Quantitative Research

Language Education
BY:
1. ANNI R A CH M AYA NI
2. MARWAH MUKARROMAH
3. NAURAH NAZHIFAH
 RESEARCH OBJECTIVE
According to "Research in Education: Evidence-
Based Inquiry" by James McMillan and Sally
Schumacher, a research objective is a statement
that specifies what the researcher intends to
accomplish with their study. A well-written
research objective should be clear, specific, and
measurable, and it should guide the entire
research process.
Here's an example of a research objective for a hypothetical study
on the effects of a new reading program on third-grade students'
literacy skills:
"To determine whether the implementation of the new
reading in a third-grade classroom leads to a statistically
program
significant improvement in fluency,
students' reading
comprehension, and vocabulary scores, as measured by pre-
and post-test assessments."

This example can be found in "Research in Education:

Evidence- Based Inquiry," 7th edition, on page 61.
 AND HYPOTHESIS
RESEARCH QUESTION
According to "Research in Education: Evidence-Based
Inquiry" by James McMillan and Sally Schumacher, a
research question is an inquiry that a researcher seeks
to answer through their study. A hypothesis, on the other
hand, is a tentative explanation or prediction about a
relationship between variables, which can be tested
through research.
Here's an example of a research question and hypothesis related to a
hypothetical study on the effects of parental involvement on high
school students' academic achievement:

Research question: Does parental involvement have a positive impact

on high school students' academic achievement?

Hypothesis: Increased parental involvement in a high school student's

education leads to higher levels of academic achievement.

This example can be found in "Research in Education: Evidence-

Based Inquiry," 7th edition, on page 56
 AND HYPOTHESIS
RESEARCH QUESTION
In quantitative research, research questions and hypotheses are focused on measuring and quantifying the relationships
between variables. According to "Research in Education: Evidence-Based Inquiry" by James McMillan and Sally
Schumacher, quantitative research questions and hypotheses can be classified into three broad categories: descriptive,
relational, and causal. This information can be found in "Research in Education: Evidence-Based Inquiry," 7th edition, on pages 53-54.

1. Descriptive research questions seek to describe or summarize a particular phenomenon or characteristic. For example,
a descriptive research question in a quantitative study might be: "What is the average score on a standardized reading
test for eighth-grade students in a particular school district?“

2. Relational research questions seek to establish relationships or associations between two or more variables. For
example, a relational research question in a quantitative study might be: "Is there a significant correlation between
parental involvement in education and student academic achievement in elementary school?“

3. Causal research questions seek to establish a cause-and-effect relationship between two or more variables. For
example, a causal research question in a quantitative study might be: "Does participation in an after-school tutoring
program lead to significant improvements in math achievement among middle school students?"
 AND HYPOTHESIS
RESEARCH QUESTION
Similarly, hypotheses in quantitative research are statements that propose a
relationship between two or more variables that can be tested through research.
For example, a hypothesis in a quantitative study might be: "Increasing the
amount of time devoted to physical activity during recess will lead to a
significant improvement in academic achievement among elementary school
students.“
 OPERATIONAL DEFINITION
The operational definition is a procedure for measuring
and defining a construct. The operational definition
defines a measurement procedure (a set of operations)
for measuring observable external behavior, and uses the
resulting measurements as definitions and hypothetical
constructs of measurement (Gravetter & Forzano, 2012).
The operational definition concretizes a concept's
intended meaning in connection with a particular study
and gives numerous criteria for measuring the concept's
empirical existence (Lune & Berg, 2017).
 LIMITATIONS IN OPERATIONAL DEFINITIONS

Operational definitions may not fully capture the complexity of

the variable being studied. For example, a definition of "learning
motivation" that focuses solely on student participation in class
discussions may not consider other factors that can influence
motivation, such as family background or personal interests.
Besides, different researchers may operationalize variables in
slightly different ways, which can lead to inconsistencies or
disagreements in results (Gravetter & Forzano, 2012).
 LIMITATIONS IN OPERATIONAL DEFINITIONS

While it can be easy to ignore the important components

of a construct in an operational definition, it also
frequently includes other components that are not part
of the construct being measured (Gravetter & Forzano,
2012) which can introduce extraneous variables that could
impact the study's results.
References
Gravetter, F. J., & Forzano, L.-A. B. (2012). Research Methods For The Behavioral Sciences (4th ed.).
Linda Schreiber-Ganster

Lune, H., & Berg, B. L. (2017). Qualitative Research Methods for the Social Sciences (9th ed.).
Pearson Education Limited