QUANTITATIVE

EDUCATIONAL RESEARCH
METHODS WITH SPSS
APPLICATION
RIZZA RHEA V. RINGCONADA
FACILITATOR
OBJECTIVES
by the end of this lecture, you are expected to:
demonstrate understanding on the basics
of research concepts
run data using SPSS Application
interpret coefficients and understand basic
diagnostic output
WHY
RESEARCH?
 WHAT QUANT RESEARCHERS
WORRY ABOUT
• Is my sample size big enough?
• Have I used the correct statistical test?
• Are my results generalisable?
• Are my results/methods/results reproducible?
• Am I measuring things the right way?
 Type of
Researcher Research
Quantitative
Control Setting
Research

Descriptive Uncontrolled Natural or partially

controlled

Correlational Uncontrolled or partially Natural or partially controlled

controlled

Quasi-experimental Partially controlled Partially controlled

Experimental Highly controlled Laboratory

Theory Defined
A theory is an interrelated set of constructs (or
variables) formed into propositions, or
hypotheses. that specify the relationship among
variables (typically in terms of magnitude or
direction).
Theory Defined
A theory might appear in a research study as an
argument. a discussion, or a rationale, and it helps
to explain (or predict) phenomena that occur in the
world. The theory provides an explanation for the
question, “Why would an independent variable (X)
influence or affect a dependent variable (Y)?
Theory Defined
A theory explains how and why the variables are
related, acting as a bridge between or among the
variables. Theory may be broad or narrow in scope,
and researchers state their theories in several ways,
such as a series of hypotheses, if-then logic
statements, or visual models. Using theories
deductively, investigators advance them at the
beginning of the study in the literature review.
 STUDY VARIABLES
• Variables are concepts that are measured, manipulated, or
controlled in a study.
• Concrete variables: temperature, weight
• Abstract variables: creativity, empathy
• Conceptual definition: gives meaning to a concept
• Operational definition: variable can be measured using this
description
 Variables in Quantitative Research

Independent variables are those that (probably) cause, influence, or

affect outcomes. They are also called treatment, manipulated,
antecedent or predictor variables.

Dependent variables are those that depend on the independent

variables; they are the outcomes or results of the influence of the
independent variables. Other names includes criterion, outcome
and effect variables.

Intervening or mediating variables stand between the independent

and dependent variables, and they mediate the effects of the
independent variable on the dependent variable.
 Variables in Quantitative Research

Moderating variables are new variables constructed by a

researcher by taking one variable and multiplying it by another to
determine the joint impact of both. These variables are typically
found in experiments.

Control variables are special type of independent variables that

researchers measure because they potentially influence the
dependent variable.

Confounding variables are not actually measured or observed in

the study but its influence cannot be directly detected.
RESEARCH DESIGN
Descriptive

Correlational
QUANTITATIVE RESEARCH
DESIGNS
Quasi-experimental

Experimental
Typical descriptive design

DESCRIPTIVE DESIGNS
Comparative descriptive design

Case study design

DETERMINING THE TYPE OF
CORRELATIONAL DESIGN
 HOW ABOUT QUASI-
EXPERIMENTAL RESEARCH?
• Examines cause-and-effect relationships
• Less control by researcher than true experimental
designs
• Samples are not randomly selected.
• All variables in the study cannot be controlled by the
researcher.
WHAT ARE THE ESSENTIAL
ELEMENTS OF AN EXPERIMENTAL
DESIGN?
1. Random assignment of subjects to groups
2. Researcher-controlled manipulation of independent
variable
3. Researcher control of experimental situation and setting,
including control/comparison group
4. Control of variance
• Clearly spelled out sampling criteria
• Precisely defined independent variable
• Carefully measured dependent variable
BASIC STATISTICAL
APPLICATION WITH
SPSS
WHAT IS CORRELATION
ANALYSIS?
•Concerned with finding out whether a
relationship exists between variables and
in determining the magnitude of that
relationship.
WHAT IS REGRESSION
ANALYSIS?
• Estimation of relationships between dependent
variable and one or more independent variables. It
can be utilized to assess the strength of the
relationship between variables and for modeling
the future relationship between them.
 WHAT IS THE DIFFERENCE
BETWEEN CORRELATION AND
REGRESSION?
• Correlation quantifies the strength of the
linear relationship between a pair of variables
whereas regression expresses the relationship
in the form of an equation.
Regression
 INTERPRETING TEST STATISTICS

• Significance level – a fixed probability of wrongly

rejecting the null hypothesis H0, if it is in fact true.
Usually set to 0.05 (5%).
• p value - probability of getting a value of the test
statistic as extreme as or more extreme than that
observed by chance alone, if the null hypothesis H0, is
true.
 DEGREES OF FREEDOM
• Measures the number of independent pieces of information on
which the precision of an estimate is based.
• It is calculated as the number of observations minus the
number of additional parameters estimated for that calculation.
• In regression, every time you add an independent variable, the
number of coefficients (i.e. parameters) you need to estimate
increases by one, so the degrees of freedom falls by one.
COEFFICIENT OF DETERMINATION (R 2 )
• Coefficient of determination (R 2 ) - measure the predictive power of the model.

• One useful measure that is worth looking is the Coefficient of Multiple

Determination, or R2.
• This measures the proportion of the variation in y explained by all the
explanatory variables together and is a good measure of the overall goodness of
fit of the regression line or surface.
• It varies between 0 and 1; the nearer it is to 1, the more of y that is being
explained and so the better the goodness of fit.
 F STAT
• F stat – determine the usefulness of the model.
• Often used when comparing statistical models that have
fitted to a data set, in order to identify the model that
best fits the population from which the data were
sampled.
 MARGINAL PROBABILITY EFFECT
(REGRESSION COEFFICIENT)
• Regression coefficient is the individual effect of the variable to
the outcome variable.
• It signifies the amount by which change in X must be
multiplied to give corresponding average change in y, or the
amount y changes for a unit increase in X.
• It represents the degree to which the line slopes upwards or
downwards.
 T-STAT

• t-value measures the size of the difference relative

to the variation in your sample data.
• the calculated difference represented in units of
standard error.
 Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant)
65.469 1.226 53.388 .000

Behavioral
1.648 .482 .311 3.418 .001
Personal
2.062 .479 .396 4.307 .000
Cognitive
1.620 .576 .247 2.812 .006
a. Dependent Variable: Performance

R2= .810
F(3,96)= 136.098
P-Value= .000
 Coefficientsa

Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant)
72.105 1.528 47.181 .000

Attention 2.298 .689 .439 3.336 .001

Retention -.197 .690 -.039 -.286 .776
Reproduction
-.225 .815 -.042 -.276 .783

Motivation 1.907 .678 .393 2.814 .006

a. Dependent Variable: Performance

R2= .500
F = 23.765
(4,95)
P-Value= .000
Sequence of Interpretation
1 Significance of over-all regression model
• F-Stat
• P-value vs. Level of significance(.05 and .01)
• Acceptance or Rejection of Hypothesis
• Coefficient of determination (R2)
2 Factor/Variable Significance
• t-value and p-value
• Regression coefficient
Let’s interpret...
SOP: What factor of the family motivational climate significantly influence academic
performance?
Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1

(Constant) 63.057
What factor of the family motivational 2.664
climate significantly influence academic performance in 23.671 .000
the new normal setting?
Structure 1.488 .684 .209 2.175 .032
Relationship
.596 .807 .078 .738 .462
Helping 2.658 .785 .391 3.387 .001
a. Dependent Variable: GPA

R2= .376
F(3,126)= 21.296
P-Value= .000
It is shown in the table that the overall regression model is significant, F( 3,126)= 21.296, P<.001, which
means significant. Result means that the motivatioal climate when taken as a group has a highly positive
significant influence on the learners academic performance. Thus, the null hypothesis which states that of
motivational climate does not significantly influence learners academic performance is rejected. Result
further revealed that the predictive power of the climate is 37.6% based on the R2 which is .376. This
means there are 62.4% of the variables not included in this regression model.
When each variable is considered individually, structure has computed T-value of 2.175 and P-value of
<.05 level of significance and helping has a computed t-value has 3.387 and P-value of <.01 level of
significance which both mean significant while relationship has computed t-value of .738 and P-value >.05
which means not significant. Results means that only structure and helping have a positive significant
influence on learners academic performance. It could also be inferred that in every unit increase in the
structure, there is a corresponding increase in learners academic performance by 1.48 units considering
relationship and helping constant. Moreover, in every unit increase in helping, there is a corresponding
increase in academic performance by 2.658 units considering relationship and structure constant.
Thank You!