COLLECTION OF

DATA
Activity 1: Identify what kind of quantitative
research design is used in the following research
questions:

Choices: Descriptive, Quasi-experimental/

Correlational, Experimental, Causal-
comparative

1. What does X look like?

2. Is there an association between X and Y?
3. As X increases, what does Y do?
4. DO changes in X cause changes in Y?
Let’s Check
1. Descriptive
2. Correlational
3. Correlational
4. Experimental
 Aside form considering the research questions,
you must also know the key focus of your study
is, or whether you will need an intervention or
not.
 Survey or descriptive type of research design
describes “what is” and doesn’t need an
intervention.
 Correlational research designs explore the
relationships among variables and don’t need
intervention as well
 Causal comparative or Quasi-experimental and
Experimental designs involves an intervention
and they test the causality of variables with sub-
optimal control.
Activity 2: What type of quantitative research design is
applicable for the following research questions?

1. Is there a correlation between socio-economic

status and managerial skills?
2. Do guidance counselors behave differently
toward counselees of different genders?
3. What percent of high school graduates will
pursue a career in the Science, Technology,
Engineering and Mathematics (STEM) strand?
4. Does technology-aided business generate
more income than traditional business?
Let’s Check
1. Correlational
2. Causal-comparative/Quasi
3. Descriptive
4. Experimental
 After identifying the appropriate research
design for your study, the next thing to do
is to select sampling techniques to gather
a sample for your study.

 SAMPLE - pertains to a representative

of the population from which it was
selected
 POPULATION – the group of interest to
the researcher
4 TYPES OF SAMPLING TECHNIQUE

 RANDOM SAMPLING –all individuals in the defined

population have an equal and independent chance if being selected
Ex. You wish to conduct a survey of all the doctors in the NCR to determine
their attitude toward the guidelines of the BIR in issuing receipts to their
patients. There are a total of 762 doctors in NCR. The names of these
doctors were obtained and listed alphabetically and were numbered 001 to
762. using a table of random numbers that you found in a statistics book, you
selected 100 doctors for the sample. Take note that in assigning numbers,
the number of digits should be equal to the total number of the population
(e.g. 001 for doctor 1, 002 for doctor 2, 235 for doctor 235, and so on).
Moreover, in using the table random numbers found in any statistics book,
you only need to read the first few digits corresponding to the total number of
population (e.g., if the given number in the table of random numbers is
011723, you will read only the first three digits, which corresponds to doctor
11).
4 TYPES OF SAMPLING TECHNIQUE

 STRATIFIED SAMPLING – subgroups of the

population will be selected.
Subgroups are representative samples in the same
proportion that exist in the population.
After the selection of subgroups, random sampling will
be applied to each subgroup.
ADVANTAGE – it increases the likelihood of
representativeness most especially for a small population
Ex. In obtaining samples for your study, you created
subgroups of doctors I n NCR by city or municipality.
Then, you perform random sampling for each subgroup.
4 TYPES OF SAMPLING TECHNIQUE
 CLUSTER SAMPLING –groups, not
individuals are randomly selected.
Members of a group have the same
characteristics.

 Ex. In your study of doctors in NCR, you

group them according to specialization.
Then, you conducted the survey only to a
certain group out of the total population of
doctors.
4 TYPES OF SAMPLING TECHNIQUE
 SYSTEM SAMPLING – individuals are
selected from a list by taking every nth
number in the list.
 Ex. In the 762 doctors listed in alphabetical
order, you select the sample for every 10th
count. So doctor 10 is your sample number
1, doctor 20 is sample number 2, and so on.
 Whenever possible, the sample should be
large.
 Different types of research design require a
different minimum number of samples.
 Recommended:
Atleast 30 in each group (Causal-comparative
and correlational)
15 (Experimental)
 NONPROBABILITY SAMPLING -
applied in social sciences
Convenience Sampling – the use of
volunteers and existing groups
Judgment or purposive sampling – the
use of believed groups
Quota sampling – the use of quota if not
all members of the population can be
used as a sample
Activity 3: Read and examine the excerpt. Answer
the questions that follow.
The samples were two intact heterogeneous sections of seventy-
seven (77) first year college students of a private tertiary institution
taking up a General Inorganic Chemistry course. The study was
conducted during the pre-final grading period of the second
semester, school year 2011-2012. The assignment of the COPT
class and the TTA class were randomly selected by tossing a coin.
Section CHM1B was assigned to be the COPT class and section
CHMIA was assigned to be the TTA class.

1. What type of sampling technique did the researchers employ in

the study? Explain.
2. What type of quantitative research design was used in the study?
Explain.
NOTES:
 If you have chosen the quasi-
experimental or causal comparative and
experimental research design, you will
be employing intervention in your study.
 INTERVENTION - a treatment that is
expected to affect or influence one or
more outcomes
Let’s examine:
“This study was conducted to assess the effectiveness of
the Modified Useful-Learning approach against the
traditional teaching approach in improving student
achievement in chemistry. Specifically, it sought to find out if
the mean posttest score in the chemistry achievement test
is significantly higher for students exposed to the MUL
approach than for the students exposed to the traditional
teaching approach. Modified Useful-Learning (MUL)
approach is a combination of Learning-for-Use model
developed by Edelson (2001) and Hypothetico-Predictive
Reasoning by Lavoie (199). It is innovative approach to
teaching and is designed using group learning, hands-on
and laboratory activities, reflective thinking, discovery and
inquiry learning and small group discussion to increase
students’ participation.”
Activity 4:Question
 What intervention was used in the previous
study?
 What is the purpose of the study?
Activity 5: Read and examine.
“After the instructions were given, the experiment proper
began. The experiment was divided into two sessions.
During the first session, participants were exposed to
instrumental music; while the second sessions, they were
exposed to nursery rhymes. For both sessions, they were
tasked to complete forty-two (42) pieces of jigsaw puzzle,
with different designs, respectively. The assigned music
was played all throughout the experiment. Their spatial
reasoning skills were measured through the time they
have spent in completing the task. Time in seconds was
recorded and compared using statistical treatment.
Question:
 Did the researcher used intervention?
 If yes, what is/are the intervention used?
Notes:
 Now that you’re done deciding whether
to employ intervention for your study or
not, it’s now time to plan how you will
collect the data from your study.
 DATA - the information that researchers
obtain on the subjects of their research
Notes:
 Typical quantitative data gathering
strategies are experiments or clinical trials
(e.g., titration, extraction, in vivo and in vitro
techniques); observing and recording well-
defined events (e.g., population); and
administering surveys or questionnaire with
closed-ended questions (e.g., achievement
test, Likert-type and semantic differential-
type questionnaire).
DEFINITIONS:
 TITRATION - a method or process of
determining the concentration of a dissolved
substance in terms of the smallest amount of
reagent of known concentration required to bring
about a given effect in reaction with a known
volume of the test solution.
 EXTRACTION – the act or process of getting
something by pulling it out or extracting
 IN VIVO – in the living body of a plant or animal
 IN VITRO – outside the body