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GRADE: 12 Semester: First Semester Subject Title: Practical Research PREREQUISITE: Statistics and Probability Common Subject Description
GRADE: 12 Semester: First Semester Subject Title: Practical Research PREREQUISITE: Statistics and Probability Common Subject Description
Common Subject Description: This course develops critical thinking and problem-solving skills through
quantitative research.
QUANTITATIVE RESEARCH
COMPILATION
IN
PRACTICAL RESEARCH 2
CURRICUM GUIDE
PRACTICAL RESEARCH 2: QUANTITATIVE RESEARCH JAY-AR MARIO V. MARIANO X
PERFORMANCE LEARNING
CONTENT CONTENT STANDARD
STANDARD COMPETENCIES
Understanding The learner demonstrates The learner is able to: The learner:
Human history abounds with problems. Problems are everywhere in different variety in different
perspective which affect mankind. Problems are observed along political, social, environmental and many
aspects of life. This may between individuals, groups or in an organization. In that, mankind wants solution
to these problems. These solutions should not be only effective but also be acquired and used for
improvement. To be able to achieve that, solutions must be based in knowledge, not on mere beliefs,
guesses, or theories. To acquire this knowledge it requires a well-planned and systematic procedure and
should be continuously evaluated on its accuracy and usefulness. In that, RESEARCH has been devised to
meet this need.
Research is a natural day-to-day activity of gathering information. It may in the form of qualitative
or quantitative. Qualitative researches are those studies in which the data concerned can be described
without the use of numerical data while quantitative research suggests that the data concerned can be
analyzed in terms of numbers.
Quantitative research designs use numbers in stating generalizations about a given problem or
inquiry in contrast to qualitative research that hardly uses statistical treatment in stating generalizations.
The numbers in quantitative research are the results of objective scales of measurements of the units of
analysis called variables.
In this unit, you will be encountering also the characteristics of quantitative research, its strength
and weaknesses, its kinds and importance across disciplines. In here also, we will be tackling kinds of
variables and its uses.
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PRE-TEST QUESTIONS:
I. TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is true while
QUALITATIVE if the statement is false.
1. In quantitative research, researchers know in advance what they are looking for.
_______________
2. Quantitative research can be easily misinterpreted because it provides numerical data.
_______________
3. Quantitative research puts emphasis on proof, rather than discovery. _______________
4. Normative research is conducted by researcher whose aim would be to find out the
direction and/or relationship between different variables or group of respondents under
study. _________________
5. Qualitative research requires a large number of respondents. It assumes that the larger the
sample is, the more statistically accurate the findings are. ___________________
6. Evaluation describes the status of a phenomenon at a particular time. It describes without
value judgment a situation that prevents. ____________________
7. Correlational is conducted by researchers whose aim would be to find out the direction
and/or relationship between different variables or groups of respondents under study.
_____________________
8. Methodological is the implementation of a variety of methodologies that forms a critical
part of achieving the goal of developing a scaled-matched approach, where data from
different disciplines can be integrated. ___________________
9. One characteristics of quantitative research is that its method can be repeated to verify
findings in another setting, thus, reinforcing validity findings. _____________________
10. In quantitative experiments it filters out external factors, if properly designed, and so the
results gained can be seen, as real and unbiased.
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.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
Design
Control Group
Post-Test only/
Post-Test Design
Pre-Test Design
EXPERIMENTAL
TRUE
Time Series Design
Group Design
Non-equivalent Control
EXPERIMENTAL
EXPERIMENTAL
QUASI-
EXPERIMENTAL
PRE-
NON-EXPERIMENTAL
Ex-Post Facto Studies
Methodological
DESCRIPTIVE
Correlational
Comparative
Evaluative
Survey
The following are the various kinds of quantitative research design that a researcher may employ:
Two classes of experimental design that can provide better internal validity than pre-
experimental designs are: quasi-experimental and true experimental design (Dooly, 1999).
What are the types of quantitative research designs? Give example each type.
QUANTITATIVE RESEARCH
– use numbers in stating generalization about
a given problem or inquiry
STRENGHT WEAKNESSES
Objectivity CHARACTERISTICS Requires large number of
Respondents
Real & Unbiased OBJECTIVE
Facilitates Sophisticated Costly
CLEARLY DEFINED Contextual Factors are
Analysis
Analyzed in quick & easy RESEARCH QUESTIONS ignored
way STRUCTURED RESEARCH Difficult to gather data
Replicable INSTRUMENTS Little glitch in the
Useful in Testing NUMERICAL DATA procedure leads to
Qualitative Research LARGE SAMPLE SIZES incomplete and
REPLICATION inaccurate data
FUTURE OUTCOMES
EXPERIMENTAL NON-EXPERIMENTAL/
DESCRIPTIVE
SURVEY
TRUE-EXPERIMENTAL
QUASI-EXPERIMENTAL
CORRELATIONAL
PRE-EXPERIMENTAL
EX POST FACTO
COMPARATIVE
NORMATIVE
EVALUATIVE
METHODOLOGICAL
I. NON-STOP WRITING. In 10 mins., write your concise learning about the following.
1. What is quantitative research?
_______________________________________________________________________________
________________________________________________________________.
I. 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.
_________________________
II. Multiple Choice. Choose the correct letter that best describe the question or complete the
statement. Write your answer before the number.
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
6. 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.
A. Future Outcomes C. Clearly defined Research Questions
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
B. Structured Research InstrumentsD. Numerical Data
7. Which research design seeks to describe “what is”?
A. Correlational C. Experimental
B. Descriptive D. Evaluation
8. In this type of research, the investigator tries to probe the significance of relationship between two
or more factors or characteristics
A. Correlational C. Ex-post facto
B. Experimental D. Survey
9. Which of the item below does NOT hold true for descriptive research?
A. describes the nature of a situation or an event
B. presents the profile of persons, events, and things
C. describes past situations
D. there is no manipulation of variables or search for cause and effect related to the
performance
10. Which of the following illustrates a quantitative study?
A. attributes to malnutrition in children
B. public opinion to the sex scandal of the Pres. in our country
C. academic performance of high school students
D. all of the above choices
COLUMN A COLUMN B
1. the posttest of the treated groups is
compared with that of an untreated group A. Normative
2. a test of children in school is used to assess
the effectiveness of teaching or the B. Survey
deployment of a curriculum
3. useful when the objective of the study is to C. Census
see general picture of the population under
PRE-TEST QUESTIONS:
Answer the questions below. Follow instructions properly.
I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the
letter of the correct answers in the space provided in column A from among the choices I column
B. Identify what discipline the given research title is related.
COLUMN A COLUMN B
People do research to find solutions, even tentative ones, to problems, in order to improve or
enhance ways of doing things, to disprove or provide a new hypothesis, or simply to find answers to
questions or solutions to problems in daily life. Research findings can affect people’s lives, ways of doing
things, laws, rules and regulations, as well as policies, among others. Widely, quantitative research is often
used because of its emphasis on proof rather than discovery.
In recent times, research studies are gaining an unprecedented focus and attention. Then, only the
faculty in higher education has so much interest and conduct researchers, but now even the teachers in the
basic education are engrossed in researches and devote time and effort in conducting researches to improve
POST_TEST. This serves as your summative test. Answer the questions below following the
instruction given in each test.
PRE-TEST QUESTIONS:
Answer the questions below. Follow instructions properly.
IV. IDENTIFICATION. Identify what is being asked in each number. Write your answer after the
statement. Choose your answer from the box below.
II. DETERMINATION. Determine if what type of variable are the following. Write I if the variable is
Interval, N if Nominal, R if Ratio and O if Ordinal.
KINDS OF VARIABLES
Several experts have lumped together the following as the major kinds of variables:
1. INDEPENDENT VARIABLES – Those that probably cause, influence, or affect outcomes. They
are invariably called treatment, manipulated, antecedent or predictor variables. This is the cause
variable or the one responsible for the conditions that act on something else to bring about changes.
EXAMPLE: A study is on the relationship of study habits and academic performance of UTNHS
senior high school students. STUDY HABITS is the independent variable because it influenced the
outcome or the performance of the students.
FARM ATTITUDE
LOAN
PRODUCTION TOWARDS REPAYMENT
REPAYMENT
DV IV DV
4. CONTROL VARIABLES – A special types of independent variables that are measured in the
study because they potentially influence the dependent variable. Researchers use statistical
procedures (e.g. analysis of covariance) to control these variables. They may be demographic or
personal variables that need to be “controlled” so that the true influence of the independent variable
on the dependent variable can be determined.
POST_TEST. This serves as your summative test. Answer the questions below following
the instruction given in each test.
I. Identification. Identify the variables and the constant in each title of study presented below. Determine
the independent and dependent variable; then determine whether discrete or continuous variable.
FOR EXAMPLE: A study on the relationship of study habits and academic performance of BSU college
students.
CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS
CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS
1.
2.
3.
4.
5.
UNIT 1: NATURE OF INQUIRY and RESEARCH JAY-AR MARIO V. MARIANO
6.
7.
8.
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