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PRACTICAL
RESEARCH 2
Q2- MODULE 1 (Week 1)

Quantitative Research Designs

Compiler/Contextualizer
Reynaldo V. Moral, PhD
MT-1, Don Sergio Osmeňa Sr. MNHS

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 QUARTER 2
MODULE 1- (WEEKS 1)
QUANTITATIVE RESEARCH DESIGNS

Content Standard : The learner demonstrates an understanding of

quantitative research designs.
Performance Standard : The learner shall be able to describe adequately
quantitative research deigns.
Competencies : Choose appropriate quantitative research design.
CS_RS12-IIa-c-1
CS_RS12-IIa-c-2

Learning Outcomes : 1. Identify the different quantitative research designs;

2. Differentiate descriptive from the experimental
research design; and
3. Decide on the best design suited for your own study;
4. Identify the characteristics and circumstances of selecting
your respondents; and
5. Use the most appropriate sampling techniques to determine the
actual respondents of your study.

What I Know

+
Directions: Select the letter of the best answer. Use a separate sheet of paper
for your answers.
1. What quantitative mode of research involving investigation of
dependent and independent variables through control and
manipulation?
A. Correlational Study C. Feasibility Study
B. Experimental Study D. Trend Analysis

2. What are the two general types of experimental designs?

A. Hard and soft experimental C. Specific and general designs
B. Hard and weak experimental D. Weak and true experimental

3. What type of sampling that needs to select the sample size more
than once?
A. Cluster sampling C. Simple random sampling
B. Multi-stage sampling D. Stratified sampling

4. What is the primary factor in determining whether research is

true experimental or quasi-experimental?
A. Conditioning applied C. Sources of data
B. Selecting the participants D. Technique adapted
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5. After selecting the participants or subjects in experimental
research, what is the next thing to do?
A. Conduct an experiment C. Decide on the type of design
B. Determine the variables D. Specify the problem or topic

6. What is an example of quasi-experimental design?

A. One-shot case study C. Static-group pre-test-post-test
B. Randomized pre-test-post-test D. Time-series design

7. What is the most used non-experimental research in the field of

humanities and social sciences?
A. Correlational Research C. Observational Research
B. Historical Research D. Survey Research

8. What design is used if the study is on “the relationship between

the value orientation of radio soap opera listeners and their
socioeconomic status”?
A. Anthropological Study C. Experimental Study
B. Correlational Study D. Feasibility Study

9. What is known as the subset of the population?

A. Data C. Universe
B. Sample D. Variable

10. Which of the following may not be considered as a research study?

A. Fame or Destiny is the Hindrance to Personal Survival
B. Rocks, Earthquakes and Physical Hazards: Analysis
and Its Implications to Communal Health-related
Problems
C. The Correlates of Single-player Games with Multi-
dimensional Facilities to Actual Field Learning
D. The Effectiveness of Lecture and Discussion in Learning
Senior High School Students’ Biological Concepts

11. What is the suited research design for this research title, “The
Effects of Twitter on the Communication Etiquette of Students”?
A. Correlational C. Experimental
B. Descriptive D. Ex post facto

12. Mr. Martin would like to know further the type of social media used
between the male and female SHS students of Don Sergio Osmeña Sr.
Memorial National High School. What is the appropriate research
design to be used in his study?
A. Correlational C. Experimental
B. Descriptive D. Quasi-Experimental

13. Which of the following illustrates a quantitative study?

A. Academic performance of high school students
B. Attributes to malnutrition in children
C. Public opinion to the corruption in our country

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 D. All the above

14. What type of sampling when every element has an equal chance
of getting selected to be the part sample? It is used when we don’t
have any kind of prior information about the target population.
A. Cluster sampling C. Simple random sampling
B. Multi-stage sampling D. Stratified sampling

15. Which of the following is NOT belong to the group?

A. Case study C. Ex post facto
B. Comparative D. Normative

Lesson 1 Types of Quantitative Research

What I Need to Know

At the end of this lesson, you are expected to:
1. Classify the types of quantitative research designs.
2. Compare the different quantitative research designs; and
3. Select the best research design for the research project.

What’s In

The title of the main reading material of this module is Quantitative Research Design.
What immediately comes to your mind upon uttering or seeing this title? Do you
think your thoughts or ideas on the said title are incorporated in the following reading
material? Read this text to find out the truth of your ideas on quantitative research
designs.

What’s New

Quantitative Research Designs

Quantitative Research Designs are either descriptive (subjects usually measured
once) or experimental (subject measured before and after treatment). It utilizes
more statistical tests to explain the nature, characteristics, relationships, and
differences of variables (Chico & Matira 2016; Vizcarra 2003).

Descriptive Designs
Descriptive design is the most used method of investigation in educational research.
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 This is attributable to the fact that descriptive design is easier to conduct compared to
other designs. It does not mean however that this is less important than other
research methods. Descriptive studies are useful in obtaining the prevailing status or
condition of the problem which are essential in understanding the past and the future.
In this module, descriptive design is classified into six.

descriptive-survey, descriptive-normative survey, descriptive- documentary,

descriptive-comparative, descriptive-correlational; and descriptive- evaluative.
1. Descriptive survey. This type is suitable wherever the subjects vary among
themselves, and one is interested to know the extent to which different
conditions and situations are obtained among these subjects. A survey is
useful in: (1) providing the value of facts, and (2) focusing attention on the
most important things to be reported
2. Descriptive-normative survey. The term normative is sometimes used because
surveys are frequently made to ascertain the normal or typical condition for
practice, or to compare local tests results with a state or national norm.
3. Descriptive documentary. The documentary method is used when data
cannot be obtained through questionnaires or observation. For example, this
is best demonstrated when a researcher attempts to determine the relationship
between the extent of socialization and academic performance of indigent
students.
4. Descriptive comparative. This design is used to compare and contrast
representative samples from two or more groups of subjects in relation to
certain designated variables that occur in normal conditions. The results
obtained from these analyses are frequently not generalized in a population.
5. Descriptive-correlational. This design is used to investigate the direction and
magnitude of relationships among variables. Likewise, it is designed to study
the changes in one characteristics or phenomenon which correspond to the
changes in another or with one another. A wide range of variable scores is
necessary to determine the existence of relationships. Thus, the sample
should reflect the full range of scores, if possible, on the variables being
measured.
6. Descriptive-evaluative. This design involves making a judgment of worth or value.
It allows the researcher to delineate, obtain, and provide information
that is useful for judging decision alternatives when conducting a program or
service. It can be formative (process) or summative (outcome).

Experimental Designs
This design describes what will be. It means that a researcher must determine the effects
of variables being manipulated together with the main objectives of the study. The
main objectives of the study are the dependent variables or the output of the study.
The factors that influence dependent variables are the independent variables. The
following table presents the two major designs in quantitative research, name ly the
experimental and non-experimental designs (Cristobal & Cristobal, 2017).

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 Table 1.1
Quantitative Research Designs
Experimental Designs Non-experimental Designs
True Experimental Design Action Studies
Pre-test-post-test control design Comparative Studies
Post-test only control group /Ex post facto
Solomon four-group Correlational Studies
Quasi-experimental Designs Developmental Studies
Nonequivalent Evaluation Studies
Time series Meta-analysis Studies
Pre-experimental Designs Methodological Studies
One-shot case study Needs assessment studies
One group pre-test-post-test Secondary Analysis Studies
Survey Studies

Correlational Research Designs

Correlational research is sometimes known as associational research because it
measures the extent or magnitude of association between two variables. This is
another form descriptive research because it only measures the existing
relationships of variables. The difference however is when the major purpose of the
study is to compare two important variables. The following are useful in
determining the correlation coefficient of the variables studied: (1) Pearson Product
Moment Coefficient of Correlation, (2) Special Correlation techniques that include Spearman Rank,
Kendall Tau, Point Biserial and Phi Coefficient.

Quantitative Research Methodology

To write the research design for your research, it is customary first to mention the research methodology
used. Definitions or descriptions of the methodology may then be lifted from authors.
The section should end with a short discussion on why you have chosen that particular
methodology by relating it to your topic and the objectives of your study (Chico & Matira,
2016).

Below is a sample of the Research Methodology as presented by Moral (2012).

This study used the descriptive survey method. According to Creswell (1994), the descriptive method of
research is to gather information about the present existing condition. A survey on the radio soap opera
listeners’ age, gender, civil status, educational background, occupation, and religion was done with
the view of obtaining their profile on attitudes and values diversity. The study also surveyed the type of
radio dramas listened to base from radio stations since these variables were conditioned by the radio
soap opera listeners’ demographic profile. Moreover, the study gathered data on listeners’ core values
framework, this being assumed to be dependent on the cultural diversity of the respondents.

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 What’s More

Activity #1
Instructions: Write your own research methodology including a justification of your
choice. You may include definition/s of the research methodology used, quoting
reputable authors of research as part of your justification. Write you answer on a
separate sheet of paper.

Activity #2
Instructions: Classify the type of quantitative research designs of the following
research titles/topics as to Descriptive, Experimental, and Correlational. Write
your answer on a separate sheet of paper.
1. Academic Performance and Gender
2. Vocabulary Skills through Context Clues
3. Profile of Generation Z
4. Community Services and Action Research of Master Teachers
5. Extent of Productivity of Casual Employees
6. Level of Performance of Engineering Students in their Licensure Exam
7. Performance of Private Institutions Compared to that of Government
Institutions
8. Difference brought by Anesthesia on the Length of Time it Takes for a
Patient to Fall Asleep
9. Level of Effectiveness of ICT in the Awareness of Students along Academic
Institutions, Media, and Economic Status
10. Core Values and Types of Radio Soap Opera of the Respondents

What I Have Learned

Directions: Think of at least three concepts or ideas about quantitative research
designs that you learned through this lesson. Justify these ideas based on the extent
of your understanding. List them down in the right column. Write your answer on a
separate sheet of paper.
Concepts Excellent Very Good Average Poor Zero

What I Can Do
Directions: Answer the question intelligently and concisely. Write your answer on
a separate sheet of paper.
1. What should you think of before designing your research?
2. How do you know that one is applying a quantitative research design?
3. Supposing you cannot apply a true experimental design, but you still want to
follow a quantitative research design, what research can you do? Give reasons
for your answer.
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Lesson 2 Sampling Designs

What I Need to Know

At the end of this lesson, you are expected to:

1. Define sampling and other technical terms about sampling.
2. Determine the population and the sample size of your study employing statistically
accepted formulas.
3. Compare-contrast the sampling methods; and
4. Pick out an appropriate sampling method for your chosen research topic.

What’s In

When determining the population and research environment of your study you
may need to go back to your title and statement of the problem. Here, you conceive
the target participants and where they are located. The fundamental guide question
is: Are you considering them as participants in the study? Why? Why not?

What’s New

Instructions: Accomplish the following KWL Chart about Sampling. For now, do KW
without looking at the main reading material of this lesson; the L, after reading the text.
What I already Know What I Want to Know What I Learned

What Is it

Identifying the Population to be studied

The term population refers to the aggregate or totality of all the objects, subjects,
members that conform to a set of specifications. In quantitative studies, the researcher
identifies the population to be studied during the planning phase.

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According to Vizcarra (2003), sample is the representative of your study to answer
questionnaires or as participants. In a descriptive study, usually the respondents are very
large. If you consider them all, it entails a lot of money, time, and effort. When taken
honestly and accurately, the sample could provide valid information similar to what is
expected of the whole universe of the study.

In research, sampling is a word that refers to your method or process of selecting

respondents or people to answer questions meant to yield data for a research study.
While sampling frame is the term used to mean the list of the members of such
population from where you will get the sample (Paris in Baraceros, 2016).

Furthermore, when the sample is not representative of the population, selection bias is a
possibility. A typical source of bias in population studies is age or socioeconomic status:
people with extreme values for these variables tend not to take part in the studies.
Thus, a high compliance (the proportion of people contacted who end up as subjects) is
important in avoiding bias (Chico & Matira, 2016).

Advantages of Sampling

The advantages of sampling are as follows (Calmorin & Calmorin, 2007):

1. It saves time, money, and effort. The researcher can save time, money, and effort
because the number of subjects involved is small.
2. It is more effective. Sampling is more effective if every individual of the population
without bias has an equal chance of being included in the sample and data are
scientifically collected, analyzed, and interpreted.
3. It is faster, cheaper, and economical. Since sample is only “drop in a bucket,” the
collection, tabulation, presentation, analysis and interpretation of data are rapid and
less expensive due to small number of subjects and few copies of the questionnaires
are used.
4. It is more accurate. Fewer errors are made due to small size of data involved in
collection, tabulation, presentation, analysis, and interpretation.
5. It gives more comprehensive information. Since there is a thorough investigation of the
study due to small sample, the results give more comprehensive information because
all members of the population have an equal chance of being included in the sample.

When choosing a sample size, we must consider the following

issues:
(Engineering Statistics Handbook)

 What population parameters we want to estimate

 Cost of sampling (importance of information)
 How much is already known
 Spread (variability) of the population
 Practicality: how hard is it to collect data
 How precise we want the final estimates to be

Moreover, the use of formulas (i.e., Slovin’s & Calmorin’s) is one of the factors to
consider in determining the sample size (Sevilla in Calmorin, 2003 ).

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 1. Slovin's Formula
This formula is used when you have limited information about the characteristics of
the population and are using a non-probability sampling procedure. It is used to
calculate the sample size (n) given the population size (N) and a margin of error (e).

n= N
1 + Ne2

Where:
n = no. of samples N
= total population
e2 = error margin / margin of error

Example: The parameter of the population is 8,000 at 2% margin of error or 98%

accuracy.

n= N
1 + Ne2

= 8,000
1 + 8,000 (.02) 2

= 8,000
1 + 8,000 (.0004

= 8,000
1 + 3.2

= 8,000
4.2

=1,905 sample size

2. Calmorin’s Formula. This is used when the population is more than 100 and
the researcher decides to utilize scientific sampling (Calmorin & Calmorin, 2003).

Ss= NV+ [(Se) 2 x (1-p)]

NSe+ [V2 x p (1-p)]

Where:
Ss – Sample size N
– Population size
V - Standard value (2.58) of 1% level of probability with 0.99 reliability
Se – sampling error (0.01)
p– The largest possible proportion (0.50)

For an illustration of formula, the steps are as follows:

1. Determine the total population (N) as assumed subjects of the study.
2. Get the value of V (2.58), Se (0.01), and p (0.50)
3. Compute the sample size using the Calmorin’s formula.
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 For instance, the total population (N) is 900; the standard value (V) at 1% or 0.01 and
the proportion (p) of a target population is 50% or 0.50. Then, the sample size is computed as
follows:

Given:
N = 900
V =2.58
Se = 0.01
P =0.50

The sample size for a population of 900 is 218. This sample will represent the subject of the study
Table 9.1 presents the computed sample sizes for different population (N) at 0.01 level of
probability with 0.99 reliability to a proportion of 0.5

Table 9.1: Computed Sample Sizes for Different Population (N) at 0.01 Level of
Probability to a Proportion of 0.50
N n N n N n N n
150 122 400 182 650 205 900 218
200 141 450 188 700 208 950 220
250 155 500 194 750 211 1,000 221
300 166 550 198 800 214 2,000 238
350 175 600 202 850 216 3,000 244
Source: (Cristobal & Cristobal, 2016)
Legend: N- population n- sample size
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After obtaining the size of the sample, you may now determine the sampling
techniques to be employed. There are two general types of sampling, namely:
1. Probability random sampling
2. Non-probability sampling

Probability random sampling. This is a type of sampling in which all members of the
population are given a chance of being selected. This is also called scientific sampling.

a. Restricted random sampling. This type of sampling design involves certain restrictions
intended to improve the validity of the sample. However, this design is applicable
only when the population being investigated is homogeneous. Restricted random
samples drawn from a homogeneous population are likely to arrive at accurate
values of the population characteristics.

b. Unrestricted random sampling. This is the best random sampling design due to no
restrictions imposed, and every member in the population has an equal chance of
inclusion in the sample.

c. Systematic sampling. It is a method of selecting every nth element of the population

(e.g. every fifth, eight, ninth, or eleventh element). After the size of the sample has
been determined, the selection of the sample follows.

Example:
Teachers’ Population = 15,345
Sample size using Slovin’s formula = 390
Computation of the nth = n/N

15,345/390 = 39.34 or 39 = is the distance

Therefore, your respondents are #39, 78, 117, 156, 195, etc. until you have taken the total
computed sample size of 390.

d. Cluster sampling. This is used in large-scale studies in which the population is

geographically spread out. In these cases, sampling procedures may be difficult and
time-consuming. Example: blocks or districts, in a municipality or city composed of
population individuals and are selected either by random sampling or systematic
sampling. This design is advantageous when individuals in the blocks or districts
belong to heterogeneous group.

e. Stratified random sampling. This technique of sampling is used by making subdivisions

of the total population into smaller groups to represent the sample of the study. For
every group, the proportional sample will be drawn. In the event that each group
still contains a large population after the subdivision is made, proportional or equal
allocation may be employed. For instance, an institution may have 5,000 students,
of which 3,500 are females and 1,500 males. The sample size of 3,500 is 244 are
drawn by random technique from the subpopulation or stratum of females and 232
from the subpopulation or stratum of males.

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Table 9.2: Computed Sample Sizes for Different Population (N) at 0.01 Level of
Probability to a Proportion of 0.50

Source: https://tinyurl.com/ntyysbev

a. Multistage sampling. This design is done in several stages. It can be two-stage, three-
stage, four-stage, five-stage, and many others depending on the number of sampling
to be used. In this design the population individuals are grouped into a hierarchy of
units, and sampling is done consecutively. For instance, in the nationwide study, the
regions are chosen as the first stage; provinces as the second stage; municipalities,
third stage; barangay, fourth stage. Hence, sampling is in four stages.

Non-probability sampling. This is a process of selecting respondents in which the

members of the entire population do not have an equal chance of being selected as
samples. These are cases in which a sample is given priority instead of other
members. This is also termed as non-scientific sampling.

a. Convenience sampling. It is also called accidental or incidental sampling. The

respondents are obtained on the availability or preference of the researcher. Those
that can be easily reached individually are usually considered. In a

survey, only those with whom the researcher can easily communicate are chosen.
This type of sampling does not entail too much money, time or effort.

b. Purposive sampling. It involves the handpicking of subjects. This is also called

judgmental sampling. For example, in a study involving diabetic patients, the
researcher uses a list of diabetic patients and chooses the necessary number of
respondents.

c. Quota sampling. The word “quota” means desired quantity or allocation. As used in
research, quota respondents are chosen based on characteristics needed in t h e
investigation. For example, if the quota is at least 50 respondents, those who possess
similar characteristics are included, regardless of how they are chosen.

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d. Voluntary sampling. Since the subjects you expect to participate in the sample are the
ones volunteering to constitute the sample, there is no need for you to do any
selection process.

e. Snowball sampling. Similar to snow expanding or rolling rapidly, this sampling

method does not give a specific set of samples. This is true for a study involving
unspecified group of people. Dealing with varied groups of people such as street
children, mendicants, drug dependents, call center workers, informal settlers, street
vendors, and the like is possible in this kind of non-probability sampling.

What’s More
Activity #1
Instructions: On the line before each number, write the letter of the expression in
the box that corresponds to the expression outside the box. Use
separate sheet of paper for your answer.

____1. List of names representing the target population

2. Fishbowl technique, roulette wheel, and table of random numbers
3. Population is first divided into different strata
4. Scientific sampling
5. Representative of your study
6. Desired quantity or allocation
7. Population is geographically spread out
8. Totality of all the subjects, members that conform to a set of specifications
9. No specific number of respondents
10. Selecting every nth element of the population

Activity #2
Instructions: Write P if the sentence talks about probability sampling; otherwise,
write NP on a separate sheet of paper.
1. Checking every 13th student in the list
2. Interviewing some people you meet on the campus
3. Dividing 50 persons into groups
4. Choosing subjects behaving like majority members of SSG of school
5. Choosing a group of subjects among several groups
6. Choosing respondents capable of helping you meet the aim of your study
7. Choosing sample by chance but through an organizational pattern
8. Matching people’s traits with the population members’ traits
9. Having people willing to be chosen as respondents
10. Letting all members in the population join the selection process
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 What I Have Learned

Instructions: Using the range of 50% to 100%, rate the extent of your learning of
concepts behind each of the following topics: Write your answer on a
separate sheet of paper.

1. Meaning of sampling
2. Probability sampling
3. Non-probability sampling
4. Sample
5. Sample Size
6. Sampling frame
7. Population
8. Advantages of sampling
9. The use of formulas
10. Tables of computing sample size

What I Can Do

Instructions: Answer the following questions. You may use additional references.
Use separate sheet of paper as your answer sheet.

1. How will you describe the population and the parameter of your study?
2. What will be the size of your sample? How will you arrive at this sample size?
3. What sampling method will you use? Why do you prefer this method?
4. How will you do the sampling? List down the steps. 1. Identify the population of interest.
2. Specify a sampling frame.
3. Specify a sampling method.
4. Determine the sample size.
5. Implement the plan

Assessment

Instructions: Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. Which is known as the process of selecting a number of participants for a study in
such a way that they represent the large group from which they were selected?
A. Data collection C. Research design
B. Random assignment D. Sampling

2. Which type of sampling Mr. Kintanar use to draw a sample that is not biased?
A. Concurrent
B. Non-probability
C. Random
D. None of the above

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3. Which of the following is not likely to be used to stratify a sample for a study
investigating the use of a computerized Algebra Program?
A. Ethnicity C. Number of siblings
B. Gender D. Socio-economic status

4. What is a sampling frame?

A. A list of all the units in the population from which a sample will be collected
B. A summary of the various stages involved in designing a survey
C. A wooden frame used to display tables of random numbers
D. An outline view of all the main clusters of units in a sample

5. Which of the following is NOT a type of non-probability sampling?

A. Convenience sampling C. Snowball sampling
B. Quota sampling D. Stratified random sampling

6. How does snowball sampling helps the researcher?

A. Access deviant or hidden populations
B. Overcome the problem of not having an accessible sampling frame
C. Theorize inductively in a qualitative study
D. All of the above

7. Which of the following findings can be generalized to the population from a study of
young single mothers at a university?
A. All single mothers in all universities
B. All young single mothers in that society
C. All young single mothers at that university
D. All young women at that university

8. Which of following advantages of sampling does NOT belong to the group?

A. It gives more comprehensive information.
B. It is laborious to prepare
C. It is more accurate
D. It is more effective

9. What should be the population to use samples to estimate something from the
population of the study?
A. The same C. Nothing like
B. Larger population D. Sample only

10. What is sample size of 4500 population?

A. 247 C. 249
B. 248 D. 250

11. Which formula is used when you have limited information about the characteristics
of the population and are using a non-probability sampling procedure?

n= N
1 + Ne2

A. Baracero’s formula C. Cristobal’s formula

B. Calmorin’s formula D. Slovin’s formula

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12. What is the sample size of 200 populations?
A. 141 C. 155
B. 151 D. 161

13. What type of quantitative research design that is used to gather information
from groups of people by selecting and studying samples chosen from a population?
A. Ex post facto C. Normative
B. Correlational D. Survey

14. Which of the following is not considerable in choosing a sample size?

A. Cost of sampling importance of information
B. Decrease of the population
C. How much is already known
D. Population parameters we want to estimate

15. Which is important while performing an experiment?

A. Change the control setup C. Record observations and measurements
B. Reach a conclusion D. Test many different variables at the same
time

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 Answer Key
Lesson 1: Module 1

What’s More
Enrichment Activity #2 (Students’ answer may vary)

This study used the descriptive survey method of research which obtained
information concerning the present situation of the respondents with respect to
the variables (Key, 1997). The descriptive research method describes the
nature of a condition as it take place during the time of the study and to explore
the cause of a particular condition. The researcher opted to use this kind of
research considering the desire to acquire first hand data from the respondents
so as to formulate rational and sound conclusions and recommendations for
the study.

Since this study focused on the study of financial lifestyle of the public school
teachers at Don Sergio Osmeňa Sr. Memorial National High School, Cebu City,
the descriptive method is the most appropriate method to use.

Enrichment Activity #2
1. Correlational
2. Experimental
3. Descriptive
4. Correlational
5. Descriptive
6. Descriptive
7. Experimental
8. Experimental
9. Descriptive
10. Correlational

What I Can Do (Answers may vary)

1. The research needs to be planned and thought out as rigorously as any
other research project.
2. It shows the following features: large sample size, structured, high reliable
outcome, numerical outcome.

Lesson 2: Module 1

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 References

Books

Baraceros, E.L. (2016).PracticalResearch 2(FirstEdition). Quezon City: Rex Bookstore.

Calmorin, L.P. & Calmorin, M.A. (2007). Research Methods and Thesis Writing (Second Edition.
Manila: Rex Book Store.

Chico, A.M. & Matira, M.D. (2016). Practical Research for the 21st Century Learners (Quantitative Research).
Sampaloc, Manila: St. Augustine Publications, Inc.

Cristobal, A.P. & Cristobal, M.C. (2017). Practical Research for Senior High School2. Quezon City: C&E
Publishing, Inc.

Moral, R.V. (2012). Cultural Diversity, Attitudes, and Values of Radio Soap Opera Listeners. Unpublished Master’s Thesis. Cebu
Normal University.

Vizcarra, F.O. (2003). Introduction to Educational Research. Quezon City: Great Books Trading.

Website
https://www.google.com/search?q=types+of+quantitative+research+designs&rlz=1C1CHBF
_enPH913PH914&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi8mY66obntAhVRyYsBHY
WZA-sQ_AUoAXoECBIQAw&biw=1366&bih=625#imgrc=ZKvkKIBvkIqRZM

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