What is a quantitative research?

 It offers greater objectivity and accuracy,

focusing on few variables across many
 Quantitative research designs use cases, with prescribed procedures for
numbers in stating generalizations about validity and reliability.
a given problem or inquiry in contrast to  Established standards allow for
qualitative research that hardly uses replication and comparison with similar
statistical treatment in stating studies.
generalizations.  It facilitates summarizing extensive
information and making comparisons
Why do we need research? over categories and time.
 Personal bias is minimized by
 To find answers to our questions. maintaining distance from subjects and
using accepted computational methods.
What do we research?
 Research on people, behavior, opinions, WEAKNESSES
attitudes, trends, politics, animals,
health, and illness can be conducted  Quantitative research can be costly,
informally or formally for various challenging, and time-consuming,
purposes, including marketing, especially for non-mathematician
influencing politics, and policy. researchers.
 It demands extensive statistical analysis
THE CHARACTERISTICS OF A and stringent standards, often requiring
QUANTITATIVE RESEARCH retesting and redesign to address
ambiguities, which adds time and
 Data is collected using structured resource investments.
research tools.  The methods primarily yield definitive
 Results come from larger, results, leaving little room for
representative sample sizes. uncertainty, which can be limiting in
 Studies are typically reliable and can be complex fields like social sciences,
replicated. education, anthropology, and
 Researchers have clearly defined psychology.
questions seeking objective answers.
 The study design is thorough before Kinds of Quantitative Research Designs
data collection begins.
 Data is quantitative, often presented in  Research design is the overall
non-textual formats like tables and strategy that integrates study
charts. components to effectively address
 The project aims to generalize concepts, the research problem, serving as a
predict outcomes, or explore causal blueprint for data selection,
relationships. measurement, and analysis. The
 Researchers use tools like chosen design is influenced by the
questionnaires or software for numerical specific research problem.
data collection.
 Quantitative methods focus on
THE STRENGTHS AND WEAKNESSES OF A objective measurements and involve
QUANTITATIVE RESEARCH statistical or numerical analysis of
data collected through polls,
STRENGHTS questionnaires, surveys, or by
 Quantitative research enables broader manipulating pre-existing statistical
studies with more subjects, enhancing data using computational techniques.
result generalization.
Survey Research
  Organizations collect data by asking Importance of Quantitative Research across
respondents various survey questions fields
through online surveys, polls, or paper
questionnaires, then analyze the results  Research is crucial for solving issues,
to produce numerical data. making life better, and developing
methods of operation. Higher education
Causal-Comparative Research frequently employs quantitative
 This method examines cause-and-effect research, which prioritizes
relationships between two or more demonstration over discovery. Teachers
variables, identifying how one are doing more and more study to
dependent variable is influenced by create cutting-edge lesson plans and
independent variables. enhance teaching methods.

Here are some of area of interest of research;

Accounting, Business, and Management

Experimental Research (ABM)

 Used primarily in natural and social  Research aids in product design and
sciences, this method aims to prove or service targeting, informs distribution
disprove hypotheses through controlled strategies, and helps businesses decide
experimentation. on expansions or loans. It identifies
customer preferences, optimal locations,
Correlation Research and competitor strategies to meet
evolving client needs.
 This approach explores relationships
between two closely related entities to Anthropology
understand the impact of one on the  Quantitative research explores
other, requiring at least two distinct connections amidst cultural differences,
groups for analysis emphasizing identity in the current
socio-cultural context.

Importance of Quantitative Research Communication

 Researchers aim to generalize findings
 More reliable and objective on communication phenomena,
 Can use statistics to generalize a finding investigating effects on behaviors in
 Often reduces and restructures a various contexts, such as classrooms
complex problem to a limited number of and relationships.
variables
 Looks at relationships between variables Sports Medicine
and can establish cause and effect in  Cross-sectional research can assess
highly controlled circumstances preferences for team versus individual
 Tests theories or hypotheses sports, using surveys to gather and
 Assumes sample is representative of the analyze opinions from diverse
population populations.
 Subjectivity of researcher in
methodology is recognized less Medical Education
 Less detailed than qualitative data and  It improves medical training by testing
may miss a desired response from the interventions like curricula and teaching
participant methods.

Behavioral Sciences
  This research examines relationships  Values are evenly distributed, and the
between different behaviors exhibited by difference between them is meaningful.
individuals. For example, temperature differences
(60°F vs. 50°F) are consistent.
Education and Psychology
 Quantitative methods focus on Ratio Variables
educational measurement and  Similar to interval variables but with an
evaluation, utilizing statistical techniques absolute zero, indicating the absence of
to enhance teaching and learning. the variable. Examples include height
and weight. Temperature in Celsius or
Social Sciences Fahrenheit is not a ratio because 0 does
 It aims for generalizability across not mean "no temperature.
populations through specific sampling
and large data sets, providing Kinds of Variables
descriptive statistics to understand key
characteristics of study subjects. Independent Variables
 These are the cause or influence behind
outcomes. For example, in a study on
THE VARIABLES IN RESEARCH study habits and academic performance,
study habits are the independent
 Variables in research refer to variable.
characteristics with two or more mutually
exclusive values or properties, such as Dependent Variables
sex, age, size, height, weight, and  These depend on the independent
income, making life interesting and variables and represent the outcomes.
motivating research (Sevilla and Other, In the same study, academic
1988). performance is the dependent variable,
 Variables, originating from the root word as it changes based on study habits.
"vary," are fundamental research
concepts, including measurement, Intervening Variables
validity, reliability, cause and effect, and  These mediate the relationship between
theory, which can take multiple values. independent and dependent variables,
 A variable specifically refers to showing how the independent variable
characteristics, or attribute of an affects the dependent variable. For
individual or an organization that can be example, attitudes toward repayment
measured or observed and that varies can influence loan repayment rates.
among the people or organization being
studied (Creswell, 2002). Control Variables
 Special independent variables that
researchers measure to account for their
TYPES OF VARIABLES (ALLEN, potential influence on the dependent
TITSWORTH, HUNT, 2009) variable, helping clarify the true effect of
the independent variable.
Continuous and Discrete Variables.
Confounding Variables
Continuous Variables  Unmeasured variables that can
 These can take an infinite number of influence the relationship between
values and can be divided into fractions. independent and dependent variables
Examples include age, height, and but are not directly observed in the
temperature. study. Researchers may discuss their
potential impact after the study is
Interval Variables complete.
  Formatting: If the title is longer than
Choosing a Research Topic one line, format it in an inverted pyramid
style.
 Step 1: Brainstorm Ideas  Capitalization: Use all capital letters.
Choose an interesting topic by reflecting  Word Limit: The title should not exceed
on current social or political 12 words.
controversies, recent news stories,  Neutrality: Avoid negative words or
personal interests, or aspects of your ideas.
classes  Key Variables: Include key variables in
 Step 2: Review Literature the title
Read encyclopedic articles on your top
choices to gain a broad overview and NATURE OF A QUANTITATIVE RESEARCH
identify relevant keywords, then use PROBLEM
search engines like Google or Bing for
more information. 1. Researchable: The problem must have
 Step 3: Focus Your Topic no known solution, require statistical
Narrow your topic to make it methods for answers, have untested
manageable by limiting it by potential solutions, or involve
geographical area, culture, time frame, phenomena needing scientific
discipline, or population group. Avoid investigation. For example, while
overly specific, recent, or broadly smoking's causes are easily found,
interdisciplinary topics. discovering a cure for Pulmonary
 Step 4: List Keywords Fibrosis is researchable.
Compile key terms and synonyms 2. SMART Criteria: The research problem
related to your topic to enhance your should be Specific, Measurable,
search capabilities. Achievable, Relevant, and Time-bound
 Step 5: Be Flexible 3. Quantitative Focus: Unlike qualitative
Be open to modifying your topic as you research, which is broad and process-
research. Adjust your focus based on oriented, quantitative research targets
the information you discover, whether potential results.
that means narrowing or broadening
your approach. Research Objectives
 Research objectives are a set of
specific questions or sub-problems
that outline the purpose of the
Research Title investigation. They should be
researchable, clearly written, state
 Timing: Formulate the title before variables' relationships, and be
starting the Research, with options to presented in informative questions.
revise later.
 Content: Traditionally includes the
subject matter, locale, population, and Chapter 1- Introduction
data collection period; now it may focus
on subject and population only. Background of the Study
 Expectation: The title should reflect  The description of the research
what the research paper contains. questions, including defining
 Brevity: Keep the title as brief and variables, citing relevant literature,
concise as possible. summarizing unresolved issues,
 Avoid Phrasing: Do not use phrases citing facts, highlighting research
like “An Analysis of” or “A Study of.” gaps, and consistently citing
 references, helps readers STEP-BY-STEP GUIDE ON HOW TO MAKE
understand the research process. THE CONCEPTUAL FRAMEWORK

Statement of the Problem

 This section outlines purpose Choose your topic
statements and research questions  Choose a research topic that aligns
in a prescribed format, aiming to with your field of specialization..
answer specific questions related to
the data to be collected. Do a literature review.
 Review relevant, updated research
Significance of the Study on the chosen theme, using peer-
 The study's beneficiaries, including reviewed, well-known scientific
educators, curriculum developers, journals for reliability.
officials, and policy makers, are cited
in paragraph form, with each group Isolate the important variables.
describing its benefit from the  Identify literature variables and their
findings. relationships. Use abstracts,
research paper summaries,
Scope and Limitations methodology, results, discussion
 The research covers various sections, and TSPU Technique for
aspects, including location, time, efficient article skimming.
respondents, and potential
weaknesses identified by the
Generate the conceptual framework
researcher, including inadequate
 Develop a conceptual framework
measures, participant loss, small
using scientific articles' variables and
sample sizes, and measurement
problem statement as a reference.
errors.
The study aims to address a
knowledge gap and answer
Conceptual Framework
unanswered questions.
 A conceptual framework is an
analytical tool used to organize
Null Hypothesis
ideas, distinguish paradigms, and
 A hypothesis is a specific prediction
identify related variables, serving as
in a study, describing what will
the basis for research objectives and
happen. Researchers often consider
paradigms.
two hypotheses simultaneously: the
 The conceptual framework is a
alternative hypothesis, which
researcher's understanding of the
supports the prediction, and the null
connections between variables in
hypothesis, which describes the
their study, identifying necessary
remaining outcomes. It's important to
variables for investigation, and is part
be cautious when attempting to find
of a broader theoretical framework.
support for the null hypothesis in
some studies.
LOGICAL FRAMEWORK
BASIC PRINCIPLES OF HYPOTHESIS
 The IPO model, a commonly used
paradigm, assumes a logical, linear ONE TAIL HYPOTHESIS
flow of events or processes, focusing  A one-tailed hypothesis is a
on a major variable causing a prediction that indicates a direction,
problem or phenomenon. with the null being the no difference
prediction and the opposite direction
being the no difference prediction.
 6. It helps formulate and refine research
instruments
7. It provides lesson for data analysis and
interpretation.
TWO TAILED HYPOTHESIS
 A two-tailed hypothesis is a Essential Elements of Review of Related
prediction without a specific Literature (RRL)
direction, such as a drug treatment  The literature review provides a
for depression that has not yet been comprehensive summary of related
tested on humans. literature, critiquing and highlighting their
relevance to the research. It includes an
Review of Related Literature overview of the subject, division of
works, explanation of comparisons, and
 A literature review is an evaluative conclusion with best arguments.
report on literature related to a
specific area of study Stages Observed in Writing the Literature
 It provides a theoretical basis and Review
determining the research nature.
 It goes beyond a descriptive Problem formulation.
bibliography, identifying relationships  Before conducting a literature review,
between literature and defining the researcher must identify the
guiding concepts. research problem to gain a
comprehensive understanding of the
Purpose and Essential Elements of Review
of Related Literature (RRL) variables being studied.
Literature search.
 The researcher must review literature to  The researcher must first identify the
identify and define the research research problem to gain a
problem, understand existing comprehensive understanding of the
knowledge, and answer questions variables being studied before
before finalizing objectives, generating conducting a literature review.
theories from reference books or related Data evaluation.
studies.  The researcher's confidence is
Purpose of Review of Related Literature enhanced by synthesizing indicators
(RRL) from various sources, as the variables of
their study are made clear.
1. It helps the researcher identify and Analysis and interpretation
define a research problem  The researcher's confidence is
enhanced by synthesizing indicators
2. It helps justify the need for studying a
from various sources, as the variables of
problem. their study are made clear.
3. It prevents unnecessary duplication of a
study Format of a Literature Review
4. It can be a source of a theoretical basis
for the study Introduction:
5. It enables the researcher to learn how to
 Define the general problem and
conceptualize a research problem and
variables.
properly identify and operationally define
study variables
  Highlight key data, including theories, Expert Review
methodologies, evidence, conclusions,
and gaps.  Involves a well-known expert to
 Select relevant literature based on influence the review based on their
specific criteria. ideology or beliefs.

Body: Scoping Review

 Include chosen approaches, authors'  Prepares for future research on topics

conclusions, and specific objectives. like community development and health
 Summarize studies, focusing on results services.
that include the relevant variables.

Criteria for Selecting Literature: Practical Tips in Writing the Literature

Review
 Provenance: Author's credentials and
empirical basis.  Use Reliable Sources: Focus on
 Objectivity: Rationality of cited data. scholarly works and indexed materials;
 Persuasiveness: Credibility of the data. critically evaluate electronic sources for
accuracy.
Styles or Approaches of RRL or Review of
Related Literature  Select Relevant Sources: Choose
each source based on its contribution to
Traditional Review of Literature the topic.
 A traditional literature review is a critical
summary of published work, providing  Describe Relationships: Explain how
an overview of research findings on different sources relate to one another.
specific topics, aiming to clarify the
collective findings on a specific issue or  Interpret Findings: Identify gaps in
question. previous research during interpretation.

Conceptual Review  Resolve Conflicts: Address any

contradictions found in the literature.
 Analyzes concepts to provide meaning
to national or global issues.  Identify Scholarship Areas: Highlight
areas of prior research.
Critical Review
 Contextualize Original Work: Place
 Focuses on theories and examines their your findings within the existing body of
meanings and results in specific literature.
situations.

State-of-the-Art Review

 Addresses the latest research studies

on a subject.