MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)

In this module, the learners should be able to decide on suitable quantitative research
in different areas of interest
GENERAL INSTRUCTIONS

The organization of each module is composed of the following:

 Fill out all necessary details such as name, section, date submitted, parent’s name,
reflection and suggestions in this module.

 LESSONS AND COVERAGE  Read and understand the directions in different skills enhancement and drive on

 MOST ESSENTIAL LEARNING COMPETENCIES  This module covers one (1) week lesson and activities

 “WHAT I KNOW’” or Pre - Assessment  Use the separate answer sheet for activities. Don’t forget to affix the necessary
information
 FIRST MOVE - this is known as the Activating Prior Knowledge which determines
student’s learning on the previous grade level lessons. This is a short activity to
determine how far they have known and understood the recent topic. It is sometimes
an eye opener leading to the understanding of the text.

 INTRODUCTION - this is a brief introductory about the topic. It gives a bird’s eye view of REFERENCES
what will transpire in the lesson
Bernardez, Edisteo B. (2011). Methodology of Research and Thesis Writing. Malabon City:
 CONTENT - contains the topic Jimczyville Publicatons

 SKILLS ENHANCEMENT - Exercises or Activities
 DRIVE ON - this is a short item quiz t find out the student’s mastery of the lesson
 GLIMPSE - the integration of values is reflected in this part for further enhancement of
spiritual, social and cultural values
 REFLECTION - a short statement on what the student’s learn
 FUTURE WHEEL ACTIVITY - an activity that will link to the next lesson
Baraceros, Esther L. (2016). Practical Research 2 K to 12 First Edition. Quezon City: Rex
Bookstore
Baraceros, Esther L. (2016). Practical Research 1. Quezon City: Rex Bookstore
Mariano, Jay - Ar Mario V. (2019). Practical Research 2 (Handbook). Upper Tumapoc
National High School, Burgos, La Union
Serrano, Angelita C. (2016). Practical Research 2 (Quantitative Research) K to 12 Compliant,
Intramuros, Manila: Unlimited Books Library Services and Publishing Inc.

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 MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)

LESSONS AND COVERAGE

Quarter 1
 Characteristics, strengths, weaknesses and kinds of quantitative research
MODULE 1

WHAT I K NOW

NOTE: Please answer this part in your separate answer sheet.

MOST ESSENTIAL LEARNING COMPETENCIES

FIRST MOVE
Directions; Examine the two different scenic places. Which of these place interest you the
most? Why? Would you like to know more about them? How would you think will be more
knowledgeable about your favorite or most loved places? Write your answer in a separate
sheet.

1. Describes characteristics, strengths, weaknesses and kinds of

quantitative research (CS_RS12-la-c-1)

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INTRODUCTION
Research was originally derived from the French word, “cerchier” which simply means
“search or seek”. The prefix “Re” which means “again” signifies the possibility of seeking
the truth again and on certain aspects of the problem which was studied before from
different and distinct point of view; hence, the word research was conceptualized.
According to the Reader’s Digest Encyclopedia Dictionary (1975), research is a
systematic investigation of a certain phenomenon or series of phenomena with the use of
an established method of research.
Research is a systematic inquiry that utilizes a formal method of studying a problem
with the ultimate goal of expanding an existing body of knowledge ( Polit and Beck, 2004).
Research is further defined as a scientific study of investigation conducted purposely to
discover facts and significance of a condition or event with an end in view of obtaining
answers to problem (Webster, 1992).
Kerlinger as cited by Tejero and Catcillar (2004) defines research as a systematic,
controlled, empirical and critical investigation of hypothetical proposition about presumed
relations among natural phenomena.
As may logically be deduced from the definitions given by different authorities,
research may comprehensively be defined as a systematic, scientific, empirical, formal and
critical investigation of relevant problems affecting realities in life.
ACTIVITY 1
NOTE: Please answer this part in your separate answer sheet.
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MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)
CONTENT
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.
CHARACTERISTICS OF QUANTITATIVE RESEARCH
As discerned from the various foregoing definitions, a research study must have the
following characteristics:
1. Systematic - it is systematic for a research study that follows a series of stages that start
with the identification of problem
2. Scientific - it is scientific for it is based upon principles and methods of science
3. Empirical - it is empirical for it is based on experiences or anchored upon manual
experiments
4. Formal - it is formal for it is designed with definite form and format
5. Critical - it is critical for it tends to manifest careful, precise judgments and analytic
evaluations which may prompt other researchers to look into the realm of related problems
6. Objective - research seeks accurate measurement and analysis of target concepts. It is not
based on the mere intuition and guesses, Data are gathered before proposing conclusions or
solution to a problem
7. Clearly defined research questions - 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 gathered.
3

8. Structured research Instruments - a 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.
9. Numerical Data - it is the figures, tables, 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
10. 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.
11. 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.
12. 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 OF QUANTITATIVE RESEARCH
The advantage of quantitative research includes 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. It is statistical. The use of statistical techniques facilitates sophisticated analyses and
allows you to comprehend a huge amount of vital characteristics of data.
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MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)
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 analyzed 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. Experiment friendly. Quantitative experiments are useful for testing the results gained by
a series of qualitative experiments, leading to the final answer and narrowing down to
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. Difficult to gather information. Much information are 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.
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ACTIVITY 2
NOTE: Please answer this part in your separate answer sheet.
QUALITATIVE VS. QUANTITATIVE RESEARCH
Standards Qualitative
Mental survey of reality Results from social
interactions
Cause - effects relationship Explained by people’s
objective desires
Researcher’s involvement Subjective; sometimes
with the object or subject of personally engaged
the study
Expression of data, data Verbal language (words,
analysis, and findings visuals, objects)
Research plan Takes place as the research
proceeds gradually
Behavior toward research Desires to preserve the
aspects/ conditions natural setting of research
features
Obtaining knowledge Multiple methods
Purpose Makes social intentions
understandable
Data analysis technique Thematic codal ways,
competence - based
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Quantitative
Exists in the physical world
Revealed by automatic
descriptions of circumstances
or conditions
Objective; least involvement
by the researcher
Numerals, statistics
Plans all research aspects
before collecting data
Control or manipulation of
research conditions by the
researcher
Scientific method
Evaluate objectives and
cause - effect relationship
Mathematically based
methods
MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)
Style of expression Personal, lacks formality Impersonal, scientific or
systematic
Sampling technique More inclined to purposive Random sampling as most
sampling or use of chosen preferred
samples based on some
criteria
KINDS OF QUANTITATIVE RESEARCH
The kind of research is dependent on the researcher’s aim in conducting the study and
extend to which the findings will be used. Quantitative research designs are generally
classified into experimental and non - experimental as the following matrix below:
QUANTITATIVE RESEARCH DESIGNS
Experimental Non - Experimental
True Experimental Pre - Experimental Descriptive
1. Pre - Test Design 1. One Shot Case Study 1. Survey
2. Post - Test Design 2. One Group Pre - Test 2. Correlational
3. Post Test Only/Control 3. Post - Test Design 3. Ex-Post Facto
4. Comparative
Quasi Experimental 5. Normative
1. Non Equivalent Control 6. Evaluative
Group Design
7. Methodological
2. Time Series Design
5

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 apply to experimental design that
with least internal validity. One type of pre-experiment, the simple group, pre-test post-test
design, measures the group two times, before and after the intervention. Instead of
comparing the pre-test with the post-test within one group, the post-test of the treated
groups is compared with that of an untreated group. Measuring the effects as the difference
between group marks this as between-subjects design. Assuming both groups experienced
the same time related influences, the comparison group feature should project 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 design, these are:
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MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)
B1. Non - Equivalent Control Group. This refers to the chance of failure of random
assignment to equalize the conditions by converting a true experiment into kind of
design, for purpose of analysis
B2. 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 pretest and one post test. Users of this design assume that the time threats
such as history or maturation appears 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 groups. These features requires that the researchers have control over
the experimental treatment and the power to place subject 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
objects 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 called as DESCRIPTIVE RESEARCH DESIGN because it is only one under non -
experimental design. The Descriptive research design’s main purpose is to observe, describe
and document aspects of situation as it naturally occurs and sometimes to serve as starting
point for hypothesis generation or theory development. The types of descriptive design are
as follows:
A. 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
6

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.
B. CORRELATIONAL. It is conducted by the 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 (3) types, these are:
B1. 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 related)
Example: Children of wealthier (variable 10, better educated (variable 2) parents
earn higher salaries as adults
B2. 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?
B3. Multiple regression prediction studies. All variables in the study can
contribute to the over-all prediction in an equation hat adds together the 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?
C. EX-POST FACTO or CAUSAL - CAMPARATIVE. 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 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, overweight0 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.
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MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)
D. 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 health problems among rural and urban people
in Davao Region, Philippines
E. 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 senior high school
students you are to use range of score to describe the level of their study habits. The same
true is when you would want describe their academic performance.
F. 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 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
deployment of a curriculum.
G. METHODOLOGICAL. In this approach, the implementation of a variety of
methodologies forms a crucial part of achieving the goal of developing scale matched
approach, where data from different disciplines can be integrated.
ACTIVITY 3
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7
 MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)

DRIVE ON REFLECTION

NOTE: Please answer this part in your separate answer sheet

WHAT DID I LEARN?

NOTE: Please answer this part in your separate answer sheet.

GLIMPSE

Considering all factors affecting a research work, think of one doable research study or
one that you can do in short span of time. Your environment, circle of friends, and FUTURE WHEEL ACTIVITY
barangay or subdivision conditions may give you an idea on what to research on.
Or, find out which topic appears interesting to you in various fields of knowledge, like
Humanities, Engineering, Psychology and Education, among others.
In pondering on any of these fields, much more, in presenting a written report of your
Watch a variety of TV shows such as documentary, medical, sports, business and etc.,
research work, give stress to the importance of your study to the field of knowledge
then analyze how data and information were gathered.
under which your research study falls. Actualize your research Interest by going through
the phases of a survey research.

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 MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)

PARENT’S PAGE/INVOLVEMENT
Statements Strongly Agree Disagree Strongly
Agree (A) (D) Disagree
Name of Student: ________________________ __________________________________ (SA) (SD)
Name of Parent: ___________________________________________________________ 4. The totality of module is neat and pleasing
Contact No./Mobile No.: ____________________________________________________ which encourage the student to finish their
task. (Ang kabuuan ng modyul ay malinis at
Directions. Read the following statements and choose your responses at the right column. kaiga-igaya kung saan nahihikayat ang mag -
Put a check on the responses of your choice. aaral upang matapos ang gawaing
pampaaralan).
Statements Strongly Agree Disagree Strongly
Agree (A) (D) Disagree 5. Letters and punctuation are legible and
(SA) (SD) clear, appearance of the module is suitable to
the grade level of the student. (Ang letra at
1. The module contains important details bantas ay malinaw at nababasa at and
suitable for learning and developing skills kabuuan ng modyul ay angkop sa antas ng
of the students. (Ang modyul na ito ay mag-aaral).
naglalaman ng mga mahahalagang
impormasyong angkop sa pagkatuto upang
malinang ang kakayahan ng mga mag -
SUGGESTIONS TO IMPROVE YOUR CHILD’S PROGRESS
aaral)
___________________________________________________________________________
2. The lessons were clearly explained and
easy to understand by the students. (Ang ___________________________________________________________________________
aralin ay malinaw na naipapaliwanag para
___________________________________________________________________________
sa madaling pagkaunawa ng mag - aaral).
___________________________________________________________________________
3. Activities are related to the lesson and
help the student to develop deeper ___________________________________________________________________________
understanding. (Ang mga gawain ay may ___________________________________________________________________________
kaugnayan sa aralin at nakakatulong upang
mapalalim ang pagkaunawa ng mag - aaral ___________________________________________________________________________
sa aralin). ___________________________________________________________________________

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 MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)

MODULE 1 - ANSWER SHEET FIRST MOVE

Name: __________________________ Date: ________________________ __________________________________________________________________________
Teacher: ________________________ Grade and Section: _____________ __________________________________________________________________________
WHAT I KNOW __________________________________________________________________________

Directions: Choose the letter with the correct answer. ACTIVITY 1

1. Which of the following best describes the purpose of conducting a qualitative research? Give your own meaning of the acronym that describes a research based on your
understanding.
A. To explore the meaning of people’s experiences, culture, etc.
R __________________________________
B. To examine relationships of variables
E __________________________________
C. To test hypotheses of the study
S __________________________________
D.To prove a particular theory
E __________________________________
2. What is the first step in conducting research?
A __________________________________
A. Analyze data B. Review the literature
R __________________________________
C. Design research D. Define research problem
C __________________________________
3. What is the final step in doing research?
H __________________________________
A. Define research problem B. Formulate hypotheses
C. Interpret and report D. Design research
ACTIVITY 2
4. It is the quality of research which tells that something is based on direct experience or
observation by the researcher. Fill out the details needed in the blanks.
A. Empirical B. Methodical AS A RESEARCHER…
C. Critical D. Analytical MY STRENGTHS MY WEAKNESSES MY CHARACTERISTICS
5. Research is ____ if it exhibits careful and precise judgment. ______________ ________________ _____________________
A. Empirical B. Reliability ______________ ________________ _____________________
B. Critical D. Methodical ______________ ________________ _____________________
______________ ________________ _____________________
______________ ________________ _____________________

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 MODULE IN PRACTICAL RESEARCH 2 (Quantitative Research)

ACTIVITY 3 C. Figures, tables or graphs showcase summarized data collection in order to show
trends, relationship or differences among variables. In sum, charts and tables allow you to
Directions: Express your judgment or decision about each line by checking the box your see the evidence collected
agreement or disagreement with the given statement.
D. It seeks to gather a more comprehensive understanding of activities related to human
1. Your poor knowledge of research means you are not in a quality school. behavior and the attributes that rule such behavior
Agree Disagree 3. Which of the following describes the characteristics of research where data are in form of
statistics?
2. To have a rich understanding of every aspect of your research, means to approach it in a
naturalistic way. A. Objective B. Numerical Data C. Replication D. Large sample sizes
Agree Disagree 4. This characteristic of quantitative research which refers to its necessity to arrive at a more
reliable data analysis.
3. You can quantify people’s world view.
A. Objective B. Numerical Data C. Replication D. Large sample size
Agree Disagree
5. It is done to check the correctness and verify the findings of the study.
4. Research is exactly the same as inquiry.
A. Objective B. Numerical Data C. Replication D. Large sample size
Agree Disagree
5. You behave like a scientist in research.
Agree Disagree
WHAT I HAVE LEARNED

DRIVE ON
Multiple Choice. Choose the letter that best describe the question or complete the statement.
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 theorem
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Which of the following is not a characteristics 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
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