Practical Research 2 Quantitative: CG Topic 4: Understanding Data and Ways To Systematically Collect Data

PRACTICAL RESEARCH 2
QUANTITATIVE
CG TOPIC 4: UNDERSTANDING DATA AND WAYS TO

SYSTEMATICALLY COLLECT DATA
Questions!!! (Ms. Q and A way!)
1. How did your students react when you introduce
COLLECTION, PRESENTATION, AND
ANALYSIS OF DATA?
2. How did your students understand the data?
3. How did your students cope and make themselves
comfortable in dealing with data collection and
analysis?
OBJECTIVES: Participants are expected to
• Understand the critical contents in the curriculum guide;
• Execute of strategies on how to teach Quantitative

Research to the learners specifically in the collection,
interpretation and analysis of data;
• Appreciate the importance of quantitative research for

student’s lifelong learning.
CRITICAL CONTENT NO. 2
DEPARTMENT OF EDUCATION
Content Standards
The learner demonstrates understanding of:
1.Quantitative research designs

2.Description of sample
3.Instrument development
4.Data collection
5.Data analysis procedures
6.Writing the research methodology
Curriculum, Learners, and Management Division

Performance Standard
Describe adequately quantitative research designs,
sample, instrument used, data collection, and analysis
procedures
FAMILIARIZATION
Learning Competencies Code
1. Chooses appropriate quantitative research CS-RS12-IIa-c-1
design
2. Describe sampling procedure and the sample CS-RS12-IIa-c-2

3. Constructs an instrument and establishes its CS-RS12-IIa-c-3
validity and reliability
4. Plans data collection procedure CS-RS12-IIa-c-5

5. Plans data analysis using statistics and CS-RS12-IIa-c-6
hypothesis testing
6. Presents written research methodology CS-RS12-IIa-c-7

ACTIVITY 1
Complete the table by suggesting different teaching strategies and
assessment strategies for each learning competencies
Learning Competencies Teaching Strategies Assessment Strategies
1. Chooses appropriate quantitative research
design
2. Describe sampling procedure and the sample

3. Constructs an instrument and establishes its
validity and reliability
4. Plans data collection procedure
5. Plans data analysis using statistics and

hypothesis testing
6. Presents written research methodology

TEACHING STRATEGIES
1. Explaining key concepts and providing guidelines for

methodology and its parts: Research Design, The Sample, The
Instruments, Data Collection Procedure, and Data Analysis
Procedure
2. Give examples
3. Oral participation of students
4. Practice activity

ASSESSMENT STRATEGIES
1.Critiquing of a research journal

2.Deciding for an appropriate
research design for a specific topic

QUANTITATIVE RESEARCH DESIGNS

What is Research Design?
RESEARCH DESIGNS
A plan that represents how the

researcher intends to study an
empirical question (Johnson &
Reynolds, 2012)

Descriptive Experimental
Research Design Research Design
QUANTITATIVE RESEARCH DESIGNS
Correlational Quasi-Experimental
Research Design Research Design

Type of Design DEPARTMENTIntervention
Description OF EDUCATION Research Topic
Applied
Descriptive • Observational None TechVoc:

• Describe the
status of an Factors resulting
identified accidents inside Bread
variable such and Pastry Practicum
as events, Laboratory
people, or
subjects

Type of Design Description Intervention Research Topic
Applied
Correlational • Estimate the None ABM:

extent to which
different Prevalency of
variables are Instagram (IG) and
related to one Twitter as the
another in the dominant marketing
population of sites.
interest
• Relationship
between
variable

Type of DEPARTMENT OF
Description EDUCATION
Intervention Research Topic
Design Applied
Experimental • Uses the scientific YES Comparison between

method actual demonstration
• Establishes a cause- and digital aided
effect relationship
among group of instruction in learning
variables dismantling
• Dependent and electronic parts of
independent home appliances
variables

Type of Description Intervention Research Topic
Design Applied
Quasi- • Prone to bias by YES Effects of an after

Experimental purposive selection school YouTube
of participants tutorial on Senior
• None-adherence to
random selection of High School baking
participants skills.
• Results are
compared with
results from groups
not exposed to the
variable

SAMPLING
• Process of getting information from
a proper subset of population.
• Describe the population
characteristics through the values
obtained from a sample as
accurately as possible.
Slovin’s Formula
•
N
S = ------------------
1+N
Where: s = sample size
N = Total population
e = margin of error
Activity 3: Compute for the sample size:
Population sample size
6 789
5 500
25 500
8 890
7 700
Probability
Sampling
SAMPLING
TECHNIQUES
Non-Probability
Sampling

Probability Sampling
Refers to sampling techniques which samples
are obtained using some objective chance
mechanism, thus involving randomization

Types of Probability Sampling

1.Simple random sampling
2.Systematic random sampling
3.Stratified random sampling
Simple Random Sampling

• Table of random numbers
• Lottery Technique
POPULATION
SAMPLE

Systematic Random Sampling

• Regular intervals
• Random Order
POPULATION
SAMPLE

Stratified Random Sampling

Assures the researcher that the sample will be representative of
the population in terms of certain critical factors that have been
used as the basis of stratification
POPULATION
SAMPLE
c
c
c c c c
c c
c c c
c

Topic Research Design Sampling Method
ABM: Correlational Stratified Random

Prevalence of Sampling
Instagram (IG) and
twitter as the
dominant marketing
sites
Types of Non-Probability Sampling
1. Accidental sample
2. Purposive sampling or judgement sampling
3. Quota sampling

Activity 2: With the research title you formulated in your group. Identify the following sections in the table
below.

Title of the Research Research Design of the Study Sampling Technique Sample Size Remarks/Reaction

DATA COLLECTION METHOD

1.Interview
2.Questionnaire
3.Observation
4.Test
5.Experimentation (Laboratory/Scientific)
6.Secondary data

specific
and
relevant simple
objective and
clear
neatly In
printed CHARACTERISTICS OF A good
GOOD QUESTIONNAIRE order
clearly
attractive
arranged
short
Specific Questions Corresponding Questionnaire

1.What is the profile of the respondents in terms of : Part 1. Profile of the Respondents
1.1 age; 1.1 Age:_______
1.2 gender 1.2 Male_______ Female______
1.3 civil status 1.3 Single ______
Married _____
Legally Separated______
Widow/Widower_______

2. What is the self esteem level of the students- Part II. ( You may use the Rosenberg’s Self-Esteem
respondent? Scale)

www.wwnorton.com/college/psych/media/rosenberg

or you can create your own questionnaire
provided it will be validated and piloted.

Activity 4
With your Statement of the

problem at hand, formulate a
questionnaire that will answer your
specific questions.
Writing the Methodology

This section provides methods and procedures used in your
research study. The researcher should provide detailed
information on the research design, participants, equipment,
materials, variables, and actions taken by the participants.
Should provide enough information to allow other
researchers to replicate the study.

ACTIVITY
If it is a good practice in writing a methodology
X if it is not a good practice in writing a methodology

1. Always write the method section in the past tense

in your manuscript

2. Provide enough details that another researcher

could replicate the experiment.

3. Avoid unnecessary detail that is not relevant to the

outcome of the experiment

4. Use proper citation

- APA
- MLA
- Chicago

5. Take a rough draft of the method section with the

research adviser for additional assitance

6. Proofread the paper for typos, grammar problems,
and spelling errors

Activity 5
Using a Venn Diagram, differentiate the following:
Group 1: Research Design from Research Method
Group 2: Population from Sample
Group 3. Random from Non-random Sampling

CRITICAL CONTENT 3
PRACTICAL RESEARCH 2
QUANTITATIVE
CG Topic 5: Finding Answers

through Data Collection
Curriculum and Learning Management Division

Finding Answers through Data Collection
STANDARDS AND COMPETENCIES

Content Standards: The learner Learning Competencies
demonstrates understanding of:
The learner…
(1) data collection procedures and
1. Collects data using appropriate
skills using varied instruments;
instruments
(2) data processing, organizing, and
2. Presents and interprets data in
analysis.
tabular and graphical forms
Performance Standards: The
3. Use statistical techniques to
learner is able to gather and
analyze data – study of
analyze data with intellectual
differences and relationships
honesty, using suitable techniques
limited for bivariate analysis
Curriculum and Learning Management Division

Activity Write your concise learning about

the following:
1. Data analysis of quantitative methods
2. Quantitative data gathering strategies
3. Steps in data processing
4. Purposes of data analysis
5. mean
6. Frequency distribution
7. graphs: bar, line, pie, scatterplot
8. Standard deviation
9. Test on correlation

Quantitative data collection

Data rely on random sampling and structured
Gathering data collection instruments that fit diverse
experiences into predetermined categories.
They produced results that are easy to
summarize, compare and generalize.
It is a process of gathering and
measuring information on variables of
interest, in an established systematic
fashion enabling one to answer the stated
research questions.

Data
Gathering Ways of Gathering Data
Interviews
Structured questionnaires
Observations
Experiments

Content In reporting the results, the

researcher stays close to the
statistical findings without drawing
broader implications or meaning
from them. Further, this section
PRESENTATION AND
includes summaries of the data
ANALYSIS OF DATA
rather than the raw data (e.g., the
actual scores for individuals). A
results section include tables,
figures, and detailed explanations
about the statistical results

PRESENTATION AND ANALYSIS
OF DATA
When writing this chapter, consider:
1. intended audience;
(your teacher or research
panel)
2. teacher’s requirements for the
subject.
Begin with a brief background on how you gather your data. Ensure the smooth
flow of ideas in your presentation.

Before writing this section,

 Rewrite Chapters 1-3 before or after
Rewriting
data analysis and before writing
Initial Parts
Chapter 4.
 Rewrite Chapters in past tense,

wherever applicable, and make
corrections for actual data collection
and data analysis procedures.
1 Score the data

(Coding)
Preparing
2 Select a statistical
Data for
program (e.g. SPSS).
Analysis
3 Input the data
4 Clean and account for
Assigning a numeric score
to each response category
for each question in the missing data.
instrument used

Describe trends in the data to a

1 single variable or question on
your instrument.
2 Compare two or more groups on
the independent variable in
How to Analyze terms of the dependent variable.
Quantitative 3 Relate two or more variables.
Data Test hypothesis about the
4
differences in the groups or the
relationships of variables.

To interpret results:
1. Mean, Median, Mode
How to
interpret 2. Standard deviation
results 3. Test of correlation

In writing this chapter,
 Label section headings based on
research questions and follow their
sequence
How to  Determine parts of the data you
collected that focused on each of the
State variables. One subsection should be
Results devoted to presenting data relevant to
each variable. Use tables and graphs in
presenting statistical data.
 Put greater emphasis on significant
results. Results that are sidelights should
not receive equal weight.
 Do not state any differences were present
between groups unless a significant p-value is
attached.
 Select statistics and place them in the most
reasonable order
How to  Include
• tables, graphs, figures for quantitative
State study
Results • statistical results of hypotheses tested
• possible explanations of unexpected
results
• Implications of results to existing situation

Quantitative data are organized & summarized in

tables and figures or in frequency distribution.
Information shown in tables and figures is

elaborated in the text.
Tables and
Figures
Present results of hypothesis test in tables using
statistical format, e.g., t value and level of
significance (p-value).

Table 1
Frequency and Percentage Distribution of Instagram and Twitter User According to
Gender
Net
Sites INSTAGRA % TWITTER % Total
Gender M
57% 39 43% 88
MALE 49
FEMALE 64% 77 36% 212

135
169 56% 130 44% 300

Total
Interpretation:
The table shows that the highest percentage user of Instagram are
females. Out of 312 respondents 135 uses Instagram, only 77 uses
Twitter ,while out of 88 male respondents only 49 are Instagram users.
It can be gleaned from the table that male prefer twitter as their social
media platform compared to female,43% and 36% respectively. The
table also shows that out of 300 respondents 169 or 56% uses
Instagram only 44% of the respondents uses twitter as their social
media platform. It can be deduced that the respondents are visual
consumers.
Distribution of Grade 4 Students’

To compare Level of Reading Skill
Choosing proportions and

9
relative amounts
Graph
14
(How big?), use a
Types pie chart, a
horizontal bar
chart, or a table
27
Frustration Instructional
Independent

Distribution of Learners by Reading Level over the course of the

Intervention Program
27
26
25 25
Choosing 19
Graph 14
16
13
Types 9
12
8
6
Start of the Program Week 1 Week 2 Week 3
Frustration Instructional Independent
To show trends (How do things change over

time?), use a column chart or line graph

Grade 4 Learners’ Reading Test Scores and Hours

Spent on Reading per Week
14
Hours Spent on Reading per Week

12
Choosing 10
Graph 8
6
Types 4
2
0
0 5 10 15 20 25 30
Reading Test Score
To show correlations (how well does one thing predict

another?), use a scatterplot or multiplot chart.
Activity
1.There are 40 sample students who took the 50-item Mathematics Achievement Test. With data collected from the samples,
construct a frequency distribution table (group). Below is the result of the test.
39 45 48 37 25 20 25 26
42 38 35 45 25 20 27 38
37 36 28 32 20 19 29 30
32 34 24 22 23 25 45 44
43 44 48 49 47 26 33 35
Interpret this table.

Table 1
Frequency and Percentage Distribution of the Teacher-Respondents
According to the Length of Service
LENGTH OF SERVICE FREQUENCY PERCENTAGE
19- above 4 20.0
16-18 2 10.0
12-15 4 20.0
9-11 1 5.0
6-8 2 10.0
3-5 5 25.0
Less than 3 2 10.0
Total 20 100.0

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PRACTICAL RESEARCH 2

CG TOPIC 4: UNDERSTANDING DATA AND WAYS TO

• Execute of strategies on how to teach Quantitative

• Appreciate the importance of quantitative research for

1.Quantitative research designs

Curriculum, Learners, and Management Division

2. Describe sampling procedure and the sample CS-RS12-IIa-c-2

4. Plans data collection procedure CS-RS12-IIa-c-5

6. Presents written research methodology CS-RS12-IIa-c-7

2. Describe sampling procedure and the sample

4. Plans data collection procedure

5. Plans data analysis using statistics and

6. Presents written research methodology

1. Explaining key concepts and providing guidelines for

Curriculum, Learners, and Management Division

1.Critiquing of a research journal

Curriculum, Learners, and Management Division

Curriculum, Learners, and Management Division

A plan that represents how the

Curriculum, Learners, and Management Division

QUANTITATIVE RESEARCH DESIGNS

Curriculum, Learners, and Management Division

Descriptive • Observational None TechVoc:

Curriculum, Learners, and Management Division

Correlational • Estimate the None ABM:

Curriculum, Learners, and Management Division

Experimental • Uses the scientific YES Comparison between

Curriculum, Learners, and Management Division

Quasi- • Prone to bias by YES Effects of an after

Curriculum, Learners, and Management Division

Population sample size

Curriculum, Learners, and Management Division

Curriculum, Learners, and Management Division

Types of Probability Sampling

Simple Random Sampling

Curriculum, Learners, and Management Division

Systematic Random Sampling

Curriculum, Learners, and Management Division

Stratified Random Sampling

Curriculum, Learners, and Management Division

ABM: Correlational Stratified Random

Types of Non-Probability Sampling

Curriculum, Learners, and Management Division

DATA COLLECTION METHOD

Curriculum, Learners, and Management Division

With your Statement of the

Writing the Methodology

Curriculum, Learners, and Management Division

X if it is not a good practice in writing a methodology

Curriculum, Learners, and Management Division

1. Always write the method section in the past tense

Curriculum, Learners, and Management Division

2. Provide enough details that another researcher

Curriculum, Learners, and Management Division

3. Avoid unnecessary detail that is not relevant to the

Curriculum, Learners, and Management Division

4. Use proper citation

Curriculum, Learners, and Management Division

5. Take a rough draft of the method section with the

Curriculum, Learners, and Management Division

6. Proofread the paper for typos, grammar problems,

and spelling errors

Curriculum, Learners, and Management Division