Lesson 1: Quantitave Research Designs

Research design is defined as the logical and coherent overall strategy that the
researcher uses to integrate all the components of the research study (Barrot, 2017,
p 102). In order to find meaning in the overall process of doing your research study,
a step-by-step process will be helpful to you.
In quantitative research, you are going to have a great deal of abstraction and
numerical analysis. According to Fraenkel and Wallen (2007, p 15), the research
designs in quantitative research are mostly pre-established. Hence having an
appropriate research design in quantitative research, the researcher will have a
clearer comprehension of what he is trying to analyze and interpret.
Types of Quantitative Research Design
Descriptive Research. When little is known about the research problem, then it is
appropriate to use descriptive research design. It is a design that is exploratory in
nature. The purpose of descriptive research is basically to answer questions such as
who, what, where, when, and how much. So this design is best used when the main
objective of the study is just to observe and report a certain phenomenon as it is
happening.
Correlational Research. The main goal of this design is to determine if variable
increases or decreases as another variable increases or decreases. This design
seeks to establish an association between variables. It does not seek cause and
effect relationship like descriptive research; it measures variables as it occurs. It has
two major purposes: (a) to clarify the relationship between variables and (b) predict
the magnitude of the association. However, the extent of the purpose of correlational
research depends on the scope and delimitation of the study.
Ex Post Facto. If the objective of the study is to measure a cause from a pre-
existing effects, then Ex Post Facto research design is more appropriate to use. In
this design, the researcher has no control over the variables in the research study.
Thus, one cannot conclude that the changes measured happen during the actual
conduct of the study.
The last two types of quantitative research designs are identifiable for the existence
of treatment or intervention applied to the current research study. Intervention or
treatment pertains to controlling or manipulating the independent variable in an
experiment. It is assumed that the changes in dependent variables were caused by
the independent variable.
There are also two groups of subjects, participants, or respondents in quasi-
experimental and experimental research. The treatment group refers to the group
subjected to treatment or intervention. The group not subject to treatment or
intervention is called the control group.
Quasi-Experimental. The term means partly, partially, or almost pronounced as
kwahz-eye. This research design aims to measure the causal relationship between
variables. The effect measured is considered to have occurred during the conduct of
the current study. The partiality of quasi-experimental design comes from assigning
subjects, participants, or respondents into their groups. The groups are known to be
already established before the study, such as age educational background and
nationality. Since the assignment of subjects, participants, or respondents are not
randomly assigned into an experimental or control groups, the conclusion of results
is limited.
Experimental Research. This research design is based on the scientific method
called experiment with a procedure of gathering data under a controlled or
manipulated environment. It is also known as true experimental design since it
applies treatment and manipulation more extensively compared to quasi-
experimental design. Random assignment lf subjects or participants into treatment
and control group is done increasing the validity of the study. Experimental research,
therefore, attempts to affect a certain variable by directly manipulating the
independent variable.

Lesson 2: Sampling procedure and the Sample

Population and Sample
The first step in determining the sample size is identifying the population of the topic
of interest. The population is the totality of all the objects, elements, persons, and
characteristics under consideration. It is understood that this population possesses
common characteristics about which the research aims to explore.
There are two types of population: target population and accessible population.
The actual population is the target population, for example, all Senior High School
Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) in
the Division of Cagayan de Oro City. While the accessible population is the portion
of the population in which the researcher has reasonable access, for example all
Senior High School enrolled, STEM strand at Marayon Science High School -X.
When the whole population is too costly or time-consuming or impractical to
consider, then, a sample representative is identified. Sampling pertains to the
systematic process of selecting the group to be analyzed in the research study. The
goal is to get information from a group that represents the target population. Once a
good sample is obtained, the generalizability and applicability of findings increases.
The representative subset of the population refers to the sample. All the 240 Senior
High School Students enrolled in Science, Technology, Engineering, and
Mathematics (STEM) Strand in a school, for example, constitute the population; 60
of those students constitute the sample. A good sample should have characteristics
of the represented population characteristics that are within the scope of the study
with fair accuracy. Generally, the larger the sample, the more reliable the sample be,
but still, it will depend on the scope and delimitation and research design of the
study.
Approaches in Identifying the Sample Size
Heuristics. This approach refers to the rule of the thumb for sample size. The early
established approach by Gay (1976) stated by Cristobal and Dela Cruz-Cristobal
(2017, p 172), sample sizes for different research designs are the following:

Lunenberg and Irby (2008), as cited by Barrot (2017, p 107), also suggested different
sample sizes for each quantitative research design.

Literature Review. Another approach is by reading similar or related literature and

studies to your current research study. Since you are done writing your review of
related literature and studies, you might want to recall how these studies determine
sample size. Using this approach increases the validity of your sampling procedure.
Formulas. Formulas are beineingbeingbeingbeinbeifjdhejdhgbeingbeingbehdbdin
also being established for beingbeingbeingbeingbeingbeingbeingbeingbeinhdndbdh
the computation of an beiibeingbeingbeingbeingbeingbeingbeingbebejdjfbdjdjd
sample size.
The common formula is beingbeingbeingbeingbeingbeingbeingbeingbeinhxhdhdbhd
Slovin’s Formula.
Power Analysis. This approach is founded on the principle of power analysis. There
are two principles you need to consider if you are going to use this approach: these
are statistical power and effect size.
The probability of rejecting the null hypothesis is called statistical power. It suggests
that indeed there is a relationship between the independent and dependent variables
of the research study. The ideal statistical power of a research study is 80%. With the
statistical power, it will be used to identify the sufficient sample size for measuring
the effect size of a certain treatment. The level of difference between the
experimental group and the control group refers to effect size.
If the statistical power tells that relationship between independent and dependent
variables, the effect size suggests the extent of the relationship between these two
variables. Henceforth, the higher the effect size, means the greater the level
difference between the experimental and control groups. For example, your research
study reveals that there is a difference in the pretest and posttest scores of the
students in the given anxiety test after implementing a psychosocial intervention.
With the effect size, you will have an idea of how small or large the difference is.
Probability Sampling in Quantitative Research
Simple Random Sampling. It is a way of choosing individuals in which all members
of the accessible population are given an equal chance to be selected. There are
various ways of obtaining samples through simple random sampling. These are fish
bowl technique, roulette wheel, or use of the table of random numbers.
Stratified Random Sampling. The same with simple random sampling, stratified
random sampling also gives an equal chance to all members of the population to be
chosen.
However, the population is first divided into strata or groups before selecting the
samples. The samples are chosen from these subgroups and not directly from the
entire population. This procedure is best used when the variables of the study are
also grouped into classes such as gender and grade level.
You can simply follow the steps from this given example:
A population of 600 Junior High School students includes 180 Grade 7, 160 Grade 8,
150 Grade 9, and 110 Grade 10. If the computed sample size is 240, the following
proportionate sampling will be as follows.
The number of members per subgroup is divided by the total accessible sample size.
The percentage result of members per subgroup will be multiplied from the
computed total sample size. After obtaining the sample size per strata, then simple
random sampling will be done for the selection of samples from each group.
Cluster Sampling. This procedure is usually applied in large-scale studies,
geographical spread out of the population is a challenge, and gathering information
will be very time-consuming. Similar to stratified random sampling, cluster sampling
also involves grouping of the population according to subgroups or clusters. It is a
method where multiple clusters of people from the chosen population will be created
by the researcher in order to have homogenous characteristics.
For example, a researcher would like to interview
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illustrated on the figure on the right side.
Systematic Sampling. This procedure is as simple as selecting samples every nt
(example every 2d, 5th) of the chosen population until arriving at a desired total
number of sample size. Therefore the selection is based on a predetermined interval.
Dividing the population size by the sample size, the interval will be obtained. For
example, from a total population of 75, you have 25 samples; using systematic
sampling, you will decide to select every 3rd person on the list of individuals.

Lesson 3: Research Instruments, Validity, and Reliability

Research Instruments are basic tools researchers used to gather data for specific
research problems. Common instruments are performance tests, questionnaires,
interviews, and observation checklist. The first two instruments are usually used
in quantitative research, while the last two instruments are often in qualitative
research. However, interviews and observation checklists can still be used in
quantitative research once the information gathered is translated into numerical data.
In constructing the research instrument of the study, there are many factors to be
considered. The type of instrument, reasons for choosing the type, and the
description and conceptual definition of its parts are some of the factors that need to
be decided before constructing a research instrument. Furthermore, it is also very
important to understand the concepts of scales of research instruments and how to
establish validity and reliability of instruments.
Characteristics of a Good Research Instrument
Concise. Have you tried answering a very long test, and because of its length, you
just pick the answer without even reading it? A good research instrument is concise
in length yet can elicit the needed data.
Sequential. Questions or items must be arranged well. It is recommended to
arrange it from simplest to the most complex. In this way, the instrument will be more
favorable to the respondents to answer.
Valid and reliable. The instrument should pass the tests of validity and reliability to
get more appropriate and accurate information.
Easily tabulated. Since you will be constructing an instrument for quantitative
research, this factor should be considered. Hence, before crafting the instruments,
the researcher makes sure that the variable and research questions are established.
These will be an important basis for making items in the research instruments.
Ways in Developing Research Instrument
There are three ways you can consider in developing the research instrument for
your study. First is adopting an instrument from the already utilized instruments
from previous related studies. The second way is modifying an existing
instrument when the available instruments do not yield the exact data that will
answer the research problem. And the third way is when the researcher made his
own instrument that corresponds to the variable and scope of his current study.
Common Scales Used in Quantitative Research
Likert Scale. This is the most common scale used in quantitative research.
Respondents were asked to rate or rank statements according to the scale provided.
Example: A Likert scale that measures the attitude of students towards distance
learning.

Semantic Differential. In this scale, a series of bipolar adjectives will be rated by the
respondents. This scale seems to be more advantageous since it is more flexible
and easy to construct.
Example: On a description of an active student in school activities.
Another important consideration in constructing a research instrument is how to
establish its validity and reliability.
Types of Validity of Instrument

Face Validity. It is also known as “logical validity.” It

calls for an initiative judgment of the instruments as
it “appear.” Just by looking at the instrument, the
researcher decides if it is valid.

Content Validity. An instrument that is judged with

content validity meets the objectives of the study. It
is done by checking the statements or questions if
this elicits the needed information. Experts in the
field of interest can also provide specific elements
that should be measured by the instrument.

Construct Validity. It refers to the validity of

instruments as it corresponds to the theoretical
construct of the study. It is concerning if a specific
measure relates to other measures.

Concurrent Validity. When the instrument can

predict results similar to those similar tests already
validated, it has concurrent validity.

Predictive Validity. When the instrument is able to

produce results similar to those similar tests that will
be employed in the future, it has predictive validity.
This is particularly useful for the aptitude test.

Reliability of Instrument

Test-retest Reliability. It is achieved by giving the

same test to the same group of respondents twice.
The consistency of the two scores will be checked.
Equivalent Forms Reliability. It is established by
administering two identical tests except for wordings
to the same group of respondents.
Internal Consistency Reliability. It determines how
well the items measure the same construct. It is
reasonable that when a respondent gets a high
score in one item, he will also get one in similar
items. There are three ways to measure the internal
consistency: through the split-half coefficient,
Cronbach’s alpha, and Kuder-Richardson formula.
Lesson 4: Research Intervention
Nature of Research Intervention
In experimental research, the researcher decides the nature of intervention or
treatment. Intervention pertains to what is going to happen to the subjects of the
study. This decision covers who will receive the intervention and to what extent it
will be applied to them.
For example, in a study of determining the effects of special tutorial program to
learners’ at risk of failing (LARF), researcher decides the group of LARF who will
receive intervention. In this example, a special tutorial program is the research
intervention. Furthermore, the extent to which the program will be administered to
the learners is determined.
Steps in Describing the Research Intervention Process
A section that explains the details of research intervention is added in the research
paper if it is an experimental design. In this section, the procedure of research
intervention is explained clearly.
Write the Background Information. It is an introductory paragraph that explains the
relevance of the intervention to the study conducted. It also includes the context and
duration of the treatment.
Describe the Differences and Similarities between the Experimental and
Control Group. State what will happen and what will not both in the experimental
and control groups. This will clearly illustrate the parameters of the research groups.
Describe the Procedures of the Intervention. In particular, describe how will the
experimental group receive or experience the condition. It includes how will the
intervention happens to achieve the desired result of the study. For example, how
will the special tutorial program will take place?
Explain the Basis of Procedures. The reason for choosing the intervention and
process should clear and concrete reasons. The researcher explains why the
procedures are necessary. In addition, the theoretical and conceptual basis for
choosing the procedures is presented to establish the validity of the procedures.

Lesson 5: Planning Data Collection Procedure

Quantitative Data
Generally, data are any pieces of information or facts that people have known. Once
these data answers the research problem, it becomes helpful to research. When
research data appears to be measurable in the numerical form, it is considered
quantitative data. However, some qualitative data can also be useful to quantitative
research once it is given a numerical value. For example, if you study about
adjustment experiences of students to distant learning, if it is categorized and
numbered accordingly, then it can be quantified during analysis.
Techniques in Collecting Quantitative Data
The following are the common quantitative data gathering technique. Each technique
corresponds to specific instrument which will be further discussed in Module 5.
Observation. It is gathering information about a certain condition by using senses.
The researcher records the observation as seen and heard. This is done by direct
observation or indirect observation by the use of gadgets or apparatus. An
observation checklist aid the researcher in recording the data gathered.
Survey. Data gathering is done through interview or questionnaire. By means of
questionnaire you use series of questions or statements that respondents will have
to answer. Basically, respondents write or choose their answer from given choices.
On the other hand, interview is when you ask respondents orally to tell you the
responses. Since you are doing quantitative research, it is expected that responses
have numerical value either it is nominal or ordinal in form.
Experiment. When your study is an experimental design, it was already discussed in
the previous lesson that it would use treatment or intervention. After the chosen
subjects, participants, or respondents undergone the intervention, the effects of such
treatment will be measured.
Three Phases in Data Collection
In doing research, data collection is a major component of research. Neglecting to
clarify the collection procedure would result in acquiring inaccurate data that will
make you research study invalid. Hence, the data collection procedure is given
meticulous attention to gather appropriate data. You are making sure that data you
will gather answers to your research questions.
The data gathering procedure is presented in a paragraph format in your research
paper. Basically, the contents are the steps you are going to follow: (1) before you
will gather the data, (2) what to do during the actual gathering of data, and (3) the
things to consider after data has been gathered. The following are the suggested
steps but not limited to it, are the procedures in gathering quantitative data.
Lesson 6: Data Analysis
Planning your Data Analysis
Before choosing what statistical test is appropriate for your research study it is
important to determine what statistical formation is applicable to your current study.
In immersing yourself into planning your data analysis, you have to decide what
basic descriptive statistical technique you are going to use. Although this technique
does not give you the degree of association or effect between variables, this will help
you to code and simply tabulate your data.
Descriptive Statistical Technique provides a summary of the ordered or
sequenced data from your research sample. Frequency distribution, measure of
central tendencies (mean, median, mode), and standard deviation are the sets of
data from descriptive statistics. Inferential Statistics is used when the research
study focuses on finding predictions; testing hypothesis; and finding interpretations,
generalizations, and conclusions. Since this statistical method is more complex and
has more advanced mathematical computations, you can use computer software to
aid your analysis.
You also have to identify types of statistical analysis of variable in your quantitative
research. A univariate analysis means analysis of one variable. Analysis of two
variables such as independent and dependent variables refers to bivariate analysis
while the multivariate analysis involves analysis of the multiple relations between
multiple variables.
Furthermore, selecting what test to use is basically done by identifying whether you
will use parametric test or non-parametric test. As these were already discussed in
your Statistics and Probability subject, a summary of what to consider is presented
below:

In addition, in choosing statistical techniques in quantitative research, the purpose or

objective of the research study should be considered.
Test of Relationship between Two Variables
 Pearson’s r (parametric)
 Phi coefficient (non-parametric for nominal and dichotomous variables)
 Spearman’s rho (non-parametric for ordinal variable)
Test of Difference between Two Data Sets from One Group
 T-test for dependent samples (parametric)
 McNemar change test (non-parametric for nominal and dichotomous
variables)
 Wilcoxon signed-rank test (non-parametric for ordinal variable)
Test of Difference between Two Data Sets from Two Different Groups
 T-test for independent samples (parametric)
 Two-way chi-square (non-parametric for nominal variable)
 Mann-Whitney U test (non-parametric for ordinal variable)
Test More than Two Population Means
 Analysis of Variance or ANOVA (parametric)
Test the Strength of Relation or Effect or Impact
 Regression (parametric)

Lesson 7: Presenting Research Methodology

Indeed, designing the research methodology in quantitative research is quite
challenging. At this point, it is assumed that you are now ready to present your
written output. You need to consider the parts of your research methodology; these
are:
 Research Design
 Research Population and Sample
 Sampling Procedure
 Research Instruments
 Validity and Reliability of Instruments
 Research Intervention (if applicable)
 Data Collection Procedure
 Data Analysis
All of these are written in paragraph format as part of your research methodology. In
this lesson, you will be given guidelines in presenting this research portion. After
presentation, the most exciting part follows; and that is gathering your data.

Lesson 8: Data Collection Instruments

Collecting data is the first step you need to perform before you proceed in writing
your data analysis and interpretation. Data Collection involves obtaining relevant
information regarding the specified research questions or objectives. This can be
done by utilizing research instruments that are either developed or adopted. In
collecting the data, the researcher must decide on the following questions: (1) Which
data to collect? (2) How to collect the data? (3) Who will collect the data? (4)
When to collect the data? (Barrot, 2018, p138).
Quantitative research instruments comprise questionnaires, interviews, tests, and
observation. On the other hand, data collection approaches for qualitative research
usually involve: (a) direct interaction with individuals on a one to one basis, (b) and
or direct interaction with individuals in a group setting.
When developing and utilizing a research instrument, the following steps are to be
considered:
1. Be clear with your research question.
2. Plan how you will conduct the data collection.
3. Use appropriate research instruments.
4. Collect, tabulate, tally, and analyze the data.
5. Verify the validity and reliability of the collected data.
6. Present your findings.
How do you collect your data?
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Research Instruments
Questionnaires
A questionnaire consists of a series
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In quantitative research, questionnaires use the following approaches: (1) scale

(usually Likert scale); and (2) conversion of responses into numerical values, e.g.
strongly as 5, agree as 4, neutral as 3, disagree as 2, and strongly disagree as 1.
The terms survey and questionnaire have different meanings. A questionnaire is an
instrument used to collect data while a survey is a process of collecting, recording,
and analyzing data. Questionnaires can be structured, semi-structured, or
unstructured.
There are three structures of making a questionnaire. The first, structured
questionnaires employ closed-ended questions. Unstructured questionnaires, on
the other hand, use open-ended questions in which the research participants can
freely answer and put his thoughts into it. Lastly, semi-structured questionnaires
are combinations of both the structured and unstructured ones. Structured type is
commonly used in quantitative studies because it is easier to code, interpret
objectively, and, most of all, easier to standardize.
Advantages of Using Questionnaire
1. Data can be quickly gathered from a big number of participants.
2. The participants are encouraged to be open to the researchers since their
identity can be made anonymous.
Disadvantages of Using Questionnaire
1. The questions can be interpreted differently by the participants.
2. Some participants will not be able to complete the required responses.
3. Some questionnaires will not be returned on time.
4. Some questionnaires will be lost.
5. The answers from participants may lack depth.
Guidelines in Using Questionnaires for Data Collection
1. Choose the method of administering the questionnaire.
a. Face-to-face Method. Use this when you need to capture the emotions,
behavior, and non-verbal cues of the participants.
b. Online Method. Use this when behavior and non-verbal cues need not
to be taken
2. Divide your questionnaire into two or three parts.
a. Personal information. This section which contains background
information of the participants. (Names are optional)
b. Main section. This lists the specific questions or indicators
c. Open-ended question section. This contains additional information that
might be needed. (This applied only for quantitative research)
3. Make sure to craft questions and choices that are aligned with specific
research questions or objectives.
4. Provide specific and clear directions for respondents in answering the
questionnaire.
5. Use routing (directing) technique if there is a need to skip some items in the
questionnaire.
6. Begin with the general questions first followed by the specific ones.
 7. Prefer to have brief, clear, and concise questionnaire. Use simple terms.
8. Predetermined responses or choices should match the nature of the
questions.
a. If the content is about belief, use agreement (strongly agree, agree,
neutral, disagree, strongly disagree) b. If the questionnaire is about
behavior, use extent (very great extent, great extent, moderate extent,
small extent, none at all
b. If questions are about frequency, use frequency (always, frequently,
sometimes, seldom, never
c. If the content is about quality, use quality (excellent, very good, good,
poor) Later, these responses will be translated into numerical values
(e.g. five-point likert scale)
9. Avoid negative statements unless necessary.
10. Avoid leading and biased, double-barreled, and very sensitive questions.
11. Do not split the questions or choices over two pages.
12. If possible, schedule an appointment before distributing the questionnaires.
13. Attach a cover letter to the questionnaire especially for agency connected
respondents.
14. Make a follow-up on the participants who did not to return the questionnaire
15. Tally and encode the data immediately once you have collected them and
archive them digitally.
Tests
Tests are used for assessing various skills and types of behavior as well as for
describing some characteristics. There are two types of test used in quantitative
research: Standardized test and Non-standardized test.
Standardized test is scored uniformly across different areas and groups. It is
usually administered by institutions to assess a wide range of groups such as
students and test-takers. It is considered as more reliable and valid. Examples are
Achievement test, University Entrance Exam, Personality Tests, and the likes.
Non-standardized test may not be scored uniformly. It is administered to a certain
set of people.
Types of Test Questions
1. Recall Questions. It requires participants to retrieve information from
memory (e.g. fill-in-the blank test, identification test, enumeration test, etc.)
2. Recognition Questions. It provides respondents to select from given choices
the best or correct choice (e.g. multiple-choice test, true or false test, yes or
no test, etc.)
3. Open-ended Questions. It allows the respondents more freedom in their
responses, expressing their thoughts and insights (e.g. essay writing tests
and other performance- based tests.
The following table shows the types of test and examples

Interview
A quantitative interview is a method of collecting data about an individual’s
behaviors, opinions, values, emotions, and demographic characteristics using
numerical data.
Difference between Quantitative and Qualitative Interviews
The questionnaire and quantitative interview are both highly structured, but here’s a
distinction between the two:

Observation
Observation is another method of collecting data that is frequently used in
qualitative research. However, it can be used in quantitative research when the
observable. Characteristics are quantitative in nature (e.g. length, width, height,
weight, volume, area, temperature, cost, level, age, time, and speed)
Observation allows the researcher to observe the actual event or phenomenon. It
has greater flexibility in the observation method. However, observation may lack
participant validity and may be prone to the Hawthorne effect phenomenon.
Furthermore, it is more exhausting and time-consuming especially when
observations need to be conducted for many years).
Forms of Observation
1. Controlled Observation. It is usually used in experimental research and is
done under a standard procedure. It provides more reliable data (obtained
through structured and well-defined process). The procedure can be
replicated, and the data are easier to analyze. Lastly, the observer performs a
non-participant role (i.e. does not interact with the participants).
2. Natural Observation. It is carried out in a non-controlled setting. It has
greater ecological validity (i.e. flexibility of the findings to be generalized to
real-life contexts). It also responds to other areas of inquiry not initially
intended by the researcher. Its major limitation is its strength to establish a
causal relationship due to the presence of extraneous variables which can
affect the behavior of the participants
3. Participant Observation. It allows the observer to become a member of the
group or community that the participants belong to. It can be performed
covertly (i.e. participants are not aware of the purpose behind the observation.
It can be done also overtly, wherein participants know the intention or
objectives of the observation)
Different Roles of a Researcher during a Participant Observation

Guidelines in Conducting an Observation

USEFUL ONLINE TOOLS
Google Forms are free online forms that allows the researcher to construct,
administer, and analyze surveys.
Different Formats of Online Survey Tools
1. Radio Buttons
2. Checkboxes
3. Drop Down Menus
4. Drag and Drop
5. Likert Scale
6. Slider Scale
7. Star Ranking
8. Net Promoter Score (NPS)
9. Image Select
10. Matrix
Ethical Considerations in Data Collection of Quantitative Research
Ethical considerations should always be practiced especially when human
participants are involved. Researchers ensure that participants are treated properly;
especially during data collection. The use of consent form respects the right of every
participant to be informed and to make voluntary participation.
Informed Consent Form is a document that provides the participants with the
information they need in deciding whether they will participate or not in your study.
The informed consent form must be accomplished before gathering data from the
participants. This document must be signed both by the researcher and the
participant as they agree to the conditions during the actual conduct of the data
collection process. It usually contains the following:
1. Background of your study (Title of the Study, Purpose of the Study)
2. Name of Researchers and the Institution you are affiliated with
3. Data Collection Procedure
4. Possible discomfort or risk factors
5. Anonymity of the participants and their responses
6. Termination of Research (may refuse to participate anytime)
7. Authorization of the Participants (participants acknowledge the conditions that
they will be subject to the study)