Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Schools Division Office I Pangasinan
Pangasinan National High School
Lingayen, Pangasinan

PRACTICAL RESEARCH II
Nature of Inquiry and Research

Quarter 1 - Module 1 – Week 2

Most Essential Learning Competency: Kinds of

quantitative research
 Discussions
Lesson 1 Nature of Inquiry and Research

Quantitative Research Designs

 Research design- refers to the overall strategy that you choose to integrate the different
components of the study coherently and logically. Furthermore, a research design constitutes
the blueprint for the selection, measurement, and analysis of data. The research problem
determines the research design you should use.

TYPES OF QUANTITATIVE RESEARCH DESIGN

 1. Experimental Research Design

 2. Quasi-experimental Research Design
 Non-equivalent control group design
 Interrupted Time Series Design
 3. Descriptive Research Design
 Survey
 Correlational-Bivariate correlational studies, Prediction studies, Multiple Regression
Prediction Studies
 Ex-post facto research design
 Comparative
 Evaluative
 Methodological

TYPES OF QUANTITATIVE RESEARCH

Experimental Designs often called true experimentation, use the scientific method to establish the
cause-effect relationship among a group of variables in a research study. Researchers make an effort
to control for all variables except the one being manipulated (the independent variable). The effects of
the independent variable on the dependent variable are collected and analyzed for a relationship.
 Experimental research is commonly used in sciences such as sociology and psychology,
physics, chemistry, biology, and medicine, etc. It is a collection of research designs that use
manipulation and controlled testing to understand causal processes. Generally, one or more
variables are manipulated to determine their effect on a dependent variable.
The experimental method is a systematic and scientific approach to research in which the
researcher manipulates one or more variables, and controls and measures any change in other
variables.
 A Quasi-Experimental Design (often referred to as Causal-Comparative)-Quasi-
experimental design involves selecting groups, upon which a variable is tested, without any
random pre-selection processes.
 For 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.

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  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 while.

Types of Quasi-Experimental Design

1. Non-equivalent control group design -refers to the chance failure of random assignment to
equalize the conditions by converting a true experiment into this kind of design, for purposes
of analysis.
2. Interrupted Time Series Design- 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 before the intervention.
A Descriptive Design seeks to describe the current status of a variable or phenomenon. The
researcher does not begin with a hypothesis but typically develops one after the data is
collected. Data collection is mostly observational.
Types of Descriptive Research Designs
 1. Survey - a research design used when the researcher intends to provide a quantitative or
numeric description of trends, attitudes, or opinions of a population by studying a sample of
that population (Creswell, 2003). For example, universities regularly float surveys to
determine customer satisfaction, that is, the students‘ attitudes toward or opinions regarding
student services like the canteen, clinic, security, the guidance and counseling services, and
the like.
 2. Correlational – is research tests for the relationships between two or more variables. Good
(1972) defines correlation as the tendency for corresponding observations in two or more
series to vary together with the averages of their respective series, which is to have similar
relative positions. Performing correlational research is done to establish what the effect of one
on the other might be and how that affects the relationship.
 Correlational Research has three types:
1. Positive correlation: Positive correlation between two variables exists when an increase in
one variable leads to an increase in the other and a decrease in one leads to a decrease in the
other. For example, a person with a lot of money will carry a Hermes bag and a person with
no money will carry a paper bag.
2. Negative correlation: Negative correlation is when an increase in one variable leads to a
decrease in another and vice versa. For example, the level of education might correlate
negatively with a crime. This means if, in some way the education level is improved in a
country, it can lead to lower crime. Note that this doesn’t mean that a lack of education causes
crime. It could be, for example, that both lacks education and crime have a common reason:
poverty.
3. No correlation: Two variables are uncorrelated when a change in one doesn’t lead to a
change in the other and vice versa. For example, among entertainment people,
happiness is found to be uncorrelated to money. This means an increase in money doesn’t
lead to happiness.
Other types of correlational studies
 - Bivariate correlational studies- obtain scores from two variables for each subject, then use
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).
 Examples: Children of wealthier (variable #1), better educated (variable #2) parents earn
higher salaries as adults.

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 - Prediction studies-use correlation co-efficient to show how one variable (the predictor
variable) predicts another (the criterion variable).
Examples: Which high school applicants should be admitted to college?
 - Multiple Regression Prediction Studies- suppose the high school GPA is not the sole
predictor of college GPA, what might be other good predictors? All of these variables can
contribute to the over-all prediction in an equation that adds together the predictive power of
each identified variable.
 3. Ex-Post Facto Research Design- These are non-experimental designs that are
used to investigate causal relationships. They examine whether one or more pre-existing
conditions could have caused subsequent differences in groups of subjects. Researchers
attempt to discover whether differences between groups have resulted in an observed
difference in the independent variables.
Examples: What is the effect of homeschooling on the social skills of adolescents?
 4. Comparative design - 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 based on selected attributes such as knowledge level,
perceptions, and attitudes, physical or psychological symptoms. For example, a comparative
study on the effectiveness of teaching Science to Gr. 12 students using the structured and
unstructured approach.
 5. Evaluative Research - seeks to assess or judge in some way providing information about
something other than might be gleaned in mere observation or investigation of relationships.
 For example, where a test of children in school is used to assess the effectiveness of teaching
or the deployment of a curriculum.
 Formative evaluation is used to determine the quality of implementation of a project, the
efficiency and effectiveness of a program, assessment of organizational processes like
procedures, policies, guidelines, human resource development, and the like.
 6. 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.

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 What’s More

Name: ____________________________________________________ Date:_________

Grade level and Section: _____________________________________ Score: ________

Title of the Activity: Positive! Negative! Zero!

Directions: Read the following cases and identify the type of correlation whether positive correlation,
negative correlation, or no correlation.

1. A student who has incurred many absences got low grades.

2. Taller people have larger shoe sizes and shorter people have smaller shoe sizes.

3. The taller a basketball player is, the more he weighs.

4. As one exercises more, his body weight becomes less.

5. As the weather gets colder, air conditioning costs decrease.

6. If a train increases speed, the length of time to get to the final point decreases.

7. The more time you spend running on a treadmill, the more calories you will burn.

8. A person’s telephone number is related to his IQ score.

9. If it is darker outside, more light is needed inside.

10. If a chicken increases in age, the number of eggs it produces decreases.

11. If the sun shines more, a house with solar panels requires less use of other electricity.

12. The more money she saves, the more financially secure she feels.

13. If a car decreases speed, travel time to a destination increases.

14. If a car tire has more air, the car may use less gas per mile.

15. The warmer it is outside, the fewer layers of clothing one have to wear to be warm.

16. The more gasoline you put in your car, the farther it can go.

17. The more you take a bath, the more kittens die of unexplained death.

18. The longer your hair grows, the more shampoo you will need.

19. The less time I spend marketing my business, the fever new customers I will have.

20. The more hours you spend in direct sunlight, the more severe your sunburn.

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Name: ____________________________________________________ Date:_________
Grade level and Section: _____________________________________ Score: ________

Title of the Activity: What Is the Status of Our Relationship?

Directions: Given below is a list of correlational studies that had been conducted. Identify the
correlation methods used whether Bivariate correlation, Regression analysis, or Multiple correlations
in each study.

Activity A:

1. Determine the relations between math anxiety measures and teacher confidence measures (Bursal
& Paznokas, 2006). Their results indicated that low math-anxious pre-service teachers were more
confident in teaching math and science than high math-anxious pre-service teachers.

2. A study about student exam scores in statistics (dependent variable.) from a series of collaborative
learning group assignments (independent variables) (Delucchi, 2006). The results provided some
support for collaborative learning groups improving statistics exam performance, although not for all
tasks.

3. How are a nonverbal test of intelligence (dependent variable) and various ability tests (independent
variables) correlated (Domino & Morales, 2000)? The nonverbal test was significantly correlated with
grade point average and ability test scores for Mexican American students.

4. Students missing the most classes get a lower grade, the suggestion is that there is a causal
relationship between attendance and academic performance.

5. Children who watch TV that includes violent content are more likely to behave aggressively.

Activity B:

Direction: Read the two problems and answer the questions that follow. Use a separate sheet of paper
for your answers.

Problem 1

Do children from high socioeconomic status (SES) (IV) backgrounds attain higher achievement levels
(DV) than children from low SES backgrounds?

Problem 2

Do children who learn to read via Reading Mastery (IV) attain higher achievement levels (DV) than
children who learn to read via a whole language approach?

1. What would make this “experiment” a “causal-comparative study?”

2. Why might an educational researcher want to make this into a causal-comparative study?

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 What I Have Learned
This module discussed the characteristics, strengths, weaknesses, and kinds of quantitative
research.

The major characteristic of quantitative research is that conclusions are expressed in numbers
or as results of statistical treatment. Conclusive data are organized using tables, graphs, or figures that
consolidate large numbers of data to show trends, relationships, or differences among variables.

The major strength of quantitative research is that it is an excellent way of using or of

finalizing results and providing or disproving a hypothesis. Said results can be seen as real and
unbiased because they are numerically expressed after appropriate statistical treatment. A major
weakness of quantitative methods is that it can be expensive, time-consuming, and requires extensive
statistical treatment, requiring tests, retests, among others. Also discussed were the kinds of
quantitative research, foremost of which are two general classifications: the experimental and the non-
experimental.

Experimental research designs are:

1. True experimental- controls for both time-related and group—related threats

2. Quasi-experimental- lends itself to collecting more data, either by scheduling more

observations or finding more exiting measures.

3. Pre-experimental-have the least internal validity.

In non-experimental research designs, the researcher observes the phenomena as they occur
naturally and no external variables are introduced.

The types of descriptive research design are:

1. Survey-used when the researcher intends to provide a quantitative or numeric description

of trends, attitudes, or opinions of a population by studying a sample of that population.

2. Correlational studies-calculate correlation coefficient. The three types are bivariate

correlational studies, prediction studies, and multiple regression prediction studies.

3. Ex—post facto design-investigates causal relationships.

4. Comparative design-involves comparing and contrasting two or more samples of study

subjects on one or more variables, often at a single point of time.

5. Evaluative design-seeks to assess or judge in some way, providing information about

something other than might be gleaned in mere observation or investigation of relationships.

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 What I Can Do
Name: _______________________________________________ Date:_________
Grade level and Section: ____________________________________ Score: ________

Directions: Prepare a short survey form that you will distribute to family and relatives in your home.
It can be a topic about fast food chain services in your locality. Write your introductory
letter instruction in answering the survey and then questions that you would like to ask
about the fast-food chain. Limit your questions to only ten items.

Sir/Madam:

Name of Researcher

Instruction:

Name of Participants:____________________________________________________

Question Strongly Moderately Neither Moderately Strongly

Agree (5) Agree (4) Agree nor Disagree (2) Disagree (1)
disagree (3)
Example- 
MangInasal
crews greet
customers
with a smile
and warm
greetings.

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 Additional Activities
Name: __________________________________________________Date:_________
Grade level and Section: ___________________________________ Score: ________

Directions: Read each question/sentence carefully, write survey or experimental, indicating the kind
of quantitative research you will use, given the following problem inquiries as a researcher intend to
investigate.

1. How many students use the university library between 7 AM and SAM.

2. How many hours adolescents do Facebook in a day.

3. The most frequently used student service at your university.

4. The impact of blended learning on students enrolled in English 1.

5. The number of students who read the broadsheets (newspapers) daily

6. The food preference of basketball players in your university or institution.

7. The number of times students go to the guidance counselor for help every month.

8. The kind of shampoo women prefer.

9. The kind of shampoo men prefer.

10. The most saleable items in three food chains.

11. The effects of coaching on the academic performance of Grade 12 students in the subject

Mathematics.

12. The results of a prescribed daily diet on the sugar count of diabetic patients.

13. The popularity of two top dishwashing liquid brands among housewives.

14. The impact of cooperative stores on a selected barangay.

15. The correlation of admission test results of high school graduates under the ALS

(Alternative Learning System) and those under the regular Dep-Ed system of schooling.

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 REFERENCES
A. Books

Baraceros, E. L. (2016). Practical Research 2. Quezon City: Rex Book Store, Inc.

Chico, A. M., & Matira, M. D. (2016). Practical Research for 21st Century Learners
(Quantitative Research). Sampaloc, Manila: St. Augustine Publications, Inc.
Prieto, N. G., Naval, V. C., & Carey, T. G. (2017). Practical Research 2. Quezon City:
Lorimar Publishing, Inc.
B. Government Publications
None
C. Periodicals
None

D. Online and Other Sources

(Anonymous)https://upload.wikimedia.org/wikipedia/commons/f/f8/01_Icon-
Community%402x.png

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