PRACTICA

L RESEARCH
QUANTITATIVE RESEARCH

2
JUNE REBANGCOS RAÑOLA
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To our dear parents;
In response to this pandemic, the Department of Education along with the
private schools are putting their best foot forward to deliver quality education
amidst this pandemic. With that, Osmena Colleges has considered choosing a
modular mode of learning.

In this modality of learning, your child will be receiving soft copies of

their lessons for every subject. They will be printing the modules and will study
the lessons to answer all the necessary activities for each of the lesson. One
module is equivalent to one (1) week of class. Along with this, we are
encouraging you to please monitor your child’s journey as this will be the best
possible way to deliver quality education as of the moment.

If you have questions, please do not hesitate to contact us. We will be

including contact numbers and social media accounts where you can reach us.
In this troubling times, it will be best if we work hand in hand to support our
child’s journey towards quality education.

Thank you and God bless!!!

JUNE REBANGCOS RAÑOLA

Oral Communication Teacher

ROQUESA FRANCO DAEP

K to 12 Headmaster

PLEASE CONTACT ME
THROUGH MESSENGER OR
FACEBOOK. JUST SEARCH FOR MY
NAME. THANK YOU!
 LET’S RACE!!!

LESSON
NIT 1
1: U

That the brain is comprised 60%

of fat and is one of the fattest
organs in the human body?

“NATURE AND INQUIRY OF

RESEARCH”
QUANTITATIVE RESEARCH – CHRACTERISTICS, STRENGTH,
WEAKNESSES and KINDS

WHAT’S ALL IN THIS UNIT???

Human history abounds with problems. Problems are everywhere in different variety in different perspective which
affect mankind. Problems are observed along political, social, environmental and many aspects of life. This may between
individuals, groups or in an organization. In that, mankind wants solution to these problems. These solutions should not be
only effective but also be acquired and used for improvement. To be able to achieve that, solutions must be based in
knowledge, not on mere beliefs, guesses, or theories. To acquire this knowledge it requires a well-planned and systematic
procedure and should be continuously evaluated on its accuracy and usefulness. In that, RESEARCH has been devised to
meet this need.

In this unit, you will be encountering also the characteristics of quantitative research, its strength and weaknesses,
its kinds and importance across disciplines. In here also, we will be tackling kinds of variables and its uses.
 By the end of this lesson, you are expected to:
Define quantitative research
Describe characteristics, strengths, weaknesses, and kinds of quantitative research
Identify various kind of quantitative research in various contexts

HOW ARE YOU GOING TO LEARN???

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more and effectively that makes you a better learner.

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and feedbacks. Please fill in this portion of the module so that we can continuously
improve our module.
 PRE-TEST! Answer the questions below. Follow instructions properly.
I. TRUE or FALSE. Write QUANTITATIVE after the item when the sentence is true while
QUALITATIVE if the statement is false.

1. In quantitative research, researchers know in advance what they are looking for. _______________
2. Quantitative research can be easily misinterpreted because it provides numerical data. _______________
3. Quantitative research puts emphasis on proof, rather than discovery. _______________
4. Normative research is conducted by researcher whose aim would be to find out the direction and/or
relationship between different variables or group of respondents under study. _________________
5. Qualitative research requires a large number of respondents. It assumes that the larger the sample is, the
more statistically accurate the findings are. ___________________
6. Evaluation describes the status of a phenomenon at a particular time. It describes without value judgment a
situation that prevents. ____________________
7. Correlational is conducted by researchers whose aim would be to find out the direction and/or relationship
between different variables or groups of respondents under study. _____________________
8. Methodological is the implementation of a variety of methodologies that forms a critical part of achieving
the goal of developing a scaled-matched approach, where data from different disciplines can be integrated.
___________________
9. One characteristics of quantitative research is that its method can be repeated to verify findings in another
setting, thus, reinforcing validity findings. _____________________
10. In quantitative experiments it filters out external factors, if properly designed, and so the results gained can
be seen, as real and unbiased.

II. Put a tick (/) if it describes the characteristics of a Quantitative Research and (X) if it does not.

____ 1. Data is in the form of words, pictures or objects.

____ 2. The data is usually gathered using structured research instruments.
____ 3. It is not based upon numerical measurements and does not use numbers and statistical methods as key
research indicators and tools.
____ 4. It tends to be associated with small-scale studies and a holistic perspective, often studying a single
occurrence or small number of occurrences/case studies in great depth.
____ 5. The research study can usually be replicated or repeated, given its high reliability.
____ 6. Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-
textual forms.
____ 7. Emphasis is on discovery rather than proof.
____ 8. The results are based on larger sample sizes that are representative of the population.
____ 9. It tends to be associated with emergent research design, using a wide range of approaches
____ 10. Researcher has a clearly defined research question to which objective answers are sought.

MY REFLECTION: What you reflection regarding the pre-test? Will the subject be difficult or
easy for you?? How will you handle future lesson??
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 PROBE RANDOM PONDER
Study Illogic Reflect
Investigate Disorderly Consider
Scrutinize Unplanned Contemplate
VOCABULARY
Inspect IMPROVEMENT: Based on your stock knowledge
Accidental and on the words
Meditate
below the word on the top, define the top word in each table.

1. PROBE :
Meaning:
2._______________________________________________________________________________________
RANDOM :
_______________________________________________________________________________________
Meaning:
Sentence:
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_______________________________________________________________________________________
_______________________________________________________________________________________
Sentence:
_______________________________________________________________________________________
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3. PONDER:
Meaning:
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Sentence:
_______________________________________________________________________________________
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DEFINITION OF QUANTITATIVE
RESEARCH
QUANTITATIVE RESEARCH is an objective, systematic empirical investigation of observable
phenomena through the use of computational techniques. It highlights numerical analysis of data hoping that the
numbers yield unbiased results that can be generalized to some larger population and explain a particular
observation. Simply, quantitative research is concerned with numbers and its relationship with events.

The quantitative research suggests that the data concerned can be analyzed in terms
of numbers. An example that we can give for this study is a study comparing the performance of Grade 12
in Mobo National High School and Osmena Colleges in Physical Science when ICT is integrated in teaching.
This can be approached by getting the average performance of both schools before and after integrating ICT.
Then the averages can be compared and analyzed to see the differences or effectiveness. In this case, numbers
are used as data for analysis. Another is surveying what do viewers in Mandaon, Masbate prefer to watch: is it
GMA dramarama or ABS-CBN Golden Kapamilya noontime show. In here, it may be approached by making a
survey questionnaire asking for the preference of viewers in Masbate.
 MY EXAMPLE: May you now give your own example of a quantitative research?
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CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. OBJECTIVE. Quantitative research seeks accurate measurement and analysis of target concepts. It is not based on
mere intuition and guesses. Data are gathered before proposing a conclusion or solution to a problem.
2. CLEARLY DEFINED RESEARCH QUESTIONS. The researchers know in advance what they are looking for. The
research questions are well-defined for which objective answers are sought. All aspects of the study are carefully designed
before data are gathered.
3. STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide data collection, thus, ensuring the
accuracy, reliability and validity of data. Data are normally gathered using structured research tools such as questionnaires
to collect measurable characteristics of the population like age, socio-economic status, number of children, among others.
4. NUMERICAL DATA. Figures, tables or graphs showcase summarized data collection in order to show trends,
relationships or differences among variables. In sum, the charts and tables allow you to see the evidence collected.
5. LARGE SAMPLE SIZES. To arrive at a more reliable data analysis, a normal population distribution curve is
preferred. This requires a large sample size, depending on how the characteristics of the population vary. Random
sampling is recommended in determining the sample size to avoid researcher’s bias in interpreting the results.
6. REPLICATION. Quantitative methods can be repeated to verify findings in another setting, thus strengthen and
reinforcing validity of findings eliminating the possibility of spurious conclusions.
7. FUTURE OUTCOMES. By using complex mathematical calculations and with the aid of computers, if-then
scenarios may be formulated thus predicting future results. Quantitative research puts emphasis on proof, rather
than discovery.

STRENGTHS OF QUANTITATIVE RESEARCH

The advantages of quantitative research includes the following:

1. It is objective. The most reliable and valid way of concluding results, giving way to a new hypothesis
or to disproving it. Because of bigger number of the sample of a population, the results or
generalizations are more reliable and valid. Since it provides numerical data, it can’t be easily
misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses and allows you to comprehend a
huge amount of vital characteristics of data.
3. It is real and unbiased. If the research is properly designed it filters out external factors, and so can be
seen as real and unbiased.
4. The numerical data can be analyzed in a quick and easy way. By employing statistically valid random
models, findings can be generalized to the population about which information is necessary.
5. Quantitative studies are replicable. Standardized approaches allow the study to be replicated in
different areas or over time with formulation of comparable findings.
6. Quantitative experiments are useful for testing the results gained by a series of qualitative
experiments, leading to a final answer, and narrowing down of possible directions to follow
 WEAKNESSES OF QUANTITATIVE RESEARCH
The disadvantages of quantitative research are as follows:
1. Quantitative research requires a large number of respondents. It is assumed that the larger the sample is,
the more statistically accurate the findings are.
2. It is costly. Since, there are more respondents compared to qualitative research, the expenses will be
greater in reaching out to these people and in reproducing questionnaires.
3. The information is contextual factors to help interpret the results or to explain variations are usually
ignored. It does not consider the distinct capacity of the respondents to share and elaborate further
information unlike the qualitative research.
4. Much information are difficult to gather using structured research instruments, specifically on sensitive
issues like pre-marital sex, domestic violence, among others.
5. If not done seriously and correctly, data from questionnaires may be incomplete and inaccurate.
Researchers must be on the look-out on respondents who are just guessing in answering the instrument.

KINDS OF QUANTITATIVE RESEARCH DESIGNS

Research design refers to the overall strategy that you choose in order to integrate the different components of
the study in a coherent and logical way, thereby ensuring you will effectively address the research problem.
Furthermore, a research design constitutes the blueprint for the selection, measurement and analysis of data. The
research problem determines the research you should.
Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data
collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational
techniques. The kind of research is dependent on the researcher’s aim in conducting the study and the extent to which the
findings will be used. Quantitative research designs are generally classified into experimental and non-experimental as the
following matrix below.
 KINDS OF QUANTITATIVE RESEARCH

I. EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to control the situation. In doing so, it
allows the researcher to answer the question, “What causes something to occur?” This kind of research also
allows the researcher to identify cause and effect relationships between variables and to distinguish placebo
effects from treatment effects. Further, this research design supports the ability to limit alternative explanations
and to infer direct causal relationships in the study; the approach provides the highest degree level of evidence
for single studies.
A. PRE-EXPERIMENTAL DESIGN. A type of research apply to experimental design that with least
internal validity. One type of pre-experiment, the simple group, pretest-post-test design, measures the
group two times, before and after the intervention.
EXAMPLE:
Instead of comparing the pretest with the posttest within one group, the posttest of the treated
groups is compared with that of an untreated group. Measuring the effect as the difference between
groups marks this as between-subjects design. Assuming both groups experienced the same time-related
influences, the comparison group feature should protect this design from the rival explanations that
threaten the within-subject design.
B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher can collect more data, either by
scheduling more observations or finding more existing measures. Quasi-experimental design involves
selecting groups, upon which a variable is tested, without any random pre-selection processes.
EXAMPLE:
To perform an educational experiment, a class might be arbitrarily divided by alphabetical
selection or by seating arrangement. The division is often convenient and, especially in an educational
situation, causes as little disruption as possible. After this selection, the experiment proceeds in a very
similar way to any other experiment, with a variable being compared between different groups, or over a
period of time.
There are two types of quasi-experimental design, these are:
a. Non-Equivalent Control Group. This refers to the chance failure of random assignment to
equalize the conditions by converting a true experiment into this kind of design, for purpose of
analysis.
b. Interrupted Time Series Design. It employs multiple measures before and after the
experimental intervention. It differs from the single group pre-experiment that has only one
pretest and one posttest. Users of this design assume that the time threats such as history or
maturation appear as regular changes in the measures prior to the intervention.
C. TRUE-EXPERIMENTAL DESIGN. It controls for both time-related and group related threats. Two
features mark true experiments: two or more differently treated groups; and random assignment to these
groups. These features require that the researchers have control over the experimental treatment and the
power to place subjects in groups.
True experimental design employs both treated and control groups to deal with time-related rival
explanations.
A control group reflects changes other than those due to the treatment that occur during the time
of the study. Such changes include effects of outside events, maturation by the subjects, changes in
measures and impact of any pre-tests.
 True experimental design offers the highest internal validity of all the designs. Quasi-experimental design
differs from true experimental design by the absence of random assignment of subjects to different conditions.
What quasiexperiments have in common with true experiments is that some subjects receive an intervention and
provide data likely to reflect its impact.

2. NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher observes the phenomena as they
occur naturally and no external variables are introduced. In this research design, the variables are not deliberately
manipulated nor is the setting controlled. Researchers collect data without making changes or introducing
treatments. This may also called as DESCRIPTIVE RESEARCH DESIGN because it is only one under non-
experimental design.

DESCRIPTIVE RESEARCH DESIGN’s main purpose is to observe, describe and document aspects of a
situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generation or theory
development. The types of descriptive design are as follows:
A. SURVEY. It is used to gather information from groups of people by selecting and studying samples chosen
from a population. This is useful when the objective of the study is to see general picture of the population
under investigation in terms of their social and economic characteristics, opinions, and their knowledge
about the behavior towards a certain phenomenon.
B. CORRELATIONAL. It is conducted by researchers whose aim would be to find out the direction,
associations and/or relationship between different variables or groups of respondents under study.
Correlational Research has three types, these are:
a. Bivariate Correlational Studies – It obtains score from two variables for each subject, and then uses
them to calculate a correlation coefficient. The term bivariate implies that the two variables are
correlated (variables are selected because they are believed to be related). Example: Children of
wealthier (variable one), better educated (variable 2) parents earn higher salaries as adults.
b. Prediction Studies – It uses correlation coefficient to show how one variable (the predictor variable)
predicts another (the criterion variable). Example: Which high school applicants should be admitted to
college?
c. Multiple Regression Prediction Studies – All variables in the study can contribute to the over-all
prediction in an equation that adds together the predictive power of each identified variable. Example:
Suppose the High School GPA is not the sole predictor of college GPA, what might be other good
predictors?

C. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of research derives conclusion from

observations and manifestations that already occurred in the past and now compared to some dependent
variables. It discusses why and how a phenomenon occurs.
Example 1: A researcher is interested in how weight influences stress-coping level of adults. Here the
subjects would be separated into different groups (underweight, normal, overweight) and their stress-coping
levels measured. This is an ex post facto design because a pre-existing characteristic (weight) was used to
form the groups.
Example 2: What is the Effect of Home Schooling on the Social Skills of Adolescents?

D. COMPARATIVE. It involves comparing and contrasting two or more samples of study subjects on one or
more variables, often at a single point of time. Specifically, this design is used to compare two distinct
groups on the basis of selected attributes such as knowledge level, perceptions, and attitudes, physical or
psychological symptoms.
Example:
A comparative Study on the Health Problems among Rural and Urban People in Ilocos Region,
Philippines
E. EVALUATIVE. It is a process used to determine what has happened during a given activity or in an institution.
The purpose of evaluation is to see if a given program is working, an institution is successful according to the goals
set for it, or the original intent was successfully attained. In other words, in evaluation judgments can be in the
forms of social utility, desirability, or effectiveness of a process. For example, we can cite here a situation. In
evaluation study, it will not just be considering the performance of the students who were taught under modular
instruction; instead, it is the rate of progress that happened among the students who were exposed to modular
instruction. Example: A test of children in school is used to assess the effectiveness of teaching or the deployment
of a curriculum.

D. METHODOLOGICAL. In this approach, the implementation of a variety of methodologies forms a critical part
of achieving the goal of developing a scale matched approach, where data from different disciplines can be
integrated.

KEEP THIS IN MIND!

 IDENTIFICATION TEST!!!
Identify what is being asked in each number. Write your answer on the space after the statement.

1. It highlights numerical analysis of data hoping that the numbers yield unbiased results that can be generalized to
some larger population and explain a particular observation. _________________________
2. It suggests that the data concerned can be analyzed in terms of numbers. _______________________
3. This kind of research derives conclusion from observations and manifestations that already occurred in the past
and now compared to some dependent variables. _______________________
4. It describes the norm level of characteristics for a given behavior. _________________
5. In this design, the researcher can collect more data, either by scheduling more observations or finding more
existing measures. ________________________
6. It is conducted by researchers whose aim would be to find out the direction, associations and/or relationship
between different variables or groups of respondents under study. ______________________
7. It refers to the overall strategy that you choose in order to integrate the different components of the study in a
coherent and logical way, thereby ensuring you will effectively address the research problem.
__________________________
8. It controls for both time-related and group-related threats. Two features mark true experiments: two or more
differently treated groups; and random assignment to these groups. ____________________________
9. All variables in the study can contribute to the over-all prediction in an equation that adds together the predictive
power of each identified variable. _______________________
10. Its main purpose is to observe, describe and document aspects of a situation as it naturally occurs and
sometimes to serve as a starting point for hypothesis generation or theory development.
__________________________

MY TAKEAWAYS! NON-STOP WRITING: Write your concise learning about the questions
that follow. Please strictly answer based on you understanding not TO COPY FROM THE TEXT
ABOVE!!!

What is quantitative research?

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What are the characteristics of quantitative research?
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Discuss the strengths of quantitative research.
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Discuss the weaknesses of quantitative research.
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 ASSESSMENT!!! This serves as your summative test. Answer the questions below following the
instruction given in each test. FAILURE TO FOLLOW INSTRUCTIONS WILL NOT BE
CONSIDERED

MULTIPLE CHOICE: Choose the correct letter that best describe the question or complete the statement.
Encircle the letter of your answer.

1. Which of the following BEST defines quantitative research?

A. It is an exploration associated with libraries, books and journals.
B. It is an activity concerned with finding new truth in education.
C. It is a systematic process obtaining numerical information about the world.
D. It is an activity of producing or proving a theorem.

2. Which of the following is NOT a characteristic of quantitative research?

A. Data are gathered before proposing a conclusion or solution to a problem.
B. Quantitative methods can be repeated to verify findings in another setting, thus strengthen and
reinforcing validity of findings eliminating the possibility of spurious conclusions.
C. Figures, tables or graphs showcase summarized data collection in order to show trends, relationships or
differences among variables. In sum, the charts and tables allow you to see the evidence collected.
D. It seeks to gather a more comprehensive understanding of activities related to human behavior and the
attributes that rule such behavior.

3. Which of the following describes the characteristics of research where data are in form of statistics?
A. Objective B. Numerical Data C. Replication D. Large Sample Size

4. This characteristic of quantitative research which refers to its necessity to arrive at a more reliable data analysis.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective

5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective

6. The researchers know in advance what they are looking for. The research questions are well defined for which
objective answers are sought. All aspects of the study are carefully designed before data are gathered.
A. Future Outcomes C. Clearly defined Research Questions
B. Structured Research Instruments D. Numerical Data

7. Which research design seeks to describe “what is”?

A. Correlational C. Experimental
B. Descriptive D. Evaluation

8. In this type of research, the investigator tries to probe the significance of relationship between two or more
factors or characteristics
A. Correlational C. Ex-post facto
B. Experimental D. Survey
9. Which of the item below does NOT hold true for descriptive research?
A. describes the nature of a situation or an event
B. presents the profile of persons, events, and things
YOUR ANSWERS
C. describes past situations COLUMN A COLUMN B
1. the posttest
D. there is no manipulation of the treated
of variables groups
or search is compared
for cause and effect related to the performance
with that of an untreated group A. Normative
10. Which of the following2.illustrates
a test of children in school
a quantitative is used to assess the
study?
effectiveness
A. attributes to malnutrition of teaching or the deployment of a
in children B. Survey
B. public opinion tocurriculum
the sex scandal of the Pres. in our country
C. academic performance of high school students
D. all of the above choices

DETERMINATION: Determine if the description given below is a strength or weakness of a quantitative

research. Write your answer on the blank provided for.

1. The most reliable and valid way of concluding results, giving way to a new hypothesis or to disproving it.
___________________________
2. Since, there are more respondents compared to qualitative research, the expenses will be greater in reaching out to
these people and in reproducing questionnaires. _______________________
3. If not done seriously and correctly, data from questionnaires may be incomplete and inaccurate.
____________________________
4. Standardized approaches allow the study to be replicated in different areas or over time with formulation of
comparable findings. _______________________________
5. Quantitative experiments are useful for testing the results gained by a series of qualitative experiments, leading to a
final answer, and narrowing down of possible directions to follow. _______________________________
6. It is assumed that the larger the sample is, the more statistically accurate the findings are.
________________________
7. Researchers must be on the look-out on respondents who are just guessing in answering the instrument.
______________________________
8. It does not consider the distinct capacity of the respondents to share and elaborate further information unlike the
qualitative research. __________________________
9. It is real and unbiased. _____________________
10. It is costly. ______________________

MATCHING TYPE: Match item in COLUMN A with those of COLUMN B by placing the letter of the
correct answers in the space provided in column A from among the choices I column B.
 3. useful when the objective of the study is to see C. Census
general picture of the population under
investigation in terms of their social and economic D. Evaluative
characteristics, opinions, and their knowledge
about the behavior towards a certain phenomenon E. Comparative
4. conducting a research on the study habits of the
high school students you are to use the range of F. Ex-post Facto
score to describe the level of their study habits
5. discusses why and how a phenomenon occurs G. Descriptive
6. selecting groups, upon which a variable is
tested, without any random pre-selection H. Correlational
processes
7. uses correlation coefficient to show how one I. Bivariate Correlational
variable (the predictor variable) predicts another
(the criterion variable) J. prediction
8. employs both treated and control groups to deal
with time-related rival explanations K. Multiple Regression
9. it obtains score from two variables for each
subject, and then uses them to calculate a L. Pre-experimental
correlation coefficient
10. term that seems synonymous to survey M. Quasi-experimental
research
N. True experimental

RESEARCH WORK: Research 10 different titles of research in a research reports and

classify them to any of the research designs we have discussed. Choose only quantitative research
titles. Follow the format below.

RESEARCH TITLE RESEARCH DESIGN

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Using the back of this sheet, please leave a comment, suggestion or

recommendation on how we can improve the module. Please let us know
whether the module is easy to understand or not. Any comment will be much
appreciated!!! Thank you!!
LET’S RACE!!!

LESSON IT 1
2: UN

That during the 1908

Olympics, the Russians
showed up 12 days late
because they were using the
Julian calendar instead of the
Gregorian calendar?? What a
terrible mistake!!

“NATURE AND INQUIRY OF

RESEARCH”
The Importance of Quantitative Research Across Various Fields

MY REVIEW: If you’re going to sum up your experience with the previous lesson in three (3), what
will be those words? Why?
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By the end of this lesson, you are expected to:
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Identify quantitative research used in various disciplines
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Explain the importance of quantitative research across various fields
 PRE-TEST! Answer the questions below. Follow instructions properly.
MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the letter of
the correct answers in the space provided in column A from among the choices in column B. Identify
what discipline the given research title is related.

YOUR ANSWERS COLUMN A COLUMN B

1. What Effect do Punitive Behavioral Control Statements
have on Classroom?
2. The Relationship between the Mushrooming of Fast Food A. QUANTI & ANTHROPOLOGY
Chains and Obesity of Children in Kuopo, Eastern England.
3. Effect of Tourism to the Cultural System of Villagers in B. QUANTI & COMMUNICATION
Southern Cordillera.
4. Factors Affecting Quality of Medical Education in Saint C. QUANTI & SPORTS MED.
Louis University
5. Relationship of Verbally Aggressive Behavior to the D. QUANTI & MEDICAL ED.
Physical Aggression of a Person.
E. QUANTI & BEHAVIORAL SCI.
6. Factors Affecting Crime Rates in Burgos, La Union.
7. Video Integration in Teaching Science in Grade 12 of F. QUANTI & EDUCATION
Upper Tumapoc National High School.
8. Communicative Behaviors Associated in Different Stages G. QUANTI & PSYCHOLOGY
of a Romantic Relationship.
9. Ethnographic Study: Changes of Aeta Behaviors in past 5 H. QUANTI & ABM
years.
10. Relationship of Physical Activity to the Amount of I. QUANTI & STEM
Adipose Tissue and Endurance Fitness of Children Aged 15
– 22 in Burgos, La Union.

ESSAY:
Discuss briefly how quantitative research related or important to different field of discipline.
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Choose two disciplines enumerated above (column B) and explain how quantitative research was used on
it.
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 IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS
FIELDS
People do research to find solutions, even tentative ones, to problems, in order to improve or enhance ways of
doing things, to disprove or provide a new hypothesis, or simply to find answers to questions or solutions to problems
in daily life. Research findings can affect people’s lives, ways of doing things, laws, rules and regulations, as well as
policies, among others. Widely, quantitative research is often used because of its emphasis on proof rather than
discovery.

In recent times, research studies are gaining an unprecedented focus and attention. Then, only the faculty in
higher education has so much interest and conduct researchers, but now even the teachers in the basic education are
engrossed in researches and devote time and effort in conducting researches to improve educational practices that
may lead to more quality learning of the students. Many teachers do action researches because there is a serious need
to identify the problems of the deteriorating quality of education. By doing so, they can address systematically and
make educational decisions regarding the problems met. Innovative teaching strategies are product of research.

In the natural and social sciences, quantitative research is the systematic, empirical investigation of observable
phenomena via statistical, mathematical or computational techniques. The objective of quantitative research is to
develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of
measurement is central to quantitative research because it provides the fundamental connection between empirical
observation and mathematical expression of quantitative relationships.

Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use quantitative research designs
like descriptive, pre-experimental, quasi-experimental, true-experiment, case study, among others.

QUANTITATIVE RESEARCH & ACCOUNTING, BUSINESS and MANAGEMENT (ABM)

Researches can help design a new product or service, figuring out what is needed and ensure the development
of product is highly targeted towards demand. Businessmen can also utilize research results to guarantee sufficient
distribution of their products and decide where they need to increase their product distribution. Conducting researches
can also help a business determine whether now is the proper time to open another branch or whether it needs to
apply for a new loan. It may also help a small business decide if a procedure or strategy should be change to meet the
requirements of the customer base. Research is important for any organization to remain in the market. The primary
function of research in ABM is to correctly determine its customers and their preferences, establish the enterprise in
the most feasible location, deliver quality goods and services, analyze what the competitors are doing and find ways
on how to continuously satisfy the growing and varied needs of the clients.

QUANTITATIVE RESEARCH and ANTHROPOLOGY

Anthropology is a research method of combining qualitative and quantitative research data. It is concerned
with exploring connections simultaneously, amidst cultural differences, alternatives and identity. In the contemporary
academic, socio-cultural and political climate these concepts have immense symbolic overtones
 Quantitative research is use in Anthropology in many aspects. Like, true experiments may use in studying
people provided that you follow certain steps (Bernard, 2004). This is to look into the Effects of an intervention in
ethnic behavior of a group. In here, you need at least two groups, called the treatment group and the control group. On
group gets the intervention and the other group don’t. Next, individuals may be randomly assigned, either to the
intervention group or to the control group to ensure that the groups are equivalent. Then, the groups are measured on
one or more dependent variables; this is called the pre-test. After which, the intervention is introduced. Lastly, the
dependent variables are measured again. This is the post test.

In Field, Janet Schofield and her colleagues did a 3 year ethnographic study in middle school. During the first
year, they noticed that African-American and while children seemed to react differently to “mildly aggressive acts’ –
things like bumping in the hallway, poking one another in the classroom, asking for food, or using another student’s
pencil without permission. There appeared to be no event of racial conflict in the school, but during interviews while
students were more likely to report being intimidated by their African-American peers than vice versa (Sagar &
Schofield, 1980, as cited by Bernard, 2004)

QUANTITATIVE RESEARCH and COMMUNICATION

Researchers are often interested in how an understanding of a particular communication phenomenon might
generalize to a larger population. For example, researchers can advance questions like “What Effect do punitive
behavioral control statements have on a classroom? What communicative behaviors are associated with different
stages in romantic relationships? What communicative behaviors are used to respond to co-workers displaying
emotional stress? (Allen, Titsworth, Hunt, 2009)

QUANTITATIVE RESEARCH and SPORTS MEDICINE

Quantitative research is used to analyze how sports may be used as an alternative way of medicating an
illness. An example is the research done by University of Eastern Finland which investigated the relationship between
mushrooming of fast food chains and obesity, as well as the intervention needed to prevent children’s obesity from
reaching serious proportions. The research focused on the children’s physical activity and physical inactivity and the
concomitant impact on the children’s amount of adipose tissue (fat mass) and the endurance fitness. The study is used
to analyze certain the effect of physical activity in weight control.

QUANTITATIVE RESEARCH and MEDICAL EDUCATION

Quantitative research in medical education tends to be predominantly observational research based on surveys
or correlational studies. The designs test interventions like curriculum, teaching-learning process, or assessment with
an experimental group. Either a comparison or controlled group learners may allow researchers to overcome validity
concerns and infer potential cause-effect generalizations. Researchers are using to cope with the emerging trends in
recent times.

QUANTITATIVE RESEARCH IN EDUCATION

Quasi Experiments are most often used in evaluating social problems. Suppose a researcher has invented a
technique for improving reading comprehension among third graders. She/he selects two third grade classes in a
school district. One of them gets the intervention and the other doesn’t. Students are measured before and after the
intervention to see whether their reading scores improve. This design contains many of the elements of true
experiment, but the participants are not assigned randomly to the treatment and control groups.
QUANTITATIVE RESEARCH and BEHAVIORAL SCIENCES
Relationship Questions in today’s quantitative trend tend to explore how one behavior exhibited by people is
related to other types of behavior. Examples are verbally aggressive behaviors related to physical aggression – that is,
when a person has a level of verbally aggressive behavior, does he or she tend to be physically aggressive? Are
certain supervisor communication skills related to the emotional experiences of employees? Questions of difference
explore how patterns of behavior or perceptions might differ from one group or type of a person to another: Do
people with disabilities experience emotional labor differently from those without disabilities? Do women perceive
talkativeness (or lack of it) differently form men? Do communication styles differ from one culture to the next? (Alle,
Titsworth, Hunt, 2009). When quantitative researchers explore questions of differences or questions of relationships,
they do so in an attempt to uncover certain patterns of behavior. If the researcher discovers that a certain relationship
exists in sample that she or he has drawn form the population, she/he is then in a position to draw generalizations
about patterns expected of human behavior.

QUANTITATIVE RESEARCH and PSYCHOLOGY

Mertens (2005) says that the dominant paradigms that guided early psychological research were positivism
and its successor, post positivism. Positivism is based on rationalistic, empiricist philosophy that originated with
Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel Kant. the underlying assumptions of positivism
include the belief that the social world can be studied in the same way as the natural world, that there is a method for
studying the social world that is value-free, and that explanations of a causal nature can be provided.

QUANTITATIVE RESEARCH & SCIENCE, TECHNOLOGY, ENGINEERING, and MATHEMATICS

Medical practitioners, for example, conduct researches to obtain significant information about diseases trends
and risk factors, results of various health interventions, patterns of care and health care cost and use. The different
approaches to research provide complementary insights. Researchers help in determining the effectiveness and even
side effect of drugs and therapies in different populations and various institutions. It is also necessary in evaluating
experiences in clinical practice in order to develop mechanisms for best practices and to ensure high quality patient
care. Researchers in these fields ultimately aim for man’s longevity. As for engineers, architects, and other builders,
research helps in providing designs which are creatively beautiful and at the same time give more convenience and
efficiency as they utilize modern technology to adapt to the ever changing society. New materials and procedures
may be developed so as to further strengthen the structural materials than can withstand various calamities and
disasters.

A SECOND CHANCE!!! Only I can give you a second chance.

After reading the whole discussion, you will be given A SECOND CHANCE to answer the test. (Isang
malaking SANA ALL!!!) Answer the questions below. Follow instructions properly.

MATCHING TYPE: Match item in COLUMN A with those of COLUMN B by placing the letter of
the correct answers in the space provided in column A from among the choices in column B. Identify
what discipline the given research title is related.

PS: Ang bait ko no?? What can you say?? Leave a comment.
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YOUR ANSWERS COLUMN A COLUMN B
1. What Effect do Punitive Behavioral Control Statements
have on Classroom?
2. The Relationship between the Mushrooming of Fast Food A. QUANTI & ANTHROPOLOGY
Chains and Obesity of Children in Kuopo, Eastern England.
3. Effect of Tourism to the Cultural System of Villagers in B. QUANTI & COMMUNICATION
Southern Cordillera.
4. Factors Affecting Quality of Medical Education in Saint C. QUANTI & SPORTS MED.
Louis University
5. Relationship of Verbally Aggressive Behavior to the D. QUANTI & MEDICAL ED.
Physical Aggression of a Person.
E. QUANTI & BEHAVIORAL SCI.
6. Factors Affecting Crime Rates in Burgos, La Union.
7. Video Integration in Teaching Science in Grade 12 of F. QUANTI & EDUCATION
Upper Tumapoc National High School.
8. Communicative Behaviors Associated in Different Stages G. QUANTI & PSYCHOLOGY
of a Romantic Relationship.
9. Ethnographic Study: Changes of Aeta Behaviors in past 5 H. QUANTI & ABM
years.
10. Relationship of Physical Activity to the Amount of I. QUANTI & STEM
Adipose Tissue and Endurance Fitness of Children Aged 15
– 22 in Burgos, La Union.

MY TAKEAWAYS! NON-STOP WRITING: Write your concise learning about the questions
that follow. Please strictly answer based on you understanding not TO COPY FROM THE TEXT
ABOVE!!!

What is the role played by quantitative research across various fields?

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How quantitative research related or important to different field of discipline?
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Discuss the benefit of quantitative research in a specific field.
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Discuss the disadvantage of quantitative research in a specific field..
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 ASSESSMENT!!! This serves as your summative test. Answer the questions below following the
instruction given in each test. FAILURE TO FOLLOW INSTRUCTIONS WILL NOT BE
CONSIDERED

ESSAY. Briefly explain what is asked below.

How important quantitative research across fields? Cite at least five fields and explain how quantitative
research is interconnected with it.

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RESEARCH WORK: Research 10 different titles of research in a research reports and

classify them to any field of focus we have discussed. Choose only quantitative research titles.
Follow the format below.

RESEARCH TITLE FOCAL FIELD

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Using the back of this sheet, please leave a comment, suggestion or

recommendation on how we can improve the module. Please let us know
whether the module is easy to understand or not. Any comment will be much
appreciated!!! Thank you!!1
LET’S RACE!!!

LESSON IT 1
3: UN

That the hashtag

symbol is technically
called an
octothorpe??

“NATURE AND INQUIRY OF

RESEARCH”
KINDS OF VARIABLES AND THEIR USES
MY REVIEW: Referring to your knowledge and experience during the previous lesson, why is it
important to know the application of research across various fields?
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By the end of this lesson, you are expected to:
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Identify kind of variables in quantitative research
Classify variables of a certain research based on their usage
 PRE-TEST! Answer the questions below. Follow instructions properly.
IDENTIFICATION. Identify what is being asked in each number. Write your answer after the
statement. Choose your answer from the box below.

- VARIABLE
 DEPENDENT

INDEPENDENT
 CONTROL
1. It refers to the characteristics that have two or more mutually exclusive values or properties.
 CONTINUOUS
________________________ 
2. Variables that
INTERVENING represent categories that cannot be ordered in any particular way.
________________________
 CONFOUNDING
3. Special kind of independent
INTERVALvariables that are measured in a study because they potentially influence the
dependent variable. __________________________
4. Variables that have values that lie along an evenly dispersed range of numbers when there is an absolute
 NOMINAL
zero, as opposed
 ORDINAL to net worth, which can have a negative debt-to-income ratio-level variable.
____________________________
 RATIO
5. Kind of variable that are not actually measured or observed in a study. They exist but their influence cannot

be directly detected in a study. __________________________
ABSTRACT
6. It “stands between” the independent and dependent variables, and they show the effects of the independent
variable on the dependent variable. __________________________
7. Variables that represent categories that can be ordered from greatest to smallest. _____________________
8. Kind of variable that probably cause, influence, or effect outcomes. They are variably called treatment,
manipulated, antecedent or predictor variables. ________________________
9. Variables that depend on independent variables; they are the outcomes or results of the influence of the
independent variable. _______________________
10. Variables that have values that lie along an evenly dispersed range of numbers. ______________

ESSAY:
Discuss briefly your expectations from this lesson.
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Based on the pre-test, how much do you know about variables in research?
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 THE VARIABLES IN RESEARCH
The term ‘variable’ has been mentioned several times so that it is necessary to define it here. In research, a
variable refers to a “characteristics that has two or more mutually exclusive values or properties” (Sevilla and Other,
1988). Sex, for instance, has two properties which are maleness and femaleness. The ages of different persons have
different values; so with their size, height, weight and income. The phenomenon of variety is what makes life
interesting; it is one of the motivating factors of the research undertaking.

The root word of the word variable is “vary” or simply “can change”. These variables are among the
fundamental concepts of research, alongside with measurement, validity, reliability, cause and effect; and theory.
Bernard (1994) defines a variable as something that can take more than one value, and values can be words or
numbers.

A variable specifically refers to characteristics, or attribute of an individual or an organization that can be

measured or observed and that varies among the people or organization being studied (Creswell, 2002).

TYPES OF VARIABLES (ALLEN, TITSWORTH, HUNT, 2009)

1. CONTINUOUS VARIABLES – A variable that can take infinite number on the value that can occur within the
population. Its values can be divided into fractions. Examples of this type of variable include age, height, and
temperature. Continuous variables can be further categorized as:

a. INTERVAL VARIABLES – It have values that lie along an evenly dispersed range of numbers. It is a
measurement where the difference between two values does have meaning. Examples of interval data include
temperature, a person’s net worth (how much money you have when you subtract your debt from your
assets), etc. In temperature, this may illustrate as the difference between a temperature of 60 degrees and 50
degrees is the same as difference between 30 degrees and 20 degrees. The interval between values makes
sense and can be interpreted.

b. RATIO VARIABLES – It have values that lie along an evenly dispersed range of numbers when there is
absolute zero. It possesses the properties of interval variable and has a clear definition of zero, indication that
there is none of that variable. Examples of which are height, weight, and distance. Most scores stemming
from response to survey items are ratio-level values because they typically cannot go below zero.
Temperature measured in degrees Celsius and degrees Fahrenheit is not a ratio variable because 0 under these
temperatures scales does not mean no temperature at all.

2. DISCRETE VARIABLES – This is also known as categorical or classificatory variable. This is any variable that
has limited number of distinct values and which cannot be divided into fractions like sex, blood group, and number
of children in family. Discrete variable may also categorized into:

a. NOMINAL VARIABLE – It represent categories that cannot be ordered in any particular way. It is a
variable with no quantitative value. It has two or more categories but does not imply ordering of cases.
Common examples of this variable include eye color, business type, religion, biological sex, political
affiliation, basketball fan affiliation, etc. A sub-type of nominal scale with only two categories just like sex is
known as dichotomous.
 b. ORDINAL VARIABLE – It represent categories that can be ordered from greatest to smallest. This
variable has two or more categories which can be ranked. Examples of ordinal variable include education
level, income brackets, etc. An illustration of this is, if you asked people if they liked listening to music while
studying and they could answer either “NOT VERY MUCH”, “MUCH”, “VERY MUCH” then you have an
ordinal variable. While you can rank them, we cannot place a value to them. In this type, distances between
attributes do not have any meaning. For example, you used educational attainment as a variable on survey,
you might code elementary school graduates = 1, high graduates = 2, college undergraduate = 3, and college
graduate = 4. In this measure, higher number means greater education. Even though we can rank these from
lowest to highest, the spacing between the values may not be the same across the levels of the variables. The
distance between 3 and 4 is not the same with the distance between 1 and 2.

MAJOR KINDS OF VARIABLES

1. INDEPENDENT VARIABLES – Those that probably cause, influence, or affect outcomes. They are invariably
called treatment, manipulated, antecedent or predictor variables. This is the cause variable or the one responsible for
the conditions that act on something else to bring about changes.

EXAMPLE: A study is on the relationship of study habits and academic performance of UTNHS senior high school
students. STUDY HABITS is the independent variable because it influenced the outcome or the performance of the
students.

2. DEPENDENT VARIABLES – those that depend on the independent variables; they are the outcomes or results
of the influence of the independent variable. That is why it is also called outcome variable.

EXAMPLE: A study is on the relationship of study habits and academic performance of UTNHS senior high school
students. ACADEMIC PERFORMANCE is the dependent variable because it is depending on the study habits of the
students; if the students change their study habit the academic performance also change.

3. INTERVENING OR MEDLING VARIABLES – Variables that “stand between” the independent and
dependent variables, and they show the effects of the independent variable on the dependent variable.

EXAMPLE: Consider the given below. Even if farm production is good, if the attitude towards payment is negative,
loan repayment would be low, whereas, if the attitude towards repayment is positive or favorable, loan repayment
would be high.
4. CONTROL VARIABLES – A special types of independent variables that are measured in the study because
they potentially influence the dependent variable. Researchers use statistical procedures (e.g. analysis of covariance)
to control these variables. They may be demographic or personal variables that need to be “controlled” so that the
true influence of the independent variable on the dependent variable can be determined.

5. CONFOUNDING VARIABLES – Variables that are not actually measured or observed in a study. They exist
but their influence cannot be directly detected in a study. Researchers comment on the influence of confounding
variables after the study has been completed, because these variables may have operated to explain the relationship
between the independent variables and dependent variable, but they were not or could not be easily assessed.
 DETERMINATION. Determine if what type of variable are the following. Write I if the variable is Interval,
N if Nominal, R if Ratio and O if Ordinal. Write your answers on the space provided.

1. Military Title ___________

2. Temperature in degree Celsius ___________
3. Birthplace ___________
4. Year Level ___________
5. Favorite Type of Music ___________
6. Clothing such as hat, shirt, shoes ___________
7. A score in 5- item quiz in Math ___________
8. Feeling for today ___________
9. Means of Transportation ___________
10. How internet is used at home ___________
11. Freshman, Sophomore ___________
12. Person’s net worth ___________
13. Male or female ___________
14. 1, 2, 3, 4, 5 ___________
15. Political Affiliation ___________

ASSESSMENT!!! This serves as your summative test. Answer the questions below following the
instruction given in each test. FAILURE TO FOLLOW INSTRUCTIONS WILL NOT BE
CONSIDERED.

IDENTIFICATION. Identify the variables and the constant in each title of study presented below.
Determine the independent and dependent variable; then determine whether discrete or continuous
variable.

FOR EXAMPLE: A study on the relationship of study habits and academic performance of BSU college
students.

DO THIS USING THE 10 RESEARCH TITLES YOU HAVE SUBMITTED AS YOUR

ASSIGNMENT DURING THE PREVIOUS LESSON. USE THE TABLE BELOW AS THE
FORMAT!!!
RESEARCH WORK: Using a separate sheet of paper, make an essay not less than 500
words to sum up the whole journey for Unit 1: Nature of Inquiry and Research.

Using the back of this sheet, please leave a comment, suggestion or

recommendation on how we can improve the module. Please let us know
whether the module is easy to understand or not. Any comment will be much
appreciated!!! Thank you!!1
 BIBLIOGRAPHY:
Esther L. Baraceros, Practical Research 2, (Manila, Philippines: Rex Publishing Company, 2016), pp. 1-34

Jay-Ar Mario V. Mariano, Compilation in Practical Research 2, pp. 1-27