LECTURE NOTES IN PRACTICAL RESEARCH 2: QUANTITATIVE RESEARCH

1st QUARTER AY 2022-2023

LESSON 1:

• DESCRIPTION
• CHARACTERISTICS
• STRENGTHS AND WEAKNESSES OF QUANTITATIVE RESEARCH

What is quantitative research?

✓ Quantitative research is a systematic investigation of phenomena by gathering
quantifiable data and performing statistical, mathematical, or computational
techniques.

CHARACTERISTICS AND STRENGTHS OF QUANTITATIVE RESEARCH:

1. Objective results- allows for greater objectivity and accuracy of results. Results are
based on close-ended questions that are less prone to personal bias.

2. Structured research instruments- structured tools such as surveys, polls, or

questionnaires are used to gather quantitative data. Using such structured methods
helps in collecting in-depth and actionable data from the survey respondents.

3. Clearly designed research questions- the research has a collection of well-defined

questions to try to answer the objective.

4. Organized presentation of numerical data- Data are presented through tables, graphs,
figures or other non-textual forms and followed by textual analysis and interpretation.

5. Large sample size- the findings are based on sample sizes that are enough to provide an
accurate reflection of the total population.

6. Replication and future outcome- repeating the study is possible because of standardized
data collection protocols and tangible definitions of abstract concepts.
WEAKNESSES OF QUANTITATIVE RESEARCH:
1. Limited research outcomes- the findings are restricted due to the fact that they offer
numerical descriptions rather than detailed narratives. Interpretations on behavior,
attitudes, and motivation are less specified. Quantitative research has limited outcomes
since it involves structured questionnaire with close-ended questions. A quantitative
researcher cannot explore the analysis and interpretation of data beyond his statistical
finding which is just only taken from limited options of the closed-ended questionnaire.

2. Difficulty in data analysis- Statistical treatment of data can only be done by Statistician.
If a quantitative researcher has no exposure in statistical computation, then he will
definitely get difficulty in data analysis.

3. Costly- Quantitative research requires extra resources to analyze the findings/results.

Since analysis of statistical finding is difficult; a researcher needs to hire a statistician
who requires a professional fee.

LESSON 2:
• IMPORTANCE OF RESEARCH ACOSS FIELDS

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

1. QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT (ABM)
The primary function of research in ABM is:
o To correctly determine its customers and their preferences,
o Establish the enterprise in the most feasible location,
o Deliver quality goods and services,
o Analyze what the competitors are doing
o And find ways on how to continuously satisfy the growing and varied needs of the
clients.
2. QUANTITATIVE RESEARCH AND ANTHROPOLOGY
o Anthropology is the scientific study of humans, their behavior and societies in
the past. Quantitative researches have given huge contributions to the
improvement of human life.
o Anthropologists study the concept of culture and its relationship to human life in
different times and places.
o They deal with other societies to gain clearer perspectives to trace back the past
to help interpret the present and the future. They measure the sizes of the fossils
such as skulls, bones, shells and exoskeletons.
o Comparative researches are conducted by the anthropologists to give meanings
and implications of the past, present and future activities of human kinds.

3. QUANTITATIVE RESEARCH AND COMMUNICATION

o Essential communication skills necessary for personal and professional growth
and development such as listening, friendliness and open-mindedness are
developed because of quantitative researches.
 o Through quantitative research, people are able to communicate each other from
distant places because of telephones and internet connection. Quantitative
researches lead to invention of these modern ways of communication.

LESSON 3:
• KINDS OF VARIABLES
• TYPES OF QUANTITATIVE RESEARCH DESIGNS

2 MAIN KINDS OF RESEARCH VARIABLES

o Independent variables- Those that probably cause, influence, or affect outcomes. It
gives effect to the dependent variable. In other words, it is the cause of the effect to
the dependent variable.

Example: Determining the Relationship of the Study Habits and Academic Performance
of Grade 12 Home Economics Students

o Dependent variables- those that depend on the independent variables; they are the
outcomes or results of the influence of the independent variable. That is why it is also
called outcome variable.

Example: Determining the Relationship of the Study Habits and Academic Performance
of Grade 12 Home Economics Students

TYPES OF QUANTITATIVE RESEARCH DESIGNS

Two main types of quantitative research designs:
1. Descriptive quantitative research design
2. Experimental quantitative research design

TYPES OF EXPERIMENTAL QUANTITATIVE RESEARCH DESIGN

1. True-experimental
o Determines the causal relationship among variables
o Uses a control group and a test group
o Intervention is present
Example: The Effect of Music in the Academic Performance of Students
CONTROL GROUP EXPERIMENTAL/TEST GROUP
o Constant/regular o With intervention/music
o No music interventions in classes o Frequency and volume are the
variables measured.
Conclusion: If the intervention is successful, this is the conclusion that can be made out of it:
Playing a classical music while studying has a positive effect on student’s
academic performance.

2. Quasi-experimental
o Determines causal relationships among variables.
o Uses a pre-test and post-test
o Intervention is present
Example: Reading Intervention Program as Aid for Students with Low-level
Comprehension
PRE-TEST POST-TEST
o The pre-test in this example is the o The participants will undergo another
Reading Comprehension Test (RCT) test (post-test) to determine if the
that would determine who among the intervention/treatment had been
students have low reading successful in changing their reading
comprehension skills. comprehension skills.
o INDEPENDENT: Reading Intervention
o FAILED (X): those who have failed in Program
the pre-test are considered as o DEPENDENT: students’
participants of the research (students comprehension skills.
with low reading comprehension
skills).
o INTERVENTION: The intervention
used in this research is the Reading
Intervention Program (RIP). Those
students who failed the RCT will be
given an intervention/treatment to
help improve their reading
comprehension.
o Variables to be measured: schedules,
reading activities, duration of the
program, teaching strategies used.

Conclusion: if the intervention is successful, we can have the conclusion that…

The Reading Comprehension Program (RIP) is effective in improving reading
comprehension of students with low level comprehension.

TYPES OF DESCRIPTIVE NON-EXPERIMENTAL RESEARCH DESIGNS

1. Survey Research
o Done to gather evidence on people’s knowledge, opinions, attitudes, and values
on various issues and concerns.
o No interventions
 o Responsibilities of a researcher: record and tally responses, analyze and
interpret tallied data, and formulate a conclusion.
Example: Preference of Individuals Towards Mass Testing

2. Correlational Research
o Seeks to interpret degree of relationships between two or more variables using
statistical data in analyzing data.
o Variables in this study are not controlled nor manipulated.
o DOES NOT AIM TO DETERMINE CAUSE AND EFFECT RELATIONSHIP.
o Responsibilities of a researcher: gather needed data, apply correct statistical
treatment, analyze and interpret treated data, reject or accept hypothesis.
Example: Determining the Influence of Online Gaming to Critical Thinking of
Students

Online gaming habits ≠ Critical thinking

References:
Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen
to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4),
245-259.
Krech Thomas, H. (2004). Training strategies for improving listeners' comprehension of
accented speech (Doctoral dissertation). University of Colorado, Boulder.

----End of 1st Quarter---

Ora et Labora
Pray and work
Godbless you, dear students <3