Quantitative Research

This paper is prepared to fulfil the assignment of the research methodology course.
Lecturer: Evha Nazalatus Sa Adiyah, S.Pd., M.Pd

Arranged by Group 2:
1. Decitra Murti Ayu (2021630003)
2. Dini Sabila (2021630005)
3. Moh. Qosim (2021630016)
4. Junaidi (2021630022)
5. Firdatul Usmah (2021630031)
6. Nadia Fadila (2021630041)

Teacher Training and Educational Faculty

Universitas Madura
2024/2025
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 PREFACE
All praise is due to Allah swt., the most gracious the most merciful.
Alhamdulillahirabbil’aalamiin, this papper entitled "QUANTITATIVE RESEARCH" has
finally accomplished.
This paper is prepared to fulfil one of the assignments of the Research Methodology course.
i would like to express my sincere gratitude to Evha Nazalatus Sa Adiyah, S.Pd., M.Pd.
As a lecturer for his support and motivation and to friends who have contributed ideas and
motivation in writing this paper. .to all those who have helped us in completing the writing of
this paper

Pamekasan, 13 April 2024

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 TABLE OF CONTENT

Preface………………………………………………………………………………… i

Table of Content………………………………………………………………………. ii

Chapter I……………………………………………………………………………… 1

1.1 Background of Study……………………………………………………………... 1

1.2 Statement of the Problem………………………………………………………… 1

Chapter II……………………………………………………………………………... 2

2.1 The Definition of Quantitative Research Method………………………………. 2

2.2. The Kind of Quantitative Research Method…………………………………… 3

Chapter III…………………………………………………………………………….. 5

3.1 Conclusions………………………………………………………………………. 5

3.2 Suggestions………………………………………………………………………. 5

References…………………………………………………………………………….. 6

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 CHAPTER I
INTRODUCTION

1.1 Background of Study

Research is one of many different ways of knowing or understanding. It is different
from other ways of knowing, such as insight, divine inspiration, and acceptance of
authoritative dictates, in that it is a process of systematic inquiry that is designed to
collect, analyze, interpret, and use data. Research is conducted for a variety of reasons,
including to understand, describe, predict, or control an educational or psychological
phenomenon or to empower individuals in such contexts..
Quantitative research is "a formal, objective, systematic process in which numerical
data are used to obtain information about the world (Patton, 2002)." Richard M. Felder, an
engineering education expert, defines quantitative research as "any research that involves
data that can be quantified, or counted, or expressed numerically (Alley, 1996). Another
expert in research, Kerlinger, defines quantitative research as "the systematic empirical
investigation of social phenomena via statistical, mathematical, or computational
techniques.
Based on the explanation above, this paper discusses research methods specifically
quantitative research. The creation of this paper is expected to understand more about
quantitative research, types, sources and methods of data collection, and analysing
quantitative data.

1.2 Statement of the Problem

1. What is the Definition of Quantitative Research Method?
2. What is the Kind of Quantitative Research Method?

1.3 Objective of Study

1. To Know the Definition of Quantitative Research Method
2. To Know the Kind of Quantitative Research Method

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 CHAPTER II
DISCUSSION

2.1 The Definition of Quantitative Research

Understanding Quantitative Research Methods Quantitative research is research
intended to reveal symptoms holistically-contextually through collecting data from
natural settings using the researcher himself as a key instrument. Quantitative research is
descriptive and tends to use an inductive approach to analysis. Process and meaning
(subject perspective) are more emphasized in qualitative research. Quantitative research is
more prominently structured in the form of narratives that are creative and in-depth and
show naturalistic characteristics full of authentic values. Quantitative research is research
that focuses on measuring and analyzing cause-and-effect relationships between various
variables, not the process, research is seen as being within a value-free framework.
Quantitative research is different from qualitative research. Quantitative research
produces more measurable information. This is because there is data that can be used as a
basis for producing more measurable information. Quantitative research does not question
the relationship between the researcher and the research subjects because the research
results depend more on the instruments used and the measurable variables used, rather
than the intimacy and emotional involvement between the researcher and the subjects
studied. Borg and Gall (1989) identified that quantitative research consists of exploratory
research and causal research. Explorative research emphasizes efforts to describe the
situation. Kerlinger (1986) differentiates quantitative research into experimental research
and non-experimental research. Using the framework used by Borg and Gall, it seems that
Kerlinger does not consider exploratory research as a form of quantitative research. This
discussion will categorize quantitative research into two, namely exploratory research and
causal research. Furthermore, causal research can be divided into experimental and non-
experimental research. As stated above, although quantitative research is of different
types, different types of quantitative research have several characteristics in common,
namely that the sample is the basis for drawing conclusions and secondly, accuracy in
using instruments and measuring variables is the main indicator for measuring.

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2.2 The Kind of Quantitative Research
This kind of research consists of various types of research, each of which has
different objectives and is related to the research design, therefore selecting the type
of research that is appropriate to the research objectives will determine the right
results. The division of types of quantitative research is based on the following
classifications (Dr. Ratna Wijayanti Daniar Paramita, S.E.,M.M., dkk):
1. Exploratory Research
Exploratory Research is carried out with the aim of discovering new
knowledge in a particular field. The knowledge gained through research is
truly new and has never been known before. Exploratory research is a type of
research whose aim is to provide an explanation of the concepts used in
research. This research tries to provide answers to questions that have been
formulated in problems that will be prioritized in further research. Therefore,
exploratory research is preliminary research. The aim of this research is to
make a new topic better known to the wider community, provide a basic
overview of the topic discussed, generalize ideas and develop theories, open
up the possibility of conducting further research on the topic discussed, and
determine the techniques and directions that will be used in subsequent
research. For this reason, a good and correct research design is needed in
accordance with the research objectives.
2. Quantitative Descriptive Research.
Descriptive research can be research that uses a quantitative or
qualitative approach. The main characteristic of descriptive research that
differentiates it from other research is that research focuses more on solving
problems that existed at the time the research was carried out (in progress),
or in the form of accrual and meaningful problems/events. This research is
intended to describe the situation precisely and accurately, not to look for
relationships between independent variables and dependent variables or to
compare two or more variables to find cause and effect. Quantitative
descriptive research is research conducted to provide answers to a problem
and obtain broader information about a phenomenon using the stages of a
quantitative approach.
3. Correlational Research Correlation or correlational research
Correlational Research Correlation or correlational research is research
to determine the relationship and level of relationship between two or more
variables without any attempt to influence these variables so that there is no
variable manipulation (Faenkel and Wallen, 2008:328). By knowing the level
of relationship between variables, researchers will be able to develop this
according to the research objectives. Correlational research uses instruments
to determine whether, and to what degree, there is a relationship between two
or more variables that can be quantified. The complexity of the relationship
to be studied is determined by how far the researcher is able to identify the
existing phenomenon. The relationship between two or more variables will
be described by the correlation coefficient (rxy). Therefore, this type of
research usually involves statistical measures/levels of relationship called
correlation.

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4. Comparative Causal Research Comparative causal research is also called ex
post facto research.
The word ex post facto is taken from Latin which means 'after the fact',
this means that data is collected after the phenomenon/event being studied
takes place. This research does not include direct intervention, because the
incident has already occurred. According to Kerlinger in Emzir (2008),
comparative causal research is a systematic empirical investigation in which
scientists do not control independent variables directly because the existence
of these variables has already occurred or because these variables basically
cannot be manipulated. In short, comparative causal research is research that
seeks to find out cause-and-effect relationships. This research method is very
closely related to the correlation research method. However, correlation
research and comparative causal research have differences, as follows: a. In
correlation research, researchers do not identify or differentiate between
independent variables and dependent variables. b. In comparative causal
research, researchers try to identify cause and effect relationships, and in
complex variable relationships a distinction is made between independent
variables and dependent variables.
5. Action Research
Action research is research that begins with an action plan, action,
observation and reflection. This research initiates action to solve problems by
directly applying action to a particular environment. Action research is
research that is oriented towards implementing action with the aim of
improving the quality or solving problems in a group of subjects being
studied and observing the level of success or consequences of the action, to
then provide further action in the form of perfecting the action or adapting it
to the conditions and situation so that better results are obtained. Good.
6. Development Research
Development research is not only to describe the relationship between
current conditions but also to investigate developments and changes that
occur as a function of time. There are several forms or patterns of
development research, namely:
a. Longitudinal study Patterns or changes are a study of results based on
the same respondents in different time periods, with the same or almost
the same time interval. This means that research is carried out repeatedly
to find out certain changes and patterns.
b. Cross sectional studies are patterns that directly measure the nature and
speed of change from a group of samples with different ranks and
characteristics. Research was carried out at the same time.
c. Trend study This form is designed to find out and determine patterns of
change in the past which are used to predict conditions and patterns in
the future.
d. Research and development This type of research and development is
different from development research, although there are similarities.
Research and development includes two phases, namely: research and
development.

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7. Experimental Research
Experimental research is research that is intended to determine whether
or not there are consequences of "something" imposed on the subject being
studied. In other words, experimental research tries to examine whether there
is a cause and effect relationship. The method is to compare one or more
experimental groups that were treated with one or more comparison groups
that did not receive treatment. Experimental research is research that is more
accurate/thorough compared to other types of research in determining cause
and effect relationships. This is because in experimental research the
researcher can control the independent variables being studied, either before
or during the research. So that researchers can manipulate independent
variables and organize research situations correctly, which can then reveal
cause and effect factors. Fraenkel and Wallen (1993) stated that the
uniqueness of experimental research is that it is the only research that
provides researchers with the opportunity to directly influence research
variables and is also the only type of research that can test hypotheses about
causal relationships. This means that a treatment can be used as a factor
causing a change to occur in an individual. Therefore, the independent
variables in this research are also called experimental variables or treatment
variables. The strategy and steps for experimental research are basically the
same as the strategies and steps for research in general, namely:
a. Prospective researchers conduct literature studies to find problems.
b. Identify and formulate problems.
c. Formulate term limits, variable restrictions, hypotheses, and theoretical
support.
d. Develop an experimental plan:
1) Identify all non-experimental variables that might interfere with the
experimental results and determine how to control these variables
2) Choose an experimental design or model.
3) Select a representative sample (a reliable representative) of the
subjects included in the population.
4) Classifying representative subjects into two groups, followed by
determining the experimental group and comparison group.
5) Select or develop appropriate instruments to measure the results of
treatment.
6) Outline data collection procedures and carry out instrument and
experiment trials so that when it comes to implementation, both the
experiment and the instruments measuring the results are truly
perfect.
7) Formulate a hypothesis.
e. Carrying out experiments.
f. Select data in such a way that only data is collected that describes the
pure results of the experimental group and the comparison group.
g. Use appropriate techniques to test significance so that you can know
precisely the results of experimental activities.

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 Experimental research in the field of education, we need to understand
the forms of experimental research itself. In Sugiyono (2010) it is explained
that experimental research can take the following form.
1) Pre-experimental design is experimental research that has not been
carried out seriously because there are still external variables that
influence the dependent variable.
2) Quasi experimental design is experimental research that was developed
because of difficulties in obtaining a control group that could function
fully in controlling external variables that could influence the experiment.
3) True experimental design is experimental research that is carried out
seriously by controlling all external variables that can influence
experimental activities.
4) Factorial experimental design is experimental research developed by
taking into account the possibility of moderator variables that influence
the treatment of the results.
a. Pre-Experimental
The following designs are classified as pre-experimental. is an
experiment that only involves one group and there is no comparison
or control group. The implementation of the research in the initial
experimental group was (1) the group was given an initial test or pre-
test, (2) then the group was given a treatment or experiment (3) then
the group was given a final test/post-test. To analyze the results of
empirical data, the results of the initial test and final test are
compared with statistical hypothesis testing and if the results are
higher in the post test then it can be concluded that the treatment
given is effective and if the pre test value is higher than the post test
then it can be concluded that the treatment or care provided is
effective. implemented ineffectively.
The main characteristics of this design are as follows:
A design using weak experimental (pre experimental) has the
following characteristics:
a) Only one group (experimental group)
b) No control group.
What is included in an experimental design (Pre experimental) is
as follows:
a) One shot case study design
b) Single Group Design with Pre test – Treatment- Post Test
c) Time series design without control group (Time series design
without control).
b. Quasi-Experimental (QuasiExperimental)
This quasi-experimental (Quasi) is a development of true
experimental design which is difficult to implement, especially in the
social and educational fields. This design has a control group but
does not function fully to control external variables that influence the
results of experimental research. However, this design is better than
the pre-experimental design. Quasi-experimental is a form of design

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 that involves at least two groups. One group is the experimental
group and the other group is the control group. The implementation
of the research in the quasi-experimental group was (1) the group
was given treatment. The experimental group was given treatment
using learning strategies whose effectiveness would be tested and the
control class was also treated with existing learning strategies. (2)
then the two groups were given a final test. or post test. To analyze
the results of the empirical data, the results of the final test of the
experimental group and the control group are compared with
statistical hypothesis testing and if the results are higher in the post
test, it can be concluded that the treatment given is effective and if
the pretest score is higher than the post test, it can be concluded that
the treatment or care given is effective. implemented ineffectively.
A design using quasi-experimental (quasi-experimental) has the
following characteristics:
a) treatment is given
b) group is manipulated
c) sample is not random (non-random)
c. Pure Experimental (True experimental)
In a pure experiment (true experimental) testing of the
independent variable and dependent variable is carried out on
samples from the experimental group and the control group. The
subjects studied in the two groups (also in each group) are taken
randomly. Random sampling is only possible if the subjects have the
same characteristics. In carrying out research, the similarities in the
characteristics of the subjects are made to be the same or equated.
The equation is carried out through testing of intelligence, talent,
skills, background knowledge, physical endurance, etc.
In the social field, including the educational field, this testing
often cannot be carried out on all characteristics and abilities. If
testing cannot be carried out, then the similarity of these
characteristics is based on the researcher's assumptions or beliefs.
These assumptions are taken based on strong reasons or arguments,
which taken from the results of previous research, facts or strong
logical reasons.
A design using pure experimental (true experimental) has the
following characteristics:
a) random sample selection
b) consists of an experimental and control group
c) both groups are given different treatment
d. Factorial Design
Factorial experiments are a type of experimental design
development that consists of two or more independent variables by
paying attention to the possibility of moderator variables that
influence the treatment variable on the results or dependent variable.
If there are two independent variables then the form of treatment is

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called 2-factor factorial, if there are three independent variables then
the form of treatment is called 3-factor factorial, and so on. An
experiment denoted by 3x2 is a factorial experiment consisting of 3
factors, each with 2 levels. This means that this factorial experiment
was carried out with 6 treatments (independent variables) consisting
of X1,
An example of a factorial experiment, there is a study which
aims to compare the effect of two methods suggestopedia and the
brain targeted teaching model on students' reading comprehension
abilities as seen from the level of students' reading motivation (high,
medium and low motivation). The factorial design in this example is
using a factorial design of 2 x 3)
In factorial experiments, the terms main effect and interaction
effect are known. The main effect is the influence directly caused by
two or more independent variables on the dependent variable.
Interaction Effect is a combination of two or more independent
variables in influencing one dependent variable. Or in other words,
interaction means that the influence of an independent variable on a
dependent variable depends on the level or levels of the other
independent variables.
The difference between the main effect and the interaction
effect can be illustrated through the following simple example. If it is
known that a student's academic ability is influenced by two things,
namely: the learning method and the level of motivation provided,
then in this case example: the main influence (main effect) is the
learning method or motivation; while the interaction effect is a
combination of learning methods and students' level of reading
motivation which results in variations in students' academic scores.
The advantage of factorial experiments is that they allow us to
examine the main effect and also the interaction effect between
treatments simultaneously, where this interaction effect cannot be
detected if a researcher only uses a single factor experiment.
The purpose of this design is to determine whether the effect of
an experimental variable can be generalized across all levels of a
control variable or whether the effect of an experimental variable is
specific to the control variable. Apart from that, it can also be used to
show relationships that cannot be done by a single variable
experimental design.

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 CHAPTER III
CONCLUSIONS AND SUGGESTIONS

3.1 Conclusions
This paper defines quantitative research and explains its purpose to gain an in-depth
understanding of human behavior and social phenomena. Several types of quantitative
research are also described in this papper. It is here that the research can both summarise
his or her findings and suggest applications of those findings. Again, such applications
should be realis- tic and no attempt should be made to extrapolate beyond the data.
Arguably, it is impossible to generalise from qualitative data (because of the sampling
methods, the ways of collecting data and the methods of analysis) and most would say
that it is not the point of doing qualitative research to generalise in this way. However, it
is sometimes a temptation for the research to project his or her chance to reflect on his or
her own practice and, as appropriate, be critical of the approach adopted here. While there
can never be a standardised template for writing research reports, certain features always
occur in any account.
3.2 Suggestions
In this paper, we suggest that students, teachers or educators keep in mind the
essentials of quantitative research. by using quantitative methods, researchers can
understand the quantity of a phenomenon that can be used later for comparison. Using
inferential statistics, researchers can see patterns of relationships, interactions, and
causality over observed phenomena. we hope that our papper can provide help for readers
in carrying out learning.

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 REFERENCES

Abdullah, Karimuddin. 2012. METODOLOGI PENELITIAN KUANTITATIF. Yayasan

Penerbit Muhammad Zaini.

Bacon-shone, jhon. 2022. Introduction to Quantitative Research Methods. The University of

Hong Kong.

Apuke, Destiny, Oberiri. 2017. Quantitative Research Methods : A Synopsis Approach.

Kuwait Chapter of Arabian Journal of Business and Management Review 6(11):40-47.
Taraba State University

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