RES 1N Prefinal Module 3

Learning Objectives:
1. The learner demonstrates understanding of qualitative research designs, the description of sample, data
collection and analysis procedures such as survey, interview, and observation, the application of creative
design principles for execution.
2. Recall the concepts of data and collection.
3. Differentiate primary from secondary data.
4. Understand the concept of data measurement.
5. Differentiate the different measurement scales.
6. Illustrate what, where, and how to gather data needed in the research.

Lesson Content

Research Methods

1. Quantitative Research. A research method dealing with numbers and anything that is measurable in a systematic
way of investigation of phenomena and their relationships. It is used to answer questions on relationships within
measurable variables with an intention to explain, predict and control a phenomenon (Leedy, 1993).

An entire quantitative study usually ends with confirmation or disconfirmation of the hypothesis tested.
Researchers using the quantitative method identify one or a few variables that they intend to use in their research
work and proceed with data collection related to those variables. Quantitative method typically begins with data
collection based on a hypothesis or theory and it is followed with application of descriptive or inferential statistics.
Surveys and observations are some examples that are widely used with statistical association.

The different quantitative research designs are:

1. Descriptive- uses questionnaires and interviews to gather data about a group of people.
Example: A study is to be made on the attitude of parent/s towards the “no homework policy” for grades 1 and 2
pupils. A questionnaire may be distributed to parents of grades 1 and 2 pupils. A follow-up of the answers to the
questionnaire may be made by interviewing some of the respondents

2. Correlational research- looks into the degree of association between variables. It considers the extent to which
differences in another variable or variables. Thus, a correlation research may be done to determine how absences of a
grade 11 student may affect his performance in the statistics course.

3. Experimental research- is one where a group of respondents are randomly selected to undergo a particular
researcher-imposed treatment to determine the effect of such treatment.
Example: A group of students may be subjected to learning using technology, while the regular class uses the
ordinary way of learning. The performance of the experimental group is then compared with the performance of the
other group to determine the extent to which the use of technology affected the amount of learning that took place.

4. Historical quantitative research- makes use of historical data to predict the behavior of a variable. It traces
patterns from the historical data.
Example, a study can be made on the sales of a particular type of milk tea over a six-month period to predict the
probable amount of sales in the next period.
5. Causal research- looks into the cause and effect relationships between variables; that is, as prices increases the
demand for softdrink decreases.

2. Qualitative Research. A good definition is given by Denzin and Lincoln (1994) that a qualitative research focuses
on interpretation of phenomena in their natural settings to make sense in terms of the meanings people bring to these
settings. The qualitative research method involves data collection of personal experiences, introspection, stories about
life, interviews, observations, interactions and visual texts which are significant to people’s life. Qualitative research
typically serves one or more of the following purposes (Peshkin,1993):

3. Mixed Methods .As a method, it focuses on collecting, analyzing, and mixing both quantitative and qualitative
data in a single study or series of studies. Its central premise is that the use of quantitative and qualitative
approaches, in combination, provides a better understanding of research problems than either approach alone.
(Creswell & Plano Clark, 2011)

Methods of Collecting Data

Data, in a quantitative research, may be collected through any of the following methods:
1. Interview method where data is obtained through oral exchange of questions and answers by the researcher and
the respondents. It may be done face-to-face or through telephone and mobile phone.
2. Questionnaire method where data is provided by the respondents in a set of questions provided by the
researcher. Questionnaire may be handed to the respondents in printed from, or maybe sent through email or
other form of technology for a wider coverage.
3. Document method where data previously gathered and stored may be availed by the researcher.
4. Observation method where data is acquired on an actual situation and recorded through the direct observation
by the researcher.
5. Experiment method where data is gathered by the researcher through the experimentation process.

LOCUS IDENTIFICATION (DATA and INFORMATION)

Data is a body of information or observations that is provided to a researcher. Data per se is not meaningful
unless it is analyzed. When data is processed, information is produced. Information gathered serves as a basis for
decision making.

Primary data- are first-hand information gathered by the person who needs them. They maybe observations or
responses to a query. Data gathered by a researcher for the purpose of a study.

Secondary data- are second-hand information. They are taken from observations of others responses to queries in
researches done earlier. Data taken from reports of others are secondary data.

Data Measurement

Data in quantitative researches should be measurable. It sets the limit on the data to be collected.
There are four data measurement scales
a. Nominal scale- specific values are assigned to a particular group. The values assigned have no significant
value, and is used just for labeling purposes only.
 Example:
If the students in grade11 of a particular school are to be used as respondents, the students may be divided into
two groups: male and female. The male group may be assigned arbitrarily the number 1, and the female group the
number 2. These numbers are assigned just to differentiate one from the other.
The numbers assigned have no bearing to the discussion, and are assigned simply to separate one group from the
other. Nominal scale is the lowest level of data measurement.

b. Ordinal scale- the next level of data measurement. It is differentiate from the nominal scale in that the
numbers obtained provide the rank or order of the values. If birth order is the characteristic under study, we
may assign a value of 1 to first-born, 2 to middle-child, and 3 to youngest child. From the numbers assigned,
the order is clear.
c. Interval scale is a scale where intervals are consistent but it does not have a true zero point. If a scale of 1 to
8 is used, with 1 as the least frequent and 8 as the most frequent, we noticed that the interval is consistently 1.
However, we notice that the number 0 is not used to mean absence of frequency. Most survey instruments use
interval scale, with some researchers preferring a scale of 1 to 10 to allow flexibility of responses.
d. Ratio scale- is similar to the interval scale, except for the presence of an absolute zero point which means
absence of whatever is being measured. It expresses values in terms of multiples or fractional parts. This,
together with the interval scale, belongs to the highest level of data measurement.

Locus of Data
As we prepare for data collection, it is important that we know what data is needed, where they are located,
and how to gather them. The type of data needed is usually dependent on the objective of the study. Is our concern
the effect of an intervention? How do we measure the effect? Are we going to make observations or experimentation?
Or are we going to rely on the answers of the respondents? The locus of the research is the place where data is to be
gathered. If the purpose is to make an observation of a phenomenon, then we must know where the subjects are. If we
want to make a comparison of the responses across strata, then we define the cities or municipalities where the study
is to be conducted.

After defining the type of data needed and the locus of the study, we should consider how data are to be
gathered. Are we going to interview people? Are we going to gather data from organizations? Or are we going to get
the responses through questionnaire?
In the data gathering process, the people who are the subject of the study are the respondents. Care must be taken in
choosing respondents to ensure that the respondents are representative of the target population.

Ethical consideration in Data collection

It is the researcher’s ethical responsibility to safeguard the story teller by maintaining the
understood purpose of the research…
- The relationship should be based on trust between the researcher and participants.
- Inform participants of the purpose of the study.
- Being respectful of the research site, reciprocity, using ethical interview practices, maintaining
privacy, and cooperating with participants.
Patton (2002) offered a checklist of general ethical issues to consider, such as:
 reciprocity
 assessment of risk
 confidentiality,
 informed consent
 and data access and ownership

References:

Creswell, J., W. (2012) Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research, 4th ed. 

Cristobal, A., Cristobal, M. (2016). Practical Research 1.C &E Publishing, Inc.

Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.