GRADE: 12 SEMESTER: First Semester INTRODUCTION

SUBJECT TITLE: Practical Research 2 PREREQUISITE: Statistics

and Probability As a teacher, researcher and a human being, we have always asked ourselves
questions, as much about the phenomena we observe on a daily basis as the
Common Subject Description: This course develops critical thinking and
deepest mysteries of nature. When curiosity and intuition are applied in a
problem-solving skills through quantitative research.
systematic approach to find the answers to questions like these, when we
draw on experience and the knowledge we’ve already acquired, then we’re
doing research. All of us in our daily lives explore, investigate, invent,
solving problems at work, trying out new recipes in the kitchen, finding the
best way to prune a plant, or simply playing with the kids. Dedicating our
lives to research means making study and experiment our profession, and
leads these activities to the acquisition of new knowledge.
QUANTITATIVE RESEARCH
In this module, all the information was gathered through the use of the
different internet websites including different books in order to get the
information needed to give an essential knowledge and skills of the young
researcher like you!
COMPILATION
IN Unlock your imaginations and creativity, spread your eyes around you, and
make research as your baseline in making decision. You can change the
PRACTICAL RESEARCH 2 world by your own simple discovery. Come on! Join us in this adventure and
let us see the treasure that we discover.
(CAVITE WESTPOINT COLLEGE
SENIO HIGH SCHOOL DEPARTMENT)

Prepared by: JAIMEE M. TALIGON

 UNIT 1: NATURE OF INQUIRY AND RSEARCH
In this unit, you will be encountering also the characteristics of quantitative
WHAT THIS UNIT ALL ABOUT? research, its strength and weaknesses, its kinds and importance across
disciplines. In here also, we will be tackling kinds of variables and its uses.
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 WHAT DO YOU EXPECT TO LEARN?
between individuals, groups or in an organization. In that, mankind wants
solution to these problems. These solutions should not be only effective but After studying this unit, you are expected to be able to:
also be acquired and used for improvement. To be able to achieve that,  Describes the characteristics,, strengths, weaknesses and kinds of
solutions must be based in knowledge, not on mere beliefs, guesses, or quantitative research;
theories. To acquire this knowledge, it requires a well-planned and
 Explain the kinds of quantitative designs;
systematic procedure and should be continuously evaluated on its accuracy
 Illustrate the importance of quantitative research across fields; and
and usefulness. In that, RESEARCH has been devised to meet this need.
 Differentiate kinds of variables and their uses.

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.

Research findings are subjected to statistical treatment to determine

significant relationships or differences between variables, the results of
which are the bases for generalization about phenomena.
LESSON 1: QUANTITATIVE RESEARCH- CHARACTERISTICS,
STRENGTH, WEAKNESSES AND KINDS
PRE-TEST QUESTIONS:
Answer the questions below. Follow instructions properly.
I. TRUE or FALSE. Write QUANTITATIVE after the item if 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 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.
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 analysed in terms of numbers. An
example that we can give for this study is a study comparing the performance
of Grade 12 in Upper Tumapoc National High School and Burgos National
High School in Physical Science when ICT is integrated in teaching. This can
be approached by getting the average performance of both schools before and
after integrating ICT. Then the averages can be compared and analyzed to
see the differences or effectiveness. In this case, numbers are used as data for
analysis. Another is surveying what do viewers in Burgos, La Union prefer to
watch: is it GMA dramarama or ABS-CBN Golden Kapamilya noontime
show. In here, it may be approached by making a survey questionnaire asking
for the preference of viewers in Burgos, La Union.
May you now give your own example of a 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 collect measurable
characteristics of the population like age, socio-economic status,
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 include 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 a 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 analysed 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 in different areas or over time with
formulation of 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.
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 is 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 look-out on
respondents who are just guessing in answering the instrument.
What are the strengths and weaknesses of quantitative research?
______________________________________________________________
______________________________________________________________
______________________________________________________________
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.
The following are the various kinds of quantitative research design 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 degree level of evidence for single studies.
A. PRE-EXPERIMENTAL DESIGN. A type of research applies
to experimental design that with least internal validity. One type
of pre-experiment, the simple group, pretest-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
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 a 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 that has only
one pre-test 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 occur 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.
True experimental design offers the highest internal validity
of all the designs. Quasi-experimental design differs from true
experimental design by 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 call as DESCRIPTIVE
RESEARCH DESIGN because it is 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:
 I. 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.
II. 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 obtains 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 over-all prediction in an
equation that adds 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?
III. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind
of research derives conclusion from observations and
manifestations that already occurred in the past and now
compared to some dependent variables. It discusses why and
how a phenomenon occurs.
Example 1: A researcher is interested in how weight
influences 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?
IV. 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 on the basis of 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.
V. NORMATIVE. It describes the norm level of characteristics for
a given behavior. For example: If you are conducting a research
on the study habits of the high school students you are to use the
range of score to describe the level of their study habits. The
same true is when you would want to describe their academic
performance.
VI. 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, an
 institution is successful according to the goals set for it, or 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 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.
VII. 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.
MIND CHALLENGE. Answer the following questions, follow the given
directions.
I. NON-STOP WRITING. In 10 minutes, write your concise learning about
the following.
1. What is quantitative research?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What are the characteristics of quantitative research?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Discuss the strengths of quantitative research.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Discuss the weaknesses of quantitative research.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Describe each type of quantitative research design. Give example each.
Example: Survey- used to gather information from groups of people by
selecting and studying sample chosen from a population.
For example, Preference TV network of viewers in Upper Tumapoc,
Burgos, La Union.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
POST_TEST. This serves as your summative test. Answer the questions
below following the instruction given in each test.
I. IDENTIFICATION. Identify the statement below. 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 analyzed 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 behavior.
_______________
5. In this design, the researcher can collect more data, either by scheduling
more observations or finding more existing measures.
______________________
6. 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. ____________________
7. It 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.
________________________
8. 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. __________________________
9. All variables in the study can contribute to the over-all prediction in an
equation that adds together the predictive power of each identified variable.
_____________________
10. Its 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. ________________________
II. Multiple Choice. Choose the correct letter that best describe 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 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 strengthen and reinforcing 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 C. Replication
B. Numerical Data 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 III. DETERMINATION. Determine if the description given below is a
study. STRENGTH or WEAKNESS of a quantitative research. Write your answer
A. Large Sample Sizes C. Numerical Data on the blank provided for.
B. Replication D. Objective
1. The most reliable and valid way of concluding results, giving way to
6. The researchers know in advance what they are looking for. The a new hypothesis or to disproving it. _________________________
research questions are well-defined for which objective answers are 2. Since, there are more respondents compared to qualitative research,
sought. All aspects of the study are carefully designed before data are the expenses will be greater in reaching out to these people and in
gathered. reproducing questionnaires. _____________________
A. Future Outcomes C. Clearly defined Research 3. If not done seriously and correctly, data from questionnaires may be
Questions incomplete and inaccurate. __________________________
B. Structured Research Instruments D. Numerical Data 4. Standardized approaches allow the study to be replicated in different
7. Which research design seeks to describe “what is”?
areas or over time with formulation of comparable findings.
A. Correlational C. Experimental
B. Descriptive D. Evaluation _____________________________
5. Quantitative experiments are useful for testing the results gained by a
8. In this type of research, the investigator tries to probe the series of qualitative experiments, leading to a final answer, and
significance of relationship between two or more factors or narrowing down of possible directions to follow.
characteristics. _____________________________
A. Correlational C. Ex-post facto 6. It is assumed that the larger the sample is, the more statistically
B. Experimental D. Survey accurate the findings are. ______________________
7. Researchers must be on the look-out on respondents who are just
9. Which of the item below does NOT hold true for descriptive guessing in answering the instrument.
research? ____________________________
A. describes the nature of a situation or an event 8. It does not consider the distinct capacity of the respondents to share
B. presents the profile of persons, events, and things
and elaborate further information unlike the qualitative research.
C. describes past situations
________________________
D. there is no manipulation of variables or search for cause and
effect related to the performance 9. It is real and unbiased. ___________________
10. It is costly. ____________________
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
ASSIGNMENT: RESEARCH WORK. Research 15 different titles of 9.
research in a research reports and classify them to any of the research designs
that we have discussed. Choose only quantitative research only. Follow the
format below. 10
RESEARCH TITLE RESEARCH DESIGN

1. 11
.

12
2. .

13
.
3.
14
.
4.
15
.

5.

6.

7.

8.

LESSON 2: IMPORTANCE OF QUANTITATIVE RSEARCH

ACROSS VARIOUS FIELDS

PRE-TEST QUESTIONS
Answer the following questions below. Follow instructions properly.
I. MATCHING TYPE. Match the items of COLUMN A to COLUMN B by
placing your answer on a provided space. Identify the appropriate discipline
to the given research title.
COLUMN A
What Effect do Punitive Behavioural
Control Statements have on Classroom?
The Relationship between the
Mushrooming of Fast Food Chains and
Obesity of Children in Kuopo, Eastern
England
Effect of Tourism to the Cultural System
of Villagers in Southern Cordillera
Factors Affecting the Quality of Medical
Education in Saint Louis University.
Relationship of Verbally Aggressive
Behaviour to the Physical Aggression of a
Person
Factors Affecting Crime Rates in Burgos,
La Union
Video Integration in Teaching Science in
Grade 12 of Upper Tumapoc National
High School.
Communicative Behaviours Associated in
Different Stages of a Romantic
Relationship.
Ethnographic Study: Changes of Aeta
Behaviours in past 5 years H. QUANTI & ABM
Relationship of Physical Activity to the
Amount of Adipose Tissue and Endurance I. QUANTI & STEM
Fitness of Children Aged 15-22 in
Burgos, La Union
IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS
COLUMN B
People do research to find solutions, even tentative ones, to
A. QUANTI &
problems, in order to improve or enhance ways of doing things, to disprove
ANTHROPOLOGY
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
B. QUANTI &
lives, ways of doing things, laws, rules and regulations, as well as policies,
COMMUNICATION
among others. Widely, quantitative research is often used because of its
emphasis on proof rather than discovery.
C. QUANTI & SPORTS
In recent times, research studies are gaining an unprecedented focus
MED.
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
D. QUANTI & MEDICAL
engrossed in researches and devote time and effort in conducting researches
ED.
to improve educational practices that may lead to more quality learning of the
students. Many teachers do action researches because there is a serious need
E. QUANTI &
to identify the problems of the deteriorating quality of education. By doing
BEHAVIOURAL SCI.
so, they can address systematically and make educational decisions regarding
the problems met. Innovative teaching strategies are product of research.
F. QUANTI &
In the natural and social sciences, quantitative research is the
EDUCATION
systematic, empirical investigation of observable phenomena via statistical,
mathematical or computational techniques. The objective of quantitative
G. QUANTI &
research is to develop and employ mathematical models, theories and/or
PSYCHOLOGY
hypotheses pertaining to phenomena. The process of measurement is central
to quantitative research because it provides the fundamental connection
between empirical observation and mathematical expression of quantitative
relationships.
Health Sciences (Medical Technology, Dentistry, Nursing, Medicine,
etc.) use quantitative research designs like descriptive, pre-experimental,
quasi-experimental, true-experiment, case study, among others.
QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and
MANAGEMENT (ABM)
Researches can help design a new product or service, figuring out
what is needed and ensure the development of product is highly targeted
towards demand. Businessmen can also utilize research results to guarantee
sufficient distribution of their products and decide where they need to
increase their product distribution. Conducting researches can also help a
business determine whether now is the proper time to open another branch or
whether it needs to apply for a new loan. It may also help a small business
decide if a procedure or strategy should be change to meet the requirements
of the customer base. Research is important for any organization to remain in
the market. The primary function of research in ABM is to correctly
determine its customers and their preferences, establish the enterprise in the
most feasible location, deliver quality goods and services, analyze what the
competitors are doing and find ways on how to continuously satisfy the
growing and varied needs of the clients.
QUANTITATIVE RESEARCH and ANTHROPOLOGY
Anthropology is a research method of combining qualitative and
quantitative research data. It is concerned with exploring connections
simultaneously, amidst cultural differences, alternatives and identity. In the
contemporary academic, socio-cultural and political climate these concepts
have immense symbolic overtones.
Quantitative research is use in Anthropology in many aspects. Like,
true experiments may use in studying people provided that you follow certain
steps (Bernard, 2004). This is to look into the Effects of an intervention in
ethnic behavior of a group. In here, you need at least two groups, called the
treatment group and the control group. On group gets the intervention and the
other group don’t. Next, individuals may be randomly assigned, either to the
intervention group or to the control group to ensure that the groups are
equivalent. Then, the groups are measured on one or more dependent
variables; this is called the pre-test. After which, the intervention is
introduced. Lastly, the dependent variables are measured again. This is the
post test.
True in experiments with people in laboratory are also common.
Laboratory experiments often produce results that beg to be tested in the
natural world by Anthropologists. Aaron and Mills (1959, as cited by
Bernard, 2004) demonstrated in a lab experiment that people who go through
severe initiation to a group tend to be more positive toward the group than
are people who go through a mild initiation. They reasoned that people who
go through tough initiation rites put a lot of personal investments into getting
into the group. Later, if people see evidence that the group is not what they
thought it would be, they are reluctant to admit the fact because of the
investments.
In Field, Janet Schofield and her colleagues did a 3-year
ethnographic study in middle school. During the first year, they noticed that
African-American and while children seemed to react differently to “mildly
aggressive acts’ – things like bumping in the hallway, poking one another in
the classroom, asking for food, or using another student’s pencil without
permission. There appeared to be no event of racial conflict in the school, but
during interviews while students were more likely to report being intimidated
by their African-American peers than vice versa (Sagar & Schofield, 1980, as
cited by Bernard, 2004)
QUANTITATIVE RESEARCH and COMMUNICATION
Researchers are often interested in how an understanding of a
particular communication phenomenon might generalize to a larger
population. For example, researchers can advance questions like “What
Effect do punitive behavioral control statements have on a classroom? What
communicative behaviors are associated with different stages in romantic
relationships? What communicative behaviors are used to respond to co-
workers displaying emotional stress? (Allen, Titsworth, Hunt, 2009)
QUANTITATIVE RESEARCH and SPORTS MEDICINE
Quantitative research is used to analyze how sports may be used as
an alternative way of medicating an illness. An example is the research done
by University of Eastern Finland which investigated the relationship between
mushrooming of fast food chains and obesity, as well as the intervention
needed to prevent children’s obesity from reaching serious proportions. The
research focused on the children’s physical activity and physical inactivity
and the concomitant impact on the children’s amount of adipose tissue (fat
mass) and the endurance fitness. The study is used to analyze certain the
effect of physical activity in weight control.
Examples are verbally aggressive behaviors related to physical aggression –
that is, when a person has a level of verbally aggressive behavior, does he or
she tend to be physically aggressive? Are certain supervisor communication
skills related to the emotional experiences of employees?
Questions of difference explore how patterns of behavior or
perceptions might differ from one group or type of a person to another: Do
people with disabilities experience emotional labor differently from those
without disabilities? Do women perceive talkativeness (or lack of it)
differently form men? Do communication styles differ from one culture to
the next? (Alle, Titsworth, Hunt, 2009).
When quantitative researchers explore questions of differences or
questions of relationships, they do so in an attempt to uncover certain
patterns of behavior. If the researcher discovers that a certain relationship
exists in sample that she or he has drawn form the population, she/he is then
in a position to draw generalizations about patterns expected of human
behavior.

QUANTITATIVE RESEARCH IN EDUCATION

QUANTITATIVE RESEARCH and MEDICAL EDUCATION
Quasi Experiments are most often used in evaluating social
Quantitative research in medical education tends to be predominantly
problems. Suppose a researcher has invented a technique for improving
observational research based on surveys or correlational studies. The designs
reading comprehension among third graders. She/he selects two third grade
test interventions like curriculum, teaching-learning process, or assessment
classes in a school district. One of them gets the intervention and the other
with an experimental group. Either a comparison or controlled group learners
doesn’t. Students are measured before and after the intervention to see
may allow researchers to overcome validity concerns and infer potential
whether their reading scores improve. This design contains many of the
cause-effect generalizations. Researchers are using to cope with the emerging
elements of true experiment, but the participants are not assigned randomly
trends in recent times.
to the treatment and control groups.

QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES

QUANTITATIVE RESEARCH and PSYCHOLOGY
Relationship Questions in today’s quantitative trend tend to explore
how one behavior exhibited by people is related to other types of behavior.
 Mertens (2005) says that the dominant paradigms that guided early
psychological research were positivism and its successor, post positivism.
Positivism is based on rationalistic, empiricist philosophy that originated
with Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel
Kant. the underlying assumptions of positivism include the belief that the
social world can be studied in the same way as the natural world, that there is
a method for studying the social world that is value-free, and that
explanations of a causal nature can be provided.
QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY,
ENGINEERING, and MATHEMATICS
Medical practitioners, for example, conduct researches to obtain
significant information about diseases trends and risk factors, results of
various health interventions, patterns of care and health care cost and use.
The different approaches to research provide complementary insights.
Researchers help in determining the effectiveness and even side effect of
drugs and therapies in different populations and various institutions. It is also
necessary in evaluating experiences in clinical practice in order to develop
mechanisms for best practices and to ensure high quality patient care.
Researchers in these fields ultimately aim for man’s longevity.
As for engineers, architects, and other builders, research helps in
providing designs which are creatively beautiful and at the same time give
more convenience and efficiency as they utilize modern technology to adapt
to the ever changing society. New materials and procedures may be
developed so as to further strengthen the structural materials than can with
stand various calamities and disasters.
POST-TEST. This serves you as your summative test. Answer the following
questions below and follow each instruction.
I. ESSAY. Briefly explain the given question.
A. How important the quantitative research across the fields? Cite at least
five fields and explain how quantitative interconnected with it.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________