PRACTICAL 12

RESEARCH 2

KINDS OF QUANTITATIVE RESEARCH

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A module developed by DepEd-Davao City

Writer: Sherwin S. Fortugaliza, Davao City National High School 1

 To the Learner

Good day!

In your previous module, you already

described the characteristics, strengths and
weaknesses of quantitative research, Right?
This module will help you describe the kinds of
quantitative research. A meaningful quantitative
research must correctly identify what specific kind of
quantitative research is appropriate in a particular
research interest.
Should you have any questions, feel free to ask
your parents or contact a teacher for clarification.

Let’s Learn This

The objective of this module is to help you describe the

kinds of quantitative research. Specifically, you are
expected to:

1. Describe the kinds of quantitative research.

Introduction

You have learned in your previous module the characteristics, strengths and
weaknesses of quantitative research. To be able to achieve a significant research
output, it is essential that a researcher must identify the specific type of quantitative
research appropriate to his/her study. Like building a house, it needs to have a
masterplan or a blueprint to follow. Therefore, it is also imperative that a researcher
must be able to correctly identify the specific kind of quantitative research in his/her
research undertaking.

Writer: Sherwin S. Fortugaliza, Davao City National High School 2

 Let’s Try This

Find Me!

Instruction. Find all the five (5) words in the word box that is related to quantitative
research.

E R A P M O C Q
V X L L S S Q O
A S P S R R R B
V R E L A T E S
V V I Q A Q X E
V R I X Y I X R
X W A Q R V N V
D E S C R I B E

Analysis

Guide Questions:
1. List down the five (5) words that you have searched.
____________________________
____________________________
____________________________
____________________________
____________________________

2. How are these words related to research?

_____________________________________________________
_____________________________________________________
_____________________________________________________

Writer: Sherwin S. Fortugaliza, Davao City National High School 3

 Let’s Study This

Lesson: Kinds of Quantitative Research

There are several approaches used in conducting a quantitative research

studies. These approaches may fall into two (2) categories classified as non-
experimental and experimental research designs. The diagram below shows the
framework of the classification of the common quantitative research designs.

KINDS OF QUANTITATIVE
RESEARCH DESIGNS

NON-EXPERIMENTAL EXPERIMENTAL

Descriptive Correlational True Quasi-

Experimental Experimental

Comparative

A. Non-experimental Research Designs. Nonexperimental research designs

embody a group of techniques used to conduct quantitative research where there is
no manipulation done to any variable in the study. In other words, variables are
measured as they occur naturally, without interference of any kind by the researcher.
This lack of manipulation may exist because the variable was naturally “manipulated”
before the study began or because it is not possible, or feasible, for the researcher to
manipulate a particular variable (Mertler, 2014). Three common types of non-
experimental research design include descriptive, comparative and correlational.

1. Descriptive. The purpose of descriptive studies is to describe, and interpret,

the current status of individuals, settings, conditions, or events (Mertler, 2014). In
descriptive research, the researcher is simply studying the phenomenon of interest as
it exists naturally; no attempt is made to manipulate the individuals, conditions, or
events. Descriptive research design is appropriate to answer the following research
questions including “What is the level of COVID-19 knowledge of Senior High School

Writer: Sherwin S. Fortugaliza, Davao City National High School 4

Students in Mondano National High School?”, What is the extent of satisfaction of
students in DCQN National High School in terms of facilities and instruction?”

2. Comparative. It involves comparing and contrasting two or more groups of

the study subjects based on a particular dependent variable. Specifically, it compares
two or more distinct groups on the basis of selected attributes such as knowledge
level, perceptions and attitudes and others. Comparative research is appropriate to
answer the following research questions including “Is there a significant difference in
the level of COVID-19 awareness between grades 11 and 12 students?”, “Is there a
significant difference in the Microsoft office competence of the students when grouped
according to academic strand (STEM, HUMSS, ABM and GAS)?

3. Correlational. The purpose of correlational studies is to discover, and then

possibly measure, relationships between two or more variables. From a research
perspective, the word relationship means that an individual’s status on one variable
tends to reflect his or her status on another variable. Correlational research in
education seeks out traits, abilities, or conditions that covary, or co-relate, with each
other. Correlational research is appropriate to answer the following research questions
“ Is there a significant relationship between hours of study and academic performance
of senior high school students in DCQN National High School?”.
However, it should be cautiously remembered that correlation does not mean
causation (Correlation ≠ Causation). It should be noted that a study is not permitted
to conclude simply because the two variable are related. In the example, hours of
study and academic performance, even if the result is positive, it would be completely
inaccurate to conclude that studying for a longer period of time will cause improved
test performance (Mertler, 2014). There could certainly be numerous other variables
that might influence higher test scores, such as the quality of time spent studying, the
level of conceptual understanding of the material being tested, or perhaps even
whether the student had a good night’s rest before the test.

B. Experimental Research Designs. It is a group of techniques where the researcher

establishes different treatments or conditions and then studies their effects on the
participants. It is because of this ability to manipulate the treatment conditions and
control for many extraneous factors that experimental studies are the most conclusive
of all research designs. Two (2) common types of experimental research designs
include true experimental and quasi-experimental research designs.

1. True experimental. True experimental research designs share one

important characteristic in common: They all involve the random assignment of
participants to treatment conditions (Gay et al., 2009). Random assignment is one of
the most powerful techniques for controlling for extraneous threats to validity (Fraenkel
et al., 2012). Furthermore, samples are also randomly selected before they are
randomly assigned.
Study the diagram below (Figure A). A group of students wanted to determine
if the Strategic Intervention Material (SIM-Module) is effective in increasing students’
performance in research. The researcher randomly selects two (2) sections from a
group of five (5) sections. Sections B and D were randomly selected. Furthermore, the
researcher randomly assigns the module to section D.

Writer: Sherwin S. Fortugaliza, Davao City National High School 5

 Figure A. True-Experimental

2. Quasi-experimental. It comes close to true experiments; however, there is

still no random assignment of the participants to groups, which weakens the ability to
control for extraneous influences.
Study the diagram below (Figure B). A group of students wanted to determine if the
Strategic Intervention Material (SIM-Module) is effective in increasing students’
performance in research. The researcher randomly selects two (2) sections from a
group of five (5) sections. Sections B and D were randomly selected. However, the
researcher did not randomly assign the module to section D.

Figure B. Quasi-Experimental

Writer: Sherwin S. Fortugaliza, Davao City National High School 6

 Let’s Do This

Description of the Kind of Quantitative

Instruction: Describe the following kinds of quantitative research in your own words.

Kinds Description

1. Descriptive

2. Comparative

3. Correlational

4. Quasi-
Experimental

5. True-Experimental

Rubric for the Description of the Kind of Quantitative

Excellent Average Poor

Criteria
(3) (2) (1)
The ideas clearly There are some ideas The ideas are not
reflect the description that are not coherent to the
of the kind of connected to each description of the kind
Content
quantitative research. other as description of quantitative
of the kind of research.
quantitative research.

Writer: Sherwin S. Fortugaliza, Davao City National High School 7

 Let’s Remember This

1. There are two major classifications of quantitative research:

experimental and non-experimental.
A. Nonexperimental research designs embody a group of techniques used to
conduct quantitative research where there is no manipulation done to any
variable in the study.
• Three common types of non-experimental research design include
descriptive, comparative and correlational.
B. Experimental design involves the establishment of different treatments or
conditions and then studies their effects on the participants.
• True experiment involved random selection and random assignment
• Quasi-experimental only involves random selection.

Let’s Test Ourselves

Multiple Choice
Instruction: Identify the appropriate quantitative research in the following scenarios
below. Encircle the letter of the correct answer.

1. Which of the following best describes descriptive research?

a. Explore the effectiveness of an intervention employing random selection
b. Explore the effectiveness of an intervention employing random assignment
c. Describe, and interpret, the current status of individuals, settings or
phenomenon
d. Investigate the nature of relationships, or associations between and among
variables without necessarily investigating into casual reasons underlying them.

2. Which of the following best describes quasi-experimental research?

a. It explores the effectiveness of an intervention employing random selection only
b. It explores the effectiveness of an intervention employing both random
selection and random assignment
c. Describe, and interpret, the current status of individuals, settings or
phenomenon
d. Investigate the nature of relationships, or associations between and among
variables without necessarily investigating into casual reasons underlying them.

3. Correlational study aims to_______.

a. It explores the effectiveness of an intervention employing random selection only
b. It explores the effectiveness of an intervention employing both random
selection and random assignment

Writer: Sherwin S. Fortugaliza, Davao City National High School 8

 c. Describe, and interpret, the current status of individuals, settings or
phenomenon
d. Investigate the nature of relationships, or associations between and among
variables without necessarily investigating into casual reasons underlying them.

4. Which of the following best describes true-experimental research?

a. It explores the effectiveness of an intervention employing random selection only
b. It explores the effectiveness of an intervention employing both random
selection and random assignment
c. Investigate the nature of relationships, or associations between and among
variables without necessarily investigating into casual reasons underlying them.
d. It involves comparing and contrasting two or more groups of the study subjects
based on a particular dependent variable.

5. Which of the following best describes comparative research?

a. It explores the effectiveness of an intervention employing random selection
only
b. It explores the effectiveness of an intervention employing both random
selection and random assignment
c. Investigate the nature of relationships, or associations between and among
variables without necessarily investigating into casual reasons underlying them.
d. It involves comparing and contrasting two or more groups of the study subjects
based on a particular dependent variable.

References:

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate
research in education (8th ed.). New York, NY: McGraw-Hill.

Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for
analysis and applications. Pearson Education. Upper Saddle River: NJ.

Mertler, C. A. (2014). Action research: Improving schools and empowering

educators (4th ed.). Los Angeles: Sage.

Writer: Sherwin S. Fortugaliza, Davao City National High School 9