MODULE01_APLD03

ACADEMIA SYSTEM GLOBAL COLLEGES

Brgy. Tabunok, City of Talisay, Cebu, Philippines
Subject Code: APLD 03 Subject Title: Practical Research 2
Module No: 01 Topic: Introduction to Quantitative Research
1. Teacher: MABANO,JOHN ANTHONY P.

I. OVERVIEW

Associated with the natural, applied, formal, and social sciences this research strategy
promotes the objective empirical investigation of observable phenomena to test and
understand relationships. This is done through a range of quantifying methods and techniques,
reflecting on its broad utilization as a research strategy across differing academic disciplines.
Quantitative data is any data that is in numerical form such as statistics, percentages, etc. The
researcher analyses the data with the help of statistics and hopes the numbers will yield an
unbiased result that can be generalized to some larger population.

In this module, we will describe the nature of quantitative research, its

strength, weakness, and kinds.

A. Learning Competency

The learners will be able to:

(1) Describes characteristics, strengths, weaknesses, and kinds of quantitative research

B. Specific Learning Objectives

The learners will be able to:

(1) Discuss the nature of Hip – Hop and Cheer Dance;
(2) Create a two – minute video and choreograph any of the dance genre
(Modern and Contemporary Dance)

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II. LET’S BEGIN

CROSSWORD PUZZLE

Instruction. Find and Encircle all the words that are hidden on the grid. Read the words below
for your clues.

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III. LET’S DIG DEEPER

Introduction to Quantitative

Research

Definition of Quantitative Research

Quantitative research is an objective,systematic empirical investigation of observable phenomena
throughthe use of computationaltechniques. It highlights numerical analysis of data hoping thatthe
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
withevents.
The quantitative research suggests that the data concerned can be analyzed in terms of numbers. An
example that we can give for this study is a surveying what do viewers in Barangay Cansojong, Barangay
Biasong, prefer to watch: is it GMA dramarama or ABS-CBN Golden Kapamilya noontime show. In
here, it may be approached bymaking a surveyquestionnaire askingforthe
preferenceofviewersinBarangay Cansojong, Barangay Biasong.

May you now give your own example of quantitative research?

______________________________________________________________
______________________________________________________________
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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
beforeproposinga conclusion or solution to aproblem.
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 dataaregathered.
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

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collect measurable characteristicsofthepopulationlikeage,socio-economicstatus,
numberofchildren,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-thenscenariosmaybeformulatedthuspredicting future results. Quantitative
research puts emphasis on proof,ratherthan discovery.

Strengths and Weaknesses of Quantitative Research

Strengths of Quantitative Research
The advantages of quantitative research includesthe 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,
theresultsorgeneralizationsaremorereliableandvalid.Sinceitprovides numerical data, it can’t be
easilymisinterpreted.
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 asreal and unbiased.
4. The numerical data can be analyzed in a quick and easy way. By employing statistically valid
randommodels,findings can be generalized to the population about which information is
necessary.
5. Quantitative studies are replicable. Standardized approaches allow the study to be
replicatedindifferentareasorovertimewithformulationofcomparablefindings. 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.

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Weaknesses of Quantitative Research
The disadvantages of quantitative research are asfollows:
1. Quantitative research requires a large number ofrespondents. It is assumed that thelarger
thesampleis,themorestatisticallyaccuratethefindingsare.
2. -It is costly. Since, there are more respondents compared to qualitative research, the expenses will be
greaterin reaching outto these people and in reproducing questionnaires. 3. The information is
contextual factorsto help interpretthe results orto 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 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.Researchersmustbeonthelook-outonrespondentswhoare just guessing in
answering the instrument.

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 ensuringyouwilleffectivelyaddress 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,orbymanipulating pre-
existingstatisticaldatausingcomputationaltechniques.
The kind ofresearch is dependent on the researcher’s aimin conducting the study and the extentto which
the findings will be used. Quantitative research designs are generally classified into experimental and
non-experimental asthe following matrix below.

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QUANTITATIVE RESEARCH DESIGNS

1. Pre-TestDesign 2. Post-Test Design 3. Post-Testonly/ Control

1. One shot Case Study 2. One Group Pre-test/
Post – test Design 1. Survey

2. Correlational
3. Expo – Post Facto
Studies
4. Comparative
5. Evaluative
1. Non-equivalent Control Group Design
2. Time Series Design
6. Methodological

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
inferdirectcausalrelationshipsinthestudy;theapproachprovidesthehighestdegreelevel of evidence
for singlestudies.
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 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

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influences, the comparison group feature should protect this design from the rival
explanationsthat threaten the within-subjectdesign.
Two classes of experimental design that can provide better internal validity than
pre- experimentaldesignsare:quasi-experimentalandtrueexperimental
design(Dooly,1999).
B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher can collect
moredata,eitherbyschedulingmoreobservationsorfindingmoreexisting measures. Quasi-
experimental design involves selecting groups, upon which a variable istested, 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,
theexperimentproceedsin a very similar way to any other experiment, with a
variablebeingcompared betweendifferentgroups,oroveraperiodoftime.

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
experimentintothis kindofdesign,forpurposeof analysis.
b. Interrupted Time Series Design. It employs multiple measures before and
afterthe experimental intervention. It differsfromthe single group pre-experiment
that has only one pretest and one posttest. Users ofthis design assume thatthe
time threatssuch as history or maturation
appearasregularchangesinthemeasurespriortotheintervention.

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 requirethatthe
researchers have control overthe 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 ofthe study. Such changes include
effects of outside events,maturationbythesubjects,changes in measures and impact of
any pre-tests. True experimental design offers the

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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
withtrueexperimentsisthatsomesubjectsreceivean intervention and provide data
likely to reflectitsimpact.
2. NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher observes the phenomena
asthey occur naturally and no external variables are introduced. In thisresearch 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. DESCRIPTIVE
RESEARCH DESIGN’s main purpose is to observe, describe and
documentaspectsofasituationasitnaturallyoccursandsometimestoserve
asastarting pointfor hypothesis generation ortheory development.

The types of descriptive design are as follows:

A. SURVEY. Itisusedto gatherinformation fromgroups of peopleby 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, andtheirknowledge
aboutthebehaviortowardsacertainphenomenon.

B. 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 understudy. 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 thetwo variables are
correlated (variables are selected because they are believed to be
related).
Example: Children of wealthier (variable one), better educated
(variable 2) parents earnhighersalaries as adults.
b. Prediction Studies – It uses correlation coefficient to show how one
variable (the predictor variable) predicts another (the criterion
variable).
Example:Whichhighschool applicantsshouldbeadmittedtocollege?
c. Multiple Regression Prediction Studies – All variables in the study can
contribute to the over-all prediction in an equation that adds

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togetherthepredictivepowerofeachidentifiedvariable.
Example: Suppose theHigh SchoolGPAisnotthe sole predictor of
college GPA, whatmight be other good predictors?

C. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of research derives

conclusion from observations and manifestations that already
occurredinthepastandnowcomparedtosomedependentvariables. It discusses why and
how a phenomenon occurs.
Example 1: A researcherisinterested in how weightinfluencesstress-coping level of
adults. Here the subjects would be separated into different groups (underweight,
normal, overweight) and theirstress-coping levels measured. This is an ex post facto
design because a pre-existing characteristic (weight) was used to form thegroups.
Example 2: What is the Effect of Home Schooling on the Social Skillsof
Adolescents?
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 psychologicalsymptoms.
Example: A comparative Study on the Health Problems among Rural and
Urban People in Ilocos Region, Philippines.
E. NORMATIVE. It describes the norm level of characteristics for a given behavior. For
example:If youare conducting a researchon 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.
F. EVALUATIVE.Itisaprocessusedtodeterminewhathashappenedduring agiven
activityorinaninstitution.Thepurposeofevaluationistoseeifa given programis working,
an institution is successful according to the goals set for it, or the original intent
wassuccessfully attained. In other words, in evaluationjudgments canbein
theformsofsocialutility,desirability,or effectiveness of aprocess. For obtaining
numerical 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 isthe rate of progress that happened among the students who were
exposed tomodular instruction.
Example: Atest of children in school is used to assessthe effectiveness of
teaching orthe deployment of a curriculum.

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G. METHODOLOGICAL. In this approach, the implementation of a variety of
methodologies forms a critical part of achieving the goal of developing a scale
matchedapproach,wheredatafromdifferentdisciplinescanbeintegrated.

IV. WE’RE ON OUR WAY

Quiz no. 1.1 – Multiple Choice

Choosethecorrectletterthatbestdescribethequestionor completethe statement. Write your answer

before the number.
1. Which of the following BEST defines quantitative research?
A. Itis an exploration associated with libraries, books and journals.
B. Itis an activity concernedwith finding new truth in education.
C. Itisa systematicprocessobtainingnumerical informationabouttheworld. D. It is
an activity of producing or is a theorem.
2. Which ofthe following isNOT a characteristic of quantitative research?
A. Data are gathered before proposing a conclusion orsolution to aproblem. 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 graphsshowcase summarized data collection in orderto show acc
atrends, relationships or differences among variables. In sum, the charts and tables
allow you to see the evidencecollected.
D. It seeks to gather a more comprehensive understanding of activities related to human
behavior and the attributesthat rule such behavior.
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
4. This characteristic of quantitative research which refersto its necessity to arrive at a
more reliable data analysis.
A. LargeSampleSizes C. Numerical Data
B. Replication D. Objective
5. Itis done to check the correctness and verify the findings ofthe study.
A. LargeSampleSizes C. Numerical Data
B. Replication D. Objective

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V. HOW FAR HAVE WE GONE?
Quiz no 1.2 – Identification
Identification. Identify what is being asked in each number. Write your answer after the statement.

1. Ithighlights 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 analysed 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 behaviour_______________. 5. In
this design, the researcher can collect more date, either by scheduling more observations or
finding more existing measures_____________________.

VI. WALKING THE EXTRA MILE (PERFORMANCE CHECK)

Activity: Research Work (20pts)

Instruction. Research 5 different titles of research in a research reports and classify them to any of the
research designs we have discussed. Choose only quantitative research titles. Follow the format below.
RESEARCH TITLE RESEARCH DESIGN
1
2
3
4
5

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VII. REFERENCES
Jay-ar Mariano, (2018). “Practical Research 2”. Retrieved form https://kupdf.net/download/practical
research-2-module_5b3b889fe2b6f56e60fe704f_pdf

https://en.wikipedia.org/wiki/Quantitative_research

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