has not yet been
tested.
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Types of Hypothesis
1. Simple Hypothesis
A simple hypothesis is a prediction of the
relationship between two variables, the independent
variable and the dependent variable. It shows a
connection between one independent variable and a
single dependent variable.
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Types of Hypothesis
1. Simple Hypothesis
Ex: The higher the poverty rate in society (one
independent variable), the higher the number would
be the out of school youth (one dependent variable).
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Types of Hypothesis
2. Complex hypothesis
The complex hypothesis reflects the relationship
between the independent
variable and the dependent variable. It expresses a
connection between two or more independent
variables and two or more dependent variables
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Types of Hypothesis
2. Complex hypothesis
Ex: Eating more vegetables and fresh fruits
(independent variables) leads to
boost immune system and enhance blood
circulation and digestion (dependent variables).
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Types of Hypothesis
3. Empirical Hypothesis
￮ An empirical hypothesis is also called as the
“working hypothesis.”
￮ It is presumed to explain certain facts and
relationships of phenomena. It comes to life when
a theory is being put to the test, using observation
and experiment.
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Types of Hypothesis
3. Empirical Hypothesis
Ex: Plants watered everyday grow faster than plants
watered once a week.
(Here, trial and error are leading to a series of
findings).
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Types of Hypothesis
4. Logical hypothesis
￮ It is expresses explanation with limited evidence that
can be verified logically. It reflects a relationship of the
variables which are anchored based on logical
phenomena.
￮ Sometimes, a logical hypothesis can be turned into an
empirical hypothesis in which you have to test your
theories and postulates
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Types of Hypothesis
4. Logical hypothesis
￮ Ex: Tomato plants bear fruit faster in Earth than in
Moon. (Until we are can test the soil and plant growth
in Moon's ground, the evidence for this claim will be
limited, and the hypothesis will only remain logical).
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Types of Hypothesis
5. Statistical hypothesis
￮ It is an analysis of a portion of a population. It can
be verified statistically.
￮ The variables in a statistical hypothesis can be
transformed into quantifiable sub-variable to
assess it statistically.
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Types of Hypothesis
5. Statistical hypothesis
Ex: If your research is about the psychosocial
development of K-3 pupils of the private and public
schools in the city, you would want to examine every
single K-3 pupil in the city. It is not practical. Therefore,
you would conduct your research using a statistical
hypothesis or a sample of the K-3 pupil population.
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Types of Hypothesis
6. Null hypothesis
The null hypothesis is denoted with the symbol Ho It
exists when you consider that there is no relationship
between the independent and dependent variables or that
there is an insufficient amount of information to claim a
scientific hypothesis (McLeod, 2020).
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Types of Hypothesis
6. Null hypothesis
Ex: There is no significant change in my health, whether
I exercise every day or not.
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Types of Hypothesis
7. Alternative hypothesis
An alternative hypothesis is denoted with the symbol
(Ha). It is an alternate statement expressed to be tested in
order to generate the desired output when the empirical or
working hypothesis is not accepted. In an attempt to
disprove a null hypothesis, you tend to seek an alternative
hypothesis (McLeod, 2020).
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Types of Hypothesis
7. Alternative hypothesis
Ex: My health improves during the times when I sleep 8
hours a day than sleeping for 4 hours only.
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5
SIGNIFICANCE
OF THE STUDY
Significance of the Study
￮ This section details the contribution or benefits that
your study provides to different people and
organizations, including the academe and other sectors
of the study.
￮ It also describes what contribution your study will
make to the broad literature or set of
broad educational problems upon completion.
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SCOPE AND
LIMITATION
Scope and Limitation
￮ It describes the parameters to which the study is
set. It sets the boundaries of your research in
terms of certain aspects.
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Scope and Limitation
The components of the scope and limitation include the
following items:
￮ Topic of the study
￮ Objectives of the study and the issues it will address
￮ Time frame
￮ The locale or area
￮ Other parameters like Characteristics of the participants
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Scope and Limitation
Topic of the Study. What are the variables to be
included and excluded?
Objectives or Problems to be Addressed. Why
are you doing this study?
Time Frame. When are you going to conduct this
study?
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Scope and Limitation
Locale of the Study. Where are you going to
gather your data?
Characteristics of the Respondents. Who will be
your respondents?
Method and Research Instruments. How are
going to collect the data?
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Directions: Read the sample scope and limitation
and identify the boundaries of the study by writing
the corresponding components on the table below.
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Sample Scope and Delimitation of the Study
The main objective of this study is to provide information about
students’ knowledge and perception of genetically modified foods
and their family health practices. The study also includes the student’s
personal information and occupation of their parents and siblings.
This study is limited to the 120 Grade 12 Male and Female enrolled
in the First Semester, School Year 2019-2020 of Gusa Regional
Science High School – X. Each of the respondents is given
questionnaire to answer. The students selected came from six
different sections to prevent subjective perceptions.
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Components of the Scope and Delimitation
✓ Topic of the study
✓ Objective of the study or problems to be
addressed
✓ Time frame in which the study will be
conducted
✓ The locale or area where the study will
be conducted
✓ Characteristics of the participants of the
study
✓ Other parameters 69
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DEFINITION OF
TERMS
Definition of Terms
￮ This gives your readers an understanding of the
concepts or factors that will be discussed
throughout your study, as well as contextual
information as to how you will be using those
concepts in your study.
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Definition of Terms
￮ It will ensure that your readers will understand
the components of your study in the way that
you will be presenting them, because often your
readers may have their own understanding of
the terms, or not be familiar with them at all.
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QUIZ NO. 5
Directions: Read and analyze the
statements below. Choose the letter
of the correct answer.
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1. Which of the following is NOT an essential
characteristic of a researchable question?
A. The question is answerable by some sort of data
that can be collected.
B. Answering the question provides a positive
outcome to society.
C. The question is comprehensive.
D. The question is interesting.
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2. Which of the following questions is most suitable for
quantitative research?
A. Will the colors of the wall affect children’s preference
and engagement during play time?
B. Is there a relationship between soil components and
shape of seeds?
C. Do online materials enhance the performance of
students?
D. What are the features of herbal plants in the province?
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3. If you are going to look for a topic idea for
your research study, what is the most reliable
source you are going to consider?
A. Review of literature
B. Folklores
C. Wikipedia
D. Blogs
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4. Which of the following best describes the development
process for a research question?
A. To focus your literature review, research topic must be
refined first before doing a preliminary research.
B. Preliminary research helps trim down a broad topic to a
more manageable question.
C. As specific question can be broadened to make study more
significant.
D. A broad topic is trimmed down to make it more interesting.
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5. What refers to an issue that has not
been fully addressed by previous studies?
A. Research problem B.
Research topic
C. Research question
D. Research gap
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6. Which of the following statements is a
characteristic of a good research title?
A. It is short but accurate description of the content
of the study.
B. It uses abbreviations to shorten the number of
characters.
C. All beginning letters of each word is capitalized.
D. It indicates all variables in the study
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7. Which of the following is the most
common form of the research title?
A. Interrogative
B. Phrase
C. Question form
D. Declarative
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8. What part of research expresses the context
of the problem that will support the validity
and rationale of the study?
A. Research title
B. Research topic C.
Background of the study
D. Research problem
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9. Which of the following characteristics
describes a good research question?
A. Feasible, clear, significant and hypothetical
B. Feasible, clear, significant, and ethical
C. Clear, significant, and ethical
D. Feasible, clear, and ethical
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10. Which if the following statements is NOT true
about the background of research?
A. It elaborates on the findings or information from
the literature cited.
B. It explains how the research question was derived.
C. It justifies the need to conduct the study.
D. It establishes the research gap.
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11. What part of the research study states
rationale of the problem and basic literature
background?
A. Statement of the Problem
B. Significance of the Study
C. Background of the Study
D. Scope and Delimitation
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12. Quantitative research problem deals more with
A. description and general explanation of
phenomena
B. description and explanation of situations
C. precision and specificity of the problem
D. trends and patterns of chosen group
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13. “What are the various learning modalities
offered in Gusa Elementary School for SY 2020-
21?” is an example of research question of what
type of quantitative research?
A. Quasi-experimental research
B. Descriptive Research
C. Correlational Research
D. Ex post facto
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14. “What is the relationship between time spent in
texting and spelling ability?” is an example of
research question of what type of quantitative
research?
A. Correlational Research
B. Descriptive Research
C. Experimental research
D. Ex post facto
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15. “Is there a difference in the scores of group A
from group B after the special tutorial program?” is
an example of research question of what type of
quantitative research?
A. Correlational Research
B. Descriptive Research
C. Experimental research
D. Ex post facto
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