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Practical Research 2 Module
Practical Research 2 Module
QUANTITATIVE RESEARCH
COMPILATION
IN
PRACTICAL RESEARCH 2
CURRICUM GUIDE
You will find this icon before some chunks of text in the
following pages. It tells you to carefully study the concepts,
principles, or processes discussed in the text. It also tells you
that there is a question to answer or an idea to think about
it.
From the good habit of reviewing the text and how much
time, effort, interest and patience you invest in your learning
will determine how sure you are in having good scores in the
checkpoint. Your attitude will help you learn more and
effectively that makes you a better learner.
You will find this icon at the end of every lesson. It signals a
self-test to determine how well you have achieved the
objectives set in the unit. Study the lesson well and you will
perform quite well in the self-test. This will be submitted to
your teacher after you answering the self-test. Write legibly
and always follow instructions properly.
Are you now set to perform the activity, answer the questions, and read the
texts? If so, then you may get your ball pen and notebook as I will request you to
answer the questions included herein.
Good luck, enjoy reading and doing the activity. God bless.
PRE-TEST QUESTIONS:
I. TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is true
while QUALITATIVE if the statement is false.
EXPERIMENTA
NON-EXPERIMENTAL
L
Two classes of experimental design that can provide better internal validity
than pre-experimental designs are: quasi-experimental and true
experimental design (Dooly, 1999).
QUANTITATIVE RESEARCH
– use numbers in stating
generalization about a given problem
STRENGHT or inquiry WEAKNESSES
Objectivity CHARACTERISTICS Requires large number
of Respondents
Real & Unbiased OBJECTIVE
Facilitates Costly
CLEARLY DEFINED Contextual Factors are
Sophisticated Analysis
Analyzed in quick & RESEARCH QUESTIONS ignored
easy way STRUCTURED RESEARCH Difficult to gather
Replicable INSTRUMENTS data
Useful in Testing NUMERICAL DATA Little glitch in the
Qualitative Research LARGE SAMPLE SIZES procedure leads to
REPLICATION incomplete and
FUTURE OUTCOMES inaccurate data
EXPERIMENTAL NON-EXPERIMENTAL/
DESCRIPTIVE
SURVEY
TRUE-EXPERIMENTAL
PRE-EXPERIMENTAL
CORRELATIONAL
EXPERIMENTAL
EX POST FACTO
QUASI-
COMPARATIVE
NORMATIVE
EVALUATIVE
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2. What are the characteristics of quantitative research?
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3. Discuss the strengths of quantitative research.
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4. Discuss the weaknesses of quantitative research.
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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 samples chosen from a population.
Example: Preference T.V network of viewers in Upper Tumapoc,
Burgos, La Union.
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POST_TEST. This serves as your summative test. Answer the
questions below following the instruction given in each test.
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.
3. Which of the following describes the characteristics of research where data are
in form of statistics?
A. Objective B. Numerical Data C. Replication D. Large
Sample Size
5. 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. _______________________________
6. It is assumed that the larger the sample is, the more statistically accurate the
findings are. ________________________
7. Researchers must be on the look-out on respondents who are just guessing in
answering the instrument. ______________________________
8. It does not consider the distinct capacity of the respondents to share and
elaborate further information unlike the qualitative research.
__________________________
9. It is real and unbiased. _____________________
10.It is costly. ______________________
IV. 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.
COLUMN A COLUMN B
1. the posttest of the treated groups
is compared with that of an A. Normative
untreated group
2. a test of children in school is used B. Survey
to assess the effectiveness of
teaching or the deployment of a C. Census
curriculum
3. useful when the objective of the D. Evaluative
study is to see general picture of
the population under investigation E. Comparative
in terms of their social and
economic characteristics, F. Ex-post facto
opinions, and their knowledge
about the behavior towards a G. Descriptive
certain phenomenon
4. conducting a research on the H. Correlational
study habits of the high school
students you are to use the range I. Bivariate Correlational
of score to describe the level of
their study habits J. Prediction
5. discusses why and how a
phenomenon occurs K. Multiple Regression
6. selecting groups, upon which a
variable is tested, without any L. Pre-Experimental
random pre-selection processes
7. uses correlation coefficient to M. Quasi Experimental
show how one variable (the
predictor variable) predicts N. True Experimental
another (the criterion variable)
8. employs both treated and control
groups to deal with time-related
rival explanations
9. it obtains score from two variables
for each subject, and then uses
them to calculate a correlation
coefficient
10.term that seems synonymous to
survey research
PRE-TEST QUESTIONS:
Answer the questions below. Follow instructions properly.
COLUMN A COLUMN B
1. What Effect do Punitive Behavioral
Control Statements have on
Classroom? A. QUANTI & ANTHROPOLOGY
2. The Relationship between the
Mushrooming of Fast Food Chains B. QUANTI & COMMUNICATION
and Obesity of Children in Kuopo,
Eastern England. C. QUANTI & SPORTS MED.
3. Effect of Tourism to the Cultural
System of Villagers in Southern D. QUANTI & MEDICAL ED.
Cordillera.
4. Factors Affecting Quality of Medical E. QUANTI & BEHAVIORAL SCI.
Education in Saint Louis University.
5. Relationship of Verbally Aggressive F. QUANTI & EDUCATION
Behavior to the Physical Aggression
of a Person. G. QUANTI & PSYCHOLOGY
6. Factors Affecting Crime Rates in
Burgos, La Union. H. QUANTI & ABM
7. Video Integration in Teaching
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II. CONCEPT MAP. Complete the concept map presented below. You add figures
so long as you will use your creativity using the figures given. Present the
importance of quantitative research to different fields. Maximize the space
below.
QUANTITATIVE
RESEARCH
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.
1. It refers to the characteristics that have two or more mutually exclusive values
or properties. ________________________
2. Variables that represent categories that cannot be ordered in any particular
way. ________________________
3. Special kind of independent variables that are measured in a study because
they potentially influence the dependent variable. __________________________
4. Variables that have values that lie along an evenly dispersed range of numbers
when there is an absolute zero, as opposed to net worth, which can have a
negative debt-to-income ratio-level variable. ____________________________
5. Kind of variable that are not actually measured or observed in a study. They
exist but their influence cannot be directly detected in a study.
__________________________
6. It “stands between” the independent and dependent variables, and they show
the effects of the independent variable on the dependent variable.
__________________________
7. Variables that represent categories that can be ordered from greatest to
smallest. _____________________
8. Kind of variable that probably cause, influence, or effect outcomes. They are
variably called treatment, manipulated, antecedent or predictor variables.
________________________
9. Variables that depend on independent variables; they are the outcomes or
results of the influence of the independent variable. _______________________
10. Variables that have values that lie along an evenly dispersed range of
numbers. ______________
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.
of this variable include eye color, business type, religion, biological sex,
political affiliation, basketball fan affiliation, etc. A sub-type of nominal
scale with only two categories just like sex is known as dichotomous.
b. ORDINAL VARIABLE – It represent categories that can be ordered from
greatest to smallest. This variable has two or more categories which can be
ranked. Examples of ordinal variable include education level, income
brackets, etc. An illustration of this is, if you asked people if they liked
listening to music while studying and they could answer either “NOT VERY
MUCH”, “MUCH”, “VERY MUCH” then you have an ordinal variable. While
you can rank them, we cannot place a value to them. In this type, distances
between attributes do not have any meaning. For example, you used
educational attainment as a variable on survey, you might code elementary
school graduates = 1, high graduates = 2, college undergraduate = 3, and
college graduate = 4. In this measure, higher number means greater
education. Even though we can rank these from lowest to highest, the
spacing between the values may not be the same across the levels of the
variables. The distance between 3 and 4 is not the same with the distance
between 1 and 2.
KINDS OF VARIABLES
Several experts have lumped together the following as the major kinds of
variables:
FARM ATTITUDE
LOAN
PRODUCTION TOWARDS REPAYMENT
REPAYMENT
DV IV DV
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
BSU COLLEGE ACADEMIC
STUDY HABITS DISCRETE DISCRETE
STUDENTS PERFORMANCE
CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS
1.
2.
3.
4.
5.
6.
7.
8.
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