2nd Quarter Reviewer for Research in Daily Life 2
Module 5. Quantitative Research Design and
Methodologies
Research Design - aims to answer the research
problem precisely and without bias.
Factors to consider using quantitative research
designs:
 Relationship between variables
 Cause-and-effect relationships
 Effects of interventions
 Describe different trends
Types of Quantitative Research Designs
1. Experimental Research Design - The primary
purpose of an experimental research design
is to find out whether an intervention
considered as the independent variable
(e.g., lack of sleep) has an effect on a
dependent variable (e.g., academic
performance).
2. Quasi-Experimental Research Design – A
quasi-experimental design aims to find out
the difference between two groups and
requires the independent variable to be
manipulated. However, it lacks a key
element of an experimental design, which is
randomization.
3. Correlational Research Design – It is used to
study the association between two variables
(Leary 2012). In this study, the researcher is
interested if the variables are related to one
another.
4. Descriptive Research Design - The purpose
of a descriptive research design is to study a
naturally occurring phenomenon or subject
of interest.
5. Comparative Research Design - obtains a list of all senior high school
Comparative research essentially compares
two groups in an attempt to draw a
conclusion about them.
Sampling Procedure
Population can be described as a group of
people possessing a similar characteristic.
Sample pertains to the subgroup or a portion
from a population.
Two Approaches in Selecting Samples
 Probability Sampling
 Non-probability Sampling
Probability Sampling
1. Simple Random Sampling - In this
method, each individual has an equal
chance of being selected.
For example, if 50 participants are
required from an entire batch of 200
students, then we should list all the
students’ names, and randomly pick 50
individuals from it.
2. Systematic Random Sampling - In
systematic random sampling, the
researcher randomly decides on a
starting point in the list of the members of
the target population, and chooses
every nth case from the population;
where n is a random number decided by
the researcher (e.g., every 10th person).
For example, a researcher secures
a list of names of all the students in your
school and randomly selects a starting
point in the list. Then, every 10th name will
be recruited to be a participant.
3. Cluster Sampling - Cluster sampling is a
probability sampling technique where
researchers divide the population into
multiple groups (clusters) for research.
Researchers then select random groups
with a simple random or systematic
random sampling technique for data
collection and data analysis.
Example, a researcher obtains a
list of all senior high school students
enrolled in your school, and selects the
subgroups of academic tracks (i.e., ABM,
GAS, HUMSS, STEM).
4. Stratified Random Sampling - Stratified
random sampling pertains to the division
of the target population into subgroups
and randomly selects participants from
each subgroup.
As an example, a researcher
students enrolled in your school, and
selects from the subgroups of academic
tracks (i.e., ABM, GAS, HUMSS, STEM).
Non-Probability Sampling
1. Convenience Sampling - In
convenience sampling, the researcher
recruits participants who are readily
available and accessible to participate
in the research study.
An example of convenience
sampling is a college professor's act of
recruiting his students to participate in his
research study.
2. Quota Sampling - Similar to stratified
sampling, quota sampling involves
selecting people from different
subgroups from the target population.
However, the difference is that random
methods are not being employed and
2nd Quarter Reviewer for Research in Daily Life 2
the selection from each subgroup is Module 7. Statistical Analysis for Quantitative
solely based on the researcher’s Research
decision.
For example, the researchers Parametric Used to… Nonparametric
would stop interviewing a group of Test Tests
students from each academic track in
your school when the quota for the (for (for
subgroup has been reached. ratio/interval nominal/ordinal
3. Purposive Sampling - In purposive type of data) type of data)
sampling, the researcher chooses their
participants intentionally because they Pearson r Determine Spearman Rho
are considered as most suitable in the Correlation
providing information for the research relationship
study. The participants who will be between
selected are most likely to have two
appropriate expertise and experience variables
on the topic.
For example, a researcher may
intentionally recruit athletes from Pearson Correlation
different sports for their research on
factors affecting the motivation of Example: Ms. Dahlia wants to find out if there is
athletes. a relationship between the scores of her
4. Snowball Sampling - Snowball sampling students in their pretest and posttest Math
is a technique used when the scores. She administered a 10-item test to 10
characteristics of the participants are students. Their scores can range from 0 to 10,
uncommon. The researcher contacts with 0 being the lowest and 10 as the highest.
few potential participants, and asks
them if they can refer more participants
who have similar characteristics as them.
This technique is appropriate for some
research studies.
For example, if the research topic Table 1. Summary of scores
is about the effect of international Pretest score (X) Posttest score (Y)
exchange scholarships, then the 2 8
researcher may ask the participants if 6 3
4 9
they know someone who had been an
5 7
exchange student abroad. 7 2
7 3
Module 6. Data Collection for Quantitative
2 9
Research 3 8
5 6
Steps in Collecting Data
4 7
1. Present the consent form.
2. Explain the research objective/s.
Let us solve this using a step-by-step procedure:
3. Distribute the instrument.
4. Collect and analyse the data. 1. List down the scores in a table. Add two
columns for both the variables squared
Forms of Data Summary
and another column for the product of
 Textual Summary – using narrative form the scores for the two variables. You
and attaching figure for support. should have a total of five columns just
 Tabular Summary – makes use of tables like the table demonstrated on the next
for the purpose of presenting data in a page:
more concise, systematic, and
organized manner.
 Graphical Summary – makes use of visual
tools such as graphs, charts, and figures.
2nd Quarter Reviewer for Research in Daily Life 2
Table 3. Completed table for Pearson 3. Interpret the results. The Pearson
correlation correlation coefficient obtained from our
calculation is -0.90. This is a strong
Pretest Posttest 𝒙𝟐 𝒚𝟐 XY negative correlation coefficient and
score (X) score (Y)
suggests that there is an inverse
2 8 4 64 16
6 3 36 9 18 relationship between the pretest and
4 9 16 81 36 posttest Math scores of the students. This
5 7 25 49 35 means that as the students’ score in
7 2 49 4 14 Math posttest increases, scores in Math
7 3 49 9 21 pretest decreases.
2 9 4 81 18
3 8 9 64 24 Spearman Rho Correlation
5 6 25 36 30
4 7 16 49 28 Example: Mr. Santos is a guidance counselor
∑ 𝑋 = 45 ∑ 𝑋 = 62 ∑ 𝒙𝟐 ∑ 𝒚𝟐 ∑ 𝑋𝑌 who wants to find out if there is a relationship
= 233 = 446 = 240
between the self-esteem of students and
their academic performance. He
administered two questionnaires to 10
2. Substitute the values from the table in the students. The self-esteem of students was
formula for Pearson correlation. measured by a self-rated questionnaire
called the Adolescent Self-Esteem
Questionnaire (ASEQ), wherein their scores
can range from 0 to 100. Then, the first-
semester grade point average (GPA) of the
students was obtained to measure their
academic performance.

Table 1. Summary of scores and GPA

ASEQ score (X) GPA (Y)
59 85
75 88
89 95
35 78
48 80
90 90
95 89
16 70
39 82
64 79

1. List down the scores in a table. Add two

columns for both the ranks of the
variables, another two columns for both
Interpretation Correlation Coefficient
the ranks squared, and another column
for the product of the ranks of the two
Weak ≤ ± 0. 2 variables. You should have a total of
seven columns just like the table
demonstrated on the next page:
Moderate ± 0. 3 − 0. 6

Strong ≥ ± 0. 7
2nd Quarter Reviewer for Research in Daily Life 2
Table 2. Completed table for Spearman’s rho average of the students. This means that
ASE GP ASE ASEQ GP GPA ASEQ as the students’ self-esteem score
Q A Q rank A rank rank x
scor (Y)
increases, their GPA also increases.
ran squar ran squar GPA
e
k ed k ed rank Conclusions and Recommendations
(X)
𝑿𝒓 𝑿𝟐 𝒓 𝒀𝒓 𝒀𝟐 𝒓 (𝑿𝒓) (𝒀𝒓 )
59 85 5 25 6 36 30 Guidelines in Formulating a Conclusion for
75 88 7 49 7 49 49 Quantitative Research
89 95 8 64 10 100 80 1. Collate interpreted data from the data
35 78 2 4 2 4 4
analysis.
48 80 4 16 4 16 16
2. Synthesize key findings and outcomes of
90 90 9 81 9 81 81
the data analysis.
95 89 10 100 8 64 80
3. Relate the findings as answers to the
16 70 1 1 1 1 1
39 82 3 9 5 25 15 research questions.
64 79 6 36 3 9 18 4. Revisit the main objectives and
∑ 𝑿𝒓 ∑ 𝑿𝟐 𝒓 ∑ 𝒀𝒓 ∑ 𝒀 𝟐 𝒓 ∑(𝑿𝒓 ) (𝒀𝒓 ) hypothesis of the study.
5. Indicate the extent to which the
= 𝟓𝟓 = 𝟑𝟖𝟓 = 𝟓𝟓 = 𝟑𝟖𝟓 = 𝟑𝟕𝟒
objectives of the study have been
achieved.
2. Substitute the values. Substitute the value
6. Highlight the implications and
from the table in the formula for the
significance of the findings.
Pearson correlation. Use the ranks
instead of the scores themselves. Guidelines in Creating Recommendations

1. Use the draft conclusion of the study as a

basis.
2. Reexamine the existing gaps in the
literature.
3. Highlight the implications of the statistical
findings.
4. Reiterate the limitations of the study.
5. Suggest future courses of action.

Example:

RESEARCH TITLE: Study Habits and Mathematics

Performance of Senior High School Students of
ASKI Skills and Knowledge Institute, Inc.
RESEARCH HYPOTHESIS: The null hypotheses
were framed below:
 There is no significant relationship
between the gender of respondents and
Interpretation Correlation Coefficient their academic performance in
Mathematics
 There is no significant relationship
Weak ≤ ± 0. 2 between the study habits of respondents
and their academic performance in
Mathematics
Moderate ± 0. 3 − 0. 6 RESEARCH FINDINGS:
 Most of the respondents are female
which is 57 out of 89 Senior High School
Strong ≥ ± 0. 7 Students of ASKI Skills and Knowledge
Institute, Inc. comprising 64.04% while 32
of them are male comprising 35.96%.
 There is no significant difference
3. Interpret the results. The Spearman rank
between the study habits of male and
correlation coefficient obtained from our
calculation is 0.87. This is a strong positive female students since the f- computed
correlation coefficient and suggests that value of 1.0752 is less than the f- critical
there is a direct relationship between the value of 4.6001 at 0.05 level of significant.
self-esteem scores and the grade point
2nd Quarter Reviewer for Research in Daily Life 2
 There is a significant difference and
positive relationship between study
habits and Mathematics performance. It
has a positive correlation meaning an
increase of good study habit
corresponds to an increase in
Mathematics performance.

Conclusion Recommendation

Based on the findings, To the future

the result showed researchers:
that there is no
significant difference
between the study Since the scope of
habits of male and the study was only
female students. limited to senior high
school students, the
researchers
recommend
expanding the target
sample to generate a
better result
regarding the
evaluation of study
habits between male
and female student

……………Nothing follows…………..

Good luck!

Prepared by:

ALLANA AQUILLA

Subject Teacher