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Data Collection in Quantitative Research
Data Collection in Quantitative Research
Data Collection in Quantitative Research
Lecturer :
Desy Puspitasari, M.Pd
Compiled by :
Iis Rulianawati (204180036)
Khuriyatul Mala (204180044)
Putri Melinia B.F (204180060)
A. Background
Aliaga and Gunderson (2002) have described the quantitative research methods
very well. According to them “Quantitative research is an inquiry into a social problem,
explain phenomena by gathering numerical data that are analysed using mathematically
based methods e.g. in particular statistics”. According to the Creswell (2003) researcher
primarily uses post-positivist approach to develop knowledge when quantitative
research is selected (i.e cause and effect thinking, use of measurement and observations,
and test of theories), employs strategies of inquiry such as experiments and surveys, and
collects data on predetermined instruments that yield statistical data
There is often a temptation when approaching research to seek evidence that
demonstrates beyond reasonable doubt that there is a truth which can be shownthrough
the collection and analysis of quantitative data. Such an approach differs from other
methodologies in that interpretation of the world is to be shown in numbers rather than
words or other symbols.
Collecting quantitative data means being able to ask questions that can be
answered in such a way that data can be presented as numbers. Inevitably this means
you haveto define questions that reflect real issues and are meaningful to possible
participants. Typically you would expect such questions to be answered without further
interpretation and you would be looking to collect sufficient amounts of data to be able
to represent the population you are sampling.
B. Problem Formulation
1. What are steps in the process of data collection?
2. What is quistionnaire in collecting quantitative data?
3. What is test in collecting quantitative data?
1
2
C. Purpose
1. To find out steps in the process of data collection
2. To find out kind of quistionnaire in collecting quantitative data
3. To find out test that used in collectting quantitative data
3
CHAPTER II
DISCUSSION
2
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (4th Ed.), (Boston : Pearson Education Inc, 2012), 141.
5
3
John W. Creswell, Op. Cit., 143.
4
Priyono, Metode Penelitian Kuantitatif, (Sidoarjo: Zifatama Publishing,2016), 107.
5
Ibid., 111.
6
6
John W. Creswell, Op. Cit., 144-145.
7
1) Convenience Sampling
In convenience sampling the researcher selects participants
because they are willing and available to be studied. In this case, the
researcher cannot say with confidence that the individuals are representative
of the population. However, the sample can provide useful information for
answering questions and hypotheses.
2) Snowball Sampling
An alternative to convenience sampling is snowball sampling. In
snowball sampling, the researcher asks participants to identify others to
become members of the sample.
2. Identify the permission needed for a study
Permission is often necessary before you can enter a site and collect data. This
approval usually comes from leaders or persons of authority in organizations.
Gaining permissions from organizational personnel requires contacting them before
the start of a study and obtaining their permission to enter and to study their setting.
The best way to seek permission from the necessary individuals or groups is to
ask for it formally in a letter. Include the purpose of the study, the amount of time
you will be at the site collecting data, the time required of participants, and how you
will use the data or results. Also, state the specific activities you will conduct, the
benefit to the organization or individual because of the study, and the provisions
you have made to protect the of study participants. By providing this information,
you will show a concern for the potential intrusion of the study into their
workplaces and lives and set the stage for realistic expectations on their part.7
3. List different for collecting information
The third step is to decide what type or types of data to collect. This decision
begins with specifying the variables in your research questions or hypotheses,
defining these variables, and seeking measures that operationalize these definitions.
7
Ibid., 147.
8
C. Questionnaire
A questionnaire is the main means of collecting quantitative primary data. A
questionnaire enables quantitative data to be collected in a standardized way so that the
data are internally consistent and coherent for analysis. Questionnaires should always
have a definite purpose that is related to the objectives of the research, and it needs to
be clear from the outset how the findings will be used.8 There are about six different
types of questionnaire.
8
S Roopa and MS Rani, Questionnaire Designing for a Survey, The Journal of Indian Orthodontic
Society, (Vol. 46. No. 4, 2012), 273.
9
9
S Roopa and MS Rani, Ibid., 273-274.
11
reply options.
3. Answer may not fully reflect respondent’s attitude. You can ask
respondents to indicate the answer option that is most reflective of their
attitude, but that option could be ‘spot on’, vaguely appropriate, or
something in between.
4. Open-ended Questions
Open-ended questions are analogous to the essay or short answer questions you
probably dreaded as a student and close-ended questions are analogous to the
multiple-choice questions you probably preferred. The options or predefined
categories are not suggested. The respondent replies in their own words without
being constrained by a fixed set of possible responses. Types of open-ended
questions include.
a. Completely unstructured—For example, ‘What is your opinion on
questionnaires?’
b. Word association—Words are presented and the respondent mentions the first
word that comes to mind.
Example: If interviewer says cold, the respondent may say hot and the like
ones.
c. Sentence completion—Respondents complete an incomplete sentence. For
example, ‘The most important consideration in my decision to buy a new house
is . . .’
1) Advantages
Open-ended questions offer respondents an opportunity to provide a wide
range of answers. Because some of these answers will be unexpected, they will
suggest follow-up questions in person-to-person interviews.10
2) Disadvantages
a. Hard to record answer. Imagine asking people questions and then writing
what they said. Although audio or video recording seems a great alternative,
many people are reluctant to allow themselves to be audio or video recorded.
As a result, the only record of their answers is whatever interviewers can
scribble as quickly as they can scribble it.
10
Michael R Hyman and Jremmy J sierra, Open- versus Close-Ended Survey Question,
https://www.researchgate.net/publication/282249876 (Vol. 14. Issues, 2, 2016), 3.
11
Michael R Hyman and Jremmy J sierra, Ibid., 4.
13
6. Web-Questionnaire
A new and inevitably growing methodology is the use of Internet based
research. This would mean receiving an e‐mail on which you would click on an
address that would take you to a secure web‐site to fill in a questionnaire.
D. Test
Tests or assessments refer to the systematic processes of measuring knowledge,
behaviour, skill, attitudes, and beliefs according to explicit rules and benchmarks
(Mahmoodi-Shahrebabaki, 2014, 2015). Accordingly, tests or assessments have four
main characteristics: 1) they are systematic, 2) they are empirical, 3) they are according
to explicit methodologies, and, 4) they are inherently tools for quantitative
measurements. There are two common test types: written tests and oral tests. Let’s look
at the kinds of things you’ll be expected to complete in each test type.
1. Written Test
Written tests can be open-book, closed book, or anywhere in between.
Students are required to give written answers (as the name of this test type implies).
Below you’ll find a table of the most common question types in written tests:
a) Multiple choice (objective)
You are presented with a question and a set of answers for each question,
and you must choose which answer or group of answers is correct. Multiple-
choice questions usually require less time for test takers to answer than other
question types, and they are easy to score and grade. They also allow for a wide
range of difficulty.
b) True False (objective)
You are presented with a statement, and you must determine whether it is
true or false. True/false questions are generally not predominant on tests
because instructors know that, statistically, random guesswork can yield a good
score. But when used sparingly, true/false questions can be effective.
14
c) Matching (objective)
You are presented with a set of specific terms or ideas and a set of
definitions or identifying characteristics. You must match each term with its
correct definition or characteristics.
d) Fill-in-the-blank (objective)
You are presented with identifying characteristics, and you must recall
and supply the correct associated term or idea. There are two types of fill-in-
the-blank tests: 1) The easier version provides a word bank of possible words
that will fill in the blanks. 2) The more difficult version has no word bank to
choose from. Fill-in-the-blank tests with no word bank can be anxiety
producing.
e) Essay (subjective)
You are presented with a question or concept that you must explain in
depth. Essay questions emphasize themes and broad ideas. Essay questions
allow students to demonstrate critical thinking, creative thinking, and writing
skills.
2. Oral Test
Oral tests (also called an oral exam or viva voce) are a discussion type of
test. They are also subjective: there isn’t just one correct answer to the test
questions.The oral test is practiced in many schools and disciplines in which an
examiner verbally poses questions to the student. The student must answer the
question in such a way as to demonstrate sufficient knowledge of the subject. Many
science programs require students pursuing a bachelor’s degree to finish the
program by taking an oral exam, or a combination of oral and written exams, to
show how well the student has understood the material. Usually, study guides or a
syllabus are made available so that the students may prepare for the exam by
reviewing practice questions and topics likely to be on the exam.
The apparent rarity of the oral examination is surprising given its many
possible advantages. Five suggested key advantages are:
15
12
Max Huxham, Oral versus written assessments: A test of student performance and attitude, Assesment
& Evaluation in Higher Education, (Vol.0 No. 0, 2010), 2.
,
16
13
Gordon Joughin, A Short Guide to Oral Assessment, (Wollongong: Leeds Met Press, 2017), 7.
17
CHAPTER III
CONCLUSION
Sampling, when the subject of research is vague, comprehensive and when each
indicator cannot be taken by virtue of financial constraint, time and complexity, etc. then
the researcher can randomly collect data/sample depending on the reason. This is called as
sampling method. For instance, in a demographic research, part of population represent
various groups can be taken into consideration. That is why, it is said that sample is a
method that saves time and money.
The collection of primary data requires that the researcher clearly defne the
population under investigation, as well as the units of analysis that constitute that
population. ‘Population’ refers to all the concerned units (e.g. people, companies) within a
particular problem space and at the specifed time that the
researcher would like to study. For example, in a study looking to ascertain the level of
compliance to the UK code of corporate governance, the population would be all public UK
companies. However, because it is often impossible to investigate all members of the
population (usually for legitimate reasons, such as time and resources constraints), a portion
of the population, known as a ‘sample’, is studied.
18
REFERENCES
Muijs, Daniel. Doing Quantitative Research in Education with SPSS. London: SAGE
Publications. 2004.
Roopa , S and MS Rani. Questionnaire Designing for a Survey. The Journal of Indian
Orthodontic Vol. 46 No. 4. 2012.
Hyman , Michael R and Jremmy J sierra, Open- versus Close-Ended Survey Question. Vol.
14. Issues. 2. 2016.
Huxham, Max. Oral versus written assessments: A test of student performance and attitude,
Assesment & Evaluation in Higher Education. Vol.0 No. 0. 2010.
Joughin , Gordon. A Short Guide to Oral Assessment. Wollongong: Leeds Met Press. 2017.