(Quantitative Research)

Adapted from:
Practical Research 2 by Samsudin B. Abdullah
Practical Research 2 by Jay-ar Mario V. Mariano
Practical Research 2 for Senior High School by Amadeo P. Cristobal and Maura Consolacion Cristobal

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 LESSON 1 WHAT IS QUANTITATIVE
RESEARCH?

At the end of the lesson, you should be able to:

 define quantitative research; and
 describes characteristics, strengths, weaknesses, and kinds of quantitative
research.

What do you think is the

importance of research?

Your answer:

EXPLANATION
DEFINITION OF QUANTITATIVE RESEARCH
Quantitative Research according to Allaga and Gunderson, (2000), is “explaining phenomena by
collecting numerical data that are analyzed using mathematically based methods (in particular
statistics)”.This type of research utilizes numbers and statistical analysis. It is ideal in studying phenomenon
which must contend with the problems of measurement.

A phenomenon is a peculiar incident that can happen anywhere, with any discipline or in any
organization. Examples are increase in sales, change in turn-over rates, change in drop-out rates, decrease
in the number of failing students in Mathematics, shift in the percentage of dengue patients, rise in the rate
of youth drug addiction, and decrease in juvenile crime rates in the rural areas.

In studying a phenomenon, quantitative researchers attempt to measure relevant factors and

variables by attaching numeric values that express quantity. Analyzing numbers to answer a scientific inquiry
is done through mathematical formulas usually used in descriptive and inferential statistics.

Quantitative research is the traditional, positivist scientific method which refers to a general set of
orderly, disciplined procedures to acquire information. It utilizes deductive reasoning to generate predictions
that are tested in the real world. It is systematic since the researcher progresses logically through a series
of steps and according to a pre-specified plan of action.

Characteristics of Quantitative Research

1. It is reliable and objective.
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 2. It uses statistics to generalize a finding.
3. It reduces and restructures a complex problem to a limited number of variables.
4. It looks at the connections between variables and establishes cause and effect relationships in highly
controlled circumstances.
5. It tests theories or hypotheses.
6. It assumes that the sample is representative of the population.
7. The subjectivity of its methodology is a secondary concern.
8. It deals with the details of the subject.

Strengths of Quantitative Research

1. It allows the researcher to measure and analyze the data to arrive at an objective answer to the
problem posed or stated.
2. The result is reliable since the study uses a big sample of the population.
3. Standards are usually used in choosing the instruments, in sampling procedures, and in choosing
the most appropriate statistical treatment, thus making the research replicable.
4. Personal biases can be avoided since personal interaction is not part of the research process.
5. Processes involved are simplified since the steps in doing quantitative research are made easy and
systematic.
6. Results can be reduced through statistical treatments and interpreted in a few statements.

Weaknesses of Quantitative Research

1. The context of the study or the experiment is ignored in such a way that it does not consider the
natural setting where the study is conducted.
2. Having a large study sample requires researchers to spend more resources.
3. Results are limited since they are usually based on the analysis of numbers and are not obtained
from detailed narratives.
4. It provides less elaborate accounts of human perceptions.
5. In experimental research, the level of control might not be normally placed
6. Preset or fixed alternative answers may not necessarily reflect the true answers of the participants
7. Findings can be influenced by the researcher’s perspective since most of the time, the participants
are unknown to him/her.

Importance of Quantitative Research in Different Fields

Most areas of study have to deal with processes that involve experimentations, tests, and
research. In these situations, quantitative measures are more or less involved. In validating,
results or findings, quantitative research can be useful. Whenever there are data or numbers to be surveyed,
such as the prevailing behaviors, attitudes, patterns and trends, and other quantifiable aspects, quantitative
research serves as a multi-purpose method, i.e. to test, to identify, to count, to assess, to clarify jobs, etc.
Some areas of study and the function of quantitative research in them are provided below.

Education
Quantitative research can be used in measuring the level of performance of students
as well as the teachers. It can also be used to assess the effectiveness of the methods used, the
different programs conducted, and the satisfaction of all stakeholders in the educational sector
including students, faculty, parents, administrators, the community, the government, and non-

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governmental organizations. Through this research method, the interests of these groups can be
advanced or enhanced by implementing quantifiable best practices.

Business
Quantitative research is a very valuable tool in business when it is used intelligently.
It can improve the overall marketing strategy; help the company make informed decisions on
how to move forward with a particular product or service; and even solicit consumers’ opinions
for productivity. This type of research is largely utilized in product development and to create
favorable marketing campaigns. Data that are often used in this type of research are market size,
demographics, and user-preferences.

Medical and Health Allied Services

Since health practitioners are concerned with human life, the discharge of their duties is very critical.
Thus, healthcare procedures, routines, and other systems must be based on the result of scientific
investigation. The statistics on the rate of recovery, the number of patients with illnesses and sicknesses,
the efficacy of medicines and drugs, among others, when analyzed, can become rich sources of information
and a basis df good practices in medical treatment and intervention. Experimental research on effective
medicines, vaccines and other drugs to cure specific sickness or illness, is conducted through quantitative
research. Data on the level of satisfaction of patients on services rendered by the employees in a hospital
and the patients’ profile when treated statistically can be an ideal groups for the distribution of health funds
and assistance.

Science and Technology

The noted observation for a phenomenon, the rate of processing of certain devices, and the time
consumed for any procedure are factors to be considered. The data collected will lead to a more responsible
and accountable operation of the different components of technology. During experiments on new devices,
inventions, discoveries, and innovations, the recorded data are very vital for any test of efficiency.

Evaluation
Answer the activity on pages 11-12.

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 LESSON 2 CLASSIFICATIONS OF A
VARIABLE
At the end of the lesson, you should be able to:
 determine the classifications of variables; and
 differentiate the classifications of variables.

Given the jumbled letters, form the word to determine what is being referred by
ENGAGE each statements.

dhtcimoous A variable that represents two categories

A variable that is not being studied but
aneeousxrt influences the accuracy of the result of an
experiment
A variable that is influenced by the predictor
ciierront
variable

ldanior A variable that cannot be arranged logically

A variable that is based on a count of whole

tdcreeis
values

A variable that is causes the changes to the

prriecodt other variables in a non-experimental study

mousooocyplht A variable with many categories

innneeedpdt A variable that is always manipulated

A variable that cannot be organized in a logical

nnmioal
order

A variable in an experimental study that is also

peneddent
called a response variable

EXPLANATION
A variable is any factor or property that a researcher measures, controls, and/or manipulates. It is also
the changing quantity or measure of any factor, trait, or condition that can exist in differing amounts or types.
It is also a logical set of attributes, characteristics, numbers, or quantities that can be measured or counted.
It is also called a data item.
CLASSIFICATION OF VARIABLES
1. Continuous variables. This is also known as quantitative variables. They represent amounts. These
variables can assume any value between a certain set of real numbers. The values depend on the scale
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 used. Some examples are time, age, temperature, height, and weight. It can be further categorized to :
a. Interval. It is a measurement where the difference between two values does have meaning.
Examples of interval data include temperature, a person’s net worth (how much money you have
when you subtract your debt from your assets), etc. In temperature, this may illustrate as the
difference between a temperature of 60 degrees and 50 degrees is the same as difference between
30 degrees and 20 degrees. The interval between values makes sense and can be interpreted.
Examples: temperature (Farenheit), temperature (Celcius), pH
b. Ratio. It have values that lie along an evenly dispersed range of numbers when there is absolute
zero. It possesses the properties of interval variable and has a clear definition of zero, indication that
there is none of that variable.
Examples: dose amount, reaction rate, flow rate, concentration, pulse, height, weight, length,
temperature in Kelvin

2. Categorical variables. This is also known as discrete variables. These are variables with values that
describe a quality or characteristic of a data unit like "what type" or "which category." They represent
groupings. These variables can only assume any whole value within the limits of the given variables.
Some examples are the number of registered cars, number of business locations, number of children in
the family, population of students, and total number of faculty members. It can be categorized into:
a. Nominal variables. These are variables whose values cannot be organized in a logical sequence. It
is used in labelling variables without any quantitative values. Some examples are business types,
eye colors, kinds of religion, various languages, and types of learners.
b. Ordinal variables. These variables can take a value which can be logically ordered or ranked. Some
examples are academic grades such as A, B, C; clothing size such as X, L, M, S; and measures of
attitudes like strongly agree, agree, disagree, or strongly disagree.
c. Dichotomous variables. These variables represent only two categories. Some examples are gender
(male and female), answer (yes or no), and veracity (true or false).
d. Polychotomous variables. These are variables that have many categories. Some examples are
educational attainment (elementary, high school, college, graduate, and postgraduate), level of
performance (excellent, very good, good, satisfactory, or poor).

3. Experimental variables
a. Independent variables. These variables are usually manipulated in an experiment. Thus, it is also
called manipulated or explanatory variable.
b. Dependent variables. These variables are usually affected by the manipulation of the independent
variables. They are also called response or predicted variable.
c. Extraneous variable. These variables are also called mediating or intervening variables. These
variables are already existing during the conduct of an experiment and could influence the result of
the study. They are known as covariate variables.
Examples:
1. Title of Research: An Experiment on the Methods of Teaching and Language Achievement
Among Elementary Pupils
Independent Variable: Method of teaching
Dependent Variable: Language achievement
Extraneous Variable: Ventilation facilities; Physical ambiance
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 2. Title of Research: Use of Gardening Tools and Types of Fertilizer: Their Effects on the Amount
of Harvest
Independent Variables: Use of gardening tools, types of fertilizer
Dependent Variables. Amount of harvest
Extraneous Variables: Humidity level, Types of seeds/plants

4. Non-experimental Variables
a. Predictor Variables. These variables changes the other variable/s in a non-experimental study.
b. Criterion Variables. These variables are usually influenced by the predictor variables.
Examples:
1. Title of Research: Competencies of Teachers and Students’ Behavior in Selected Private
Schools
Predictor Variable: Competencies of teachers
Criterion Variable: Students’ behavior
2. Tide of Research: Conduct of Guidance Counseling Programs and Degree of Absenteeism and
Drop-Out Rate Among Grade 8 Classes
Predictor Variable: Conduct of guidance counseling programs
Criterion Variable: Degree of absenteeism and drop-out rate
3. Tide of Research: The Types of Facilities, Administrator’s Profile, and Parents' Support
Towards School Effectiveness Among Public Senior High Schools
Predictor Variable: Types of facilities; Administrator’s profile; Parent’s support
Criterion Variable: School effectiveness

5. Variables according to the number being studied

a. Univariate study. Only one variable is being studied.
b. Bivariate study. Two variables are being studied.
c. Polyvariate study. More than two variables are being studied.

Evaluation
Answer the activity on pages 13-14.

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 LESSON 3 QUANTITATIVE
RESEARCH DESIGN
At the end of the lesson, you should be able to:
 describe qualitative research designs; and
 determine research designs of quantitative researches.

OVERVIEW

EXPLANATION
KINDS OF QUANTITATIVE RESEARCH DESIGNS
Research design refers to the overall strategy that you choose in order to integrate the different
components of the study in a coherent and logical way, thereby ensuring you will effectively address the
research problem. Furthermore, a research design consists the blueprint for the selection, measurement
and analysis of data. The research problem determines the research design you should use.
Quantitative methods emphasize objective measurements and the statistical, mathematical, or
numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-
existing statistical data using computational techniques.

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 The kind of research is dependent on the researcher’s aim in conducting the study and the extent to
which the findings will be used. Quantitative research designs are generally classified into experimental and
non-experimental as the following matrix above.
The following are the various kinds of quantitative research design that a researcher may employ:
1. EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to control the situation. In doing so,
it allows the researcher to answer the question, “What causes something to occur?” This kind of research
also allows the researcher to identify cause and effect relationships between variables and to distinguish
placebo effects from treatment effects. Further, this research design supports the ability to limit
alternative explanations and to infer direct causal relationships in the study; the approach provides the
highest degree level of evidence for single studies.
A. TRUE EXPERIMENTAL DESIGN. It uses random selection of sample/participants who will be
included in experimental group (receives the treatment or influence) or control group (does not
receive any treatment or manipulation). Random assignment of the two groups under study is
applied. In other words, randomization is applicable.
Example: There are 10 sections involved in the study and only two groups/sections will be taken as
sample groups. Students assigned to be in two groups should be randomly selected from all other
sections.

B. PRE-EXPERIMENTAL DESIGN. A type of research that follows some basic steps in experimental
research but fails to include a control or comparison group. It is considered “pre” to indicate that it is
just only a preparatory or prerequisite to true experimental research.
Examples: One-Shot Case Study & One Group Pre-Test – Post-Test Study

C. QUASI – EXPERIMENTAL DESIGN. In this design, it involves selecting groups, upon which a
variable is tested, WITHOUT ANY RANDOM PRE-SELECTION PROCESSES. It adopts a
comparative technique in choosing the subjects. Randomization is not applicable. In other words,
either random selection or random assignment is absent or both are not applied.
Example: There are only two groups involved in the study (No other sections except the two)

2. NON-EXPERIMENTAL DESIGN. In this kind of design, the researcher observes the phenomena as they
occur naturally and no external variables are introduced. In this research design, the variables are not
deliberately manipulated nor is the setting controlled. Researchers collect data without making changes
or introducing treatments. This may also called as DESCRIPTIVE RESEARCH DESIGN because it is
only one under non-experimental design.
DESCRIPTIVE RESEARCH DESIGN’s main purpose is to observe, describe and document aspects of
a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generation or
theory development. The types of descriptive design are as follows:
A. SURVEY. It is used to gather information from groups of people by selecting and studying samples
chosen from a population. This is useful when the objective of the study is to see general picture of
the population under investigation in terms of their social and economic characteristics, opinions,
and their knowledge about the behavior towards a certain phenomenon.
B. CORRELATIONAL. It is conducted by researchers whose aim would be to find out the direction,
associations and/or relationship between different variables or groups of respondents under study.
Correlational Research has three types, these are:
a. Bivariate Correlational Studies – It obtains score from two variables for each subject, and then
uses 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).
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 Example: Children of wealthier (variable one), better educated (variable 2) parents earn higher
salaries as adults.
b. Prediction Studies – It uses correlation coefficient to show how one variable (the predictor
variable) predicts another (the criterion variable).
Example: Which high school applicants should be admitted to college?
c. Multiple Regression Prediction Studies – All variables in the study can contribute to the over-
all prediction in an equation that adds together the predictive power of each identified variable.
Example: Suppose the High School GPA is not the sole predictor of college GPA, what might be
other good predictors?
C. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of research derives conclusion from
observations and manifestations that already occurred in the past and now compared to some
dependent variables. It discusses why and how a phenomenon occurs.
Example 1: A researcher is interested in how weight influences stress-coping level of adults. Here
the subjects would be separated into different groups (underweight, normal, overweight) and their
stress-coping levels measured. This is an ex post facto design because a pre-existing characteristic
(weight) was used to form the groups.
Example 2: What is the Effect of Home Schooling on the Social Skills of Adolescents?
D. COMPARATIVE. It 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 on the basis of selected attributes such as knowledge level, perceptions, and
attitudes, physical or psychological symptoms.
Example: A comparative Study on the Health Problems among Rural and Urban People in Ilocos
Region, Philippines.
E. NORMATIVE. It describes the norm level of characteristics for a given behavior. For example: If you
are conducting a research on the study habits of the high school students you are to use the range
of score to describe the level of their study habits. The same true is when you would want to describe
their academic performance.
F. EVALUATIVE. It is a process used to determine what has happened during a given activity or in an
institution. The purpose of evaluation is to see if a given program is working, an institution is
successful according to the goals set for it, or the original intent was successfully attained. In other
words, in evaluation judgments can be in the forms of social utility, desirability, or effectiveness of a
process. For example, we can cite here a situation. In evaluation study, it will not just be considering
the performance of the students who were taught under modular instruction; instead, it is the rate of
progress that happened among the students who were exposed to modular instruction.
Example: A test of children in school is used to assess the effectiveness of teaching or the
deployment of a curriculum.
G. 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.

Evaluation
Answer the activity on pages 15-16.

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Name:___________________________________________ Score: ___________
Grade 12-______
ACTIVITY 1
NATURE OF QUANTITATIVE RESEARCH
Answer the following questions.
1. Define quantitative research in your own words.
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2. Explain at least two characteristics of research.

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3. Explain at least two disadvantages of quantitative research.

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4. Choose two different fields (except the ones discussed) then give the importance of quantitative
research in those fields.
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Name:___________________________________________ Score: ___________
Grade 12-______
ACTIVITY 2
CLASSIFICATIONS OF A VARIABLE
I. Classify the following variables by checking the appropriate column. If the variable is categorical, it is
possible to have more than one check.
Continuous Categorical
Variables
Interval Ratio Nominal Ordinal Dichotomous Polychotomous
1. Sex
2. Emotional
intelligence
(EQ)
3. Honor rolls
4. Length
5. Spiritual
practices
6. Level of
addiction
7. Absences
8. Values
9. Mortality
rate
10. Degree of
agreement

II. Read the research titles below and identify the dependent and independent variables. List at least one
possible extraneous variable.
Title Independent variable Dependent variable Extraneous Variable
The Effects of Types of
Audio-visual Materials
to the Problem-solving
Skills in Mathematics

Various Study habits

and their Effects on the
Level of Performance in
Management Subject

Effect of Types of Soil

and Fertilizer on the
Growth of Papaya Tree

Types of Feeds and

Salinity Level: Their
Effects on the Growth of
Tilapia in Fishponds

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III. Given the following titles of non-experimental research, identify the predictor variable and criterion
variable.
Research Title Predictor Variable Criterion Variable
Relationship of Leadership Styles and Levels of
Satisfaction of Customers of Selected
Restaurants

Profile of Parents and Family Bonding: Their

Influence on Study Habits and Achievement Level

Types of Business and Managerial Skills Towards

Profitability Level of Canteens

Disciplinary Mechanisms and Behavioral Changes

Among Senior High School Students

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Name:___________________________________________ Score: ___________
Grade 12-______
ACTIVITY 3
QUANTITATIVE RESEARCH DESIGN

MATCHING TYPE. Match item in COLUMN A with those of COLUMN B. Write the letter of your answer
on the blank before each numbers.

COLUMN A COLUMN B
1. the post test of the treated groups is compared with that A. Normative
of an untreated group B. Survey
2. a test of children in school is used to assess the C. Census
effectiveness of teaching or the deployment of a D. Evaluative
curriculum E. Comparative
3. useful when the objective of the study is to see general F. Ex-post facto
picture of the population under investigation in terms of G. Descriptive
their social and economic characteristics, opinions, and H. Correlational
their knowledge about the behavior towards a certain I. Bivariate Correlational
phenomenon
J. Prediction
4. conducting a research on the study habits of the high K. Multiple Regression
school students you are to use the range of score to L. Pre-Experimental
describe the level of their study habits
M. Quasi Experimental
5. discusses why and how a phenomenon occurs N. True Experimental
6. selecting groups, upon which a variable is tested, without
any random pre-selection processes
7. uses correlation coefficient to show how one variable (the
predictor variable) predicts another (the criterion
variable)
8. employs both treated and control groups to deal with
time-related rival explanations
9. it obtains score from two variables for each subject, and
then uses them to calculate a correlation coefficient
10. term that seems synonymous to survey research

Look for research journals or surf the internet for quantitative researches. List six titles, 3 each for
experimental design and non-experimental design. Identify the specific research design.
Title Specific Research Design

Experimental Design

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Non-experimental Design

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