Senior High School

Practical Research II
Quarter 2 – Module 1
Understanding Quantitative Research
Design

SLM
SELF -LEARNING MODULE
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 Senior High School

Practical Research II
Quarter 2 – Module 1
Understanding Quantitative Research
Design

2
Introductory Message
For the facilitator:

Welcome to the Practical Research II 12 Self-Learning Module on

Understanding Quantitative Research Design.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will help

you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Practical Research II 12 Self-Learning Module on

Understanding Quantitative Research Design.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

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 Understanding Quantitative Research
Design
CONTENT STANDARD
The learners demonstrate understanding of quantitative research design.

PERFORMANCE STANDARD
The learners should be able to describe adequately quantitative research
designs, sample, instrument used, intervention (if applicable), data collection,
and analysis procedures.

LEARNING COMPETENCY
Chooses appropriate quantitative research design (CS_RS12-IIa-c-1).

LEARNING OBJECTIVES
At the end of the module, you should be able to:
1. Identify the Quantitative Research Designs;
2. Value various research designs in conducting researches; and
3. Apply appropriate research design in a research.

INTRODUCTION

This module will help you choose the type of quantitative research design that
is appropriate for your study. Although you have learned in Module 1 some
descriptions of Non-experimental and Experimental research, this module will teach
you more about it to help you become more acquainted with it and to guide you in
choosing your appropriate research design.

Do the series of activities to achieve your goal.

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PRE-TEST

Directions: Read the questions carefully. Write the letter on the space provided
before the item number that corresponds to your answer.

1. In determining a good Research Design, one needs to review previously

published literature related to the topic. What does the statement mean?
A. Read literary texts related to your study.
B. Scan available articles that talks about the topic online
C. identify relevant information found in books at the school library to be
used in the study
D. all of the above

2. In the process of elaborating the way you analyze data to determine

whether the hypotheses are true or false, the researcher must consider the
following EXCEPT:
A. The researcher must be observant to its content
B. The researcher must be keen enough to scrutinize data
C. The researcher must be resourceful to support claims
D. The researcher must be able to share the finding without consulting
the panel

3. Why does the Non-experimental design need no manipulation of variables

by the researcher?
A. because the variable is taken as they are in the natural science
B. because it doesn't need variables
C. because non-experimental design focuses on manipulation of
variables
D. None of the above.

4. Which type of Non-experimental research design that describes and

interprets the natural existence and natural phenomenon occurring to
individuals, things, or conditions?
A. Correlational Research
B. Causal-comparative research
C. Descriptive research
D. All of the above

5. What research type makes use of interviews or through questionnaires that

are administered to a group of people?
A. Survey research
B. Observational Research
C. Causal-comparative research

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 D. Quasi-experimental research

6. The great way to guide you in identifying the correct sample size is the
representativeness of the sample on the population. This statement means
__________.
A. get the correct sample population
B. sampling is not necessary
C. you cannot start your research without identifying the sample
population
D. None of the above

7. How accurate a sample size is, is admittedly hard to know. What does the
statement mean?
A. accuracy of the sample size is not necessary
B. accuracy of the sample size is difficult to determine
C. accuracy of the sample size cannot be attained.
D. All of the above

8. Errors in the utilization of any method or computing numbers representing

the chosen research participants will result in unfounded findings.
UNFOUNDED FINDINGS mean?
A. accurate result
B. correct findings
C. well-crafted analysis
D. ambiguous data

9. It is a sampling method which chooses respondents by pure chance.

A. Simple-random sampling
B. Stratified sampling
C. Systematic sampling
D. Cluster sampling

10. What is the sampling method that selects people that are considerably
willing to participate as respondents within the research project?
A. Purposive sampling
B. Voluntary sampling
C. Snowball sampling
D. Availability sampling

11. What is the sampling method that allows researchers to pick out people
who are easy to find or locate and willing to establish contact with them?
A. Availability Sampling
B. Snowball sampling
C. Purposive sampling
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 D. Voluntary Sampling

12. Of all the sampling techniques, it is said to be the easiest to collect data on
the subject. What is it?
A. Quota sampling
B. Cluster sampling
C. Stratified sampling
D. Random sampling

13. Similar to random sampling and is often easier than random sampling.
What sampling technique is it?
A. Systematic Sampling
B. Snowball sampling
C. Purposive sampling
D. Voluntary Sampling

14. Survey research can be conducted through the following EXCEPT:

A. surveys
B. telephone surveys
C. interviews
D. All of the above

15. The following are the disadvantages of Survey EXCEPT:

A. Low response rate
B. Time Consuming
C. Efficient data gathering
D. Financial demands

PRESENTATION OF THE MODULE

It will be difficult for any task to complete and to be accomplished in an

orderly fashion without proper planning of the goals and procedure. Say for instance
you want to bake a cake. Before you can do that, you have to make sure that you
have the appropriate materials for baking a cake. Do you have the measuring tools?
Is the size of your baking pan the dimension you prefer?

What ingredients do you need to use? What flavor do you like for the cake?
Do you know the procedure in baking a cake? Do you have the money to buy the
things needed? How long should the cake be in the oven? How do you know that
the cake is already baked? Before you even bake a cake, you have to learn a lot of
things to make sure that you can realize the goal of baking the cake you want.
Without this clear plan, you will not come up with a delectable cake.

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 A research design is pretty much like this. Without a research design, you
won’t have a good recipe for a successful research study.

ACTIVITY

Directions: Look for the meaning of the following words in the dictionary:

1. renown
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. quasi
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. envisage
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. shun
___________________________________________________________
___________________________________________________________
___________________________________________________________

5. approximates
___________________________________________________________
___________________________________________________________
___________________________________________________________

6. purposive
___________________________________________________________
___________________________________________________________
___________________________________________________________

7. conceive
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 8. vision
___________________________________________________________
___________________________________________________________
___________________________________________________________

9. prone
___________________________________________________________
___________________________________________________________
___________________________________________________________

10. ensure
___________________________________________________________
___________________________________________________________
___________________________________________________________

“I know you can do it. Now it’s time for you to EXPLORE. You’re doing great!

ANALYSIS

Directions: Reflect to the following guide questions:

1. Why do we need to know the research designs?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How do research designs help researchers create comprehensive research in
the academe?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Good job! I told you, you can do better! It is time to know it all. Read on.

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ABSTRACTION

Describing Research Design

Characteristics of a Good Research Design

The following outline is given by Sacred Heart University Library as a

guideline for a good research design as cited from Kirshenblatt-Gimblett, Barbara.
Part 1, What Is Research Design? The Context of Design. Performance Studies
Methods Course syllabus. New York University, Spring 2006.

1. Distinguish the problems of the research and clearly explain why you
choose them.
2. Review previously published literature related to the topic.
3. Clearly gives specific hypotheses [i.e., research questions] suited to
the chosen problem.
4. Describe the gathered data effectively which is necessary for an exact
test of the hypotheses. Be able to explain how you obtain such data.
5. Elaborate the way you analyze data to determine whether the
hypotheses are true or false.

Types of Quantitative Research Designs

A. Non-experimental Research Design

Generally, there are two categories of Quantitative Research Designs

explained by SAGE Publications (2016), namely, the Non-experimental Research
Design and the Experimental Research Design. For the purpose of clarity, let us take
this one by one.

Basically, Non-experimental Research Design is conducting the investigation

without manipulation of variables by the researcher mainly because the variable is
taken as they are in the natural existence and they are measured as how they are in
the natural environment. Another reason why there is no manipulation of the variable
in any way is if it is not possible to do so.

Three Types of Non-experimental Designs

1. Descriptive Research. As its name suggests, the mere aim of Descriptive

Research is to describe and interpret the natural existence and natural phenomenon
occurring to individuals, things, or conditions. The researcher does not interfere or
manipulate the natural condition or setting.

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Two Types of Descriptive Research

a. Observational Research. Understandably, Observational Research is

dominantly used in Qualitative Research. However, the use of this type of
design is also applicable to Quantitative Design through quantification of
observable traits or variables. This design requires measurement of
observed data through tally sheets or more than that through quantifiable
instruments and scales. Furthermore, to apply this kind of design, a
researcher needs to have a well prepared plan, keen skills in observing
details, and sufficient time to conduct the study as it demands a lot of time.

b. Survey Research. Survey research makes use of interview or through

questionnaire that is administered to a group of people, either a sample of a
population or sometimes the whole population itself, to obtain a description
of their attitudes, opinions, behaviors, experiences, or other characteristics
of the population (Creswell, 2005) as cited by SAGE Publications (2016).
Survey research uses samples from a population most of the time so it is
important to use probability sampling in selection of participants to
adequately represent the whole population. Otherwise, the result cannot be
accurate as expected or required.

The conduct of survey research can be administered in different manners,

namely, Direct Administration, which requires the researcher to personally administer
the survey because of his accessibility to the participants. This is less costly and can
ensure 100 % return rate of responses to the survey. Surveys can also be conducted
through mail surveys, telephone surveys, interviews, and electronic surveys through
E-mail surveys and web-based surveys. Mail and telephone surveys can be costly
because of the need to spend for mailing services and calling individual persons
which takes a lot of time too. The disadvantage of mail survey too is that few
participants return their responses in the time required. E-mail surveys and web-
based surveys are electronic surveys that are commonly used nowadays due to the
Internet.

EXERCISE 1

In your own words, describe a Non-experimental research design.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Types of Survey

 Descriptive Survey. Descriptive survey is described as “one-shot survey”

where the researcher will randomly choose a sample of participants to be
involved in the survey and gather data from them to describe their attitudes,
interests, or opinions at one point in time according to Mertens (2005) as cited
by SAGE Publications (2016).
 Cross-Sectional Survey. This is also conducted at one point in time but
survey is done to several samples or populations with the intention to
determine their characteristics and evaluate differences in their attitudes,
interests, or opinions. For example, if a teacher would like to determine the
attitudes of Junior High School Students towards Mathematics he could
randomly choose participants coming from Grade 7, Grade 8, Grade 9, and
Grade 10. This then becomes a cross-sectional survey. When a cross-
sectional survey is conducted to the whole population, the survey is called
census.
 Longitudinal Survey. Longitudinal survey is conducted over a period of
extended time. In the example given, the same purpose can be investigated
however, the survey will be done at different points in time. So the grade 7
students will be administered with another survey after 2 years, they would be
in grade 9, to determine their attitudes to Mathematics after 2 years.

Types of Longitudinal Study:

 Trend. This is used for a specific population which a researcher has identified
for a particular study. It is conducted over a period of length of time. For
example, the study is conducted within 5-year duration from 2015 to 2020 to
determine changes or trends in behavior.
 Cohort. This study uses a subgroup called cohort and is conducted over a
period of time. The participants or the cohort may or may not be the same
persons who were involved in the beginning of the study. For example, when
the Grade 7 was surveyed in 2015, grade 7 students are the defining
characteristic of the survey. The cohorts will then be the grade 7 students
(whether they are the same students or not) who will be surveyed as Grade 8
students in 2016, as grade 9 students in 2017, and as grade 10 students in
2018 provided these students were grade 7 in the year 2015.
 Panel Study. This shares a similarity to cohort study but this requires the
same individuals who participated at the start of the study. That means, in our
example, the same grade 7 students should take the survey in 2016, 2017,
and 2018 in different grade levels. However, there is some difficulty in this
type of survey because the participants, sometimes, tend to transfer places
and it is challenging to locate them resulting in fewer participants in the study
over a period of time.

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Advantages of Survey:
• Data collection can be gathered from a large population.
• Efficient data gathering
• Allows results to be generalized to large populations
• Versatility in topics and methods

Disadvantages of Survey:
• Low response rates
• Time Consuming
• Financial Demands
• Self-reported data based on perceptions

2. Correlational Research. Correlational Research is conducted to discover and to

measure relationships among variables. It helps us understand the nature and
strength of the relationship existing. Explanatory correlational studies describe
events, conditions, and behaviors while predictive correlational studies make
prediction of future conditions or behaviors.

Advantages:
• Simplicity
• Appropriate for novice researchers

Disadvantage:
• Because of limited data, it requires sound validity and reliability to avoid
erroneous conclusions in the research study.

3. Causal-Comparative Research. This research is also referred to as ex post facto

or “after-the-fact design”. It is because this study seeks to investigate possible
causes of differences after the “fact”. Meaning to say, the differences have resulted
at some point in time and the researcher has to look back to discover and examine
the causes of these changes. However, this cannot be categorized under true cause
and effect relationship as in experimental research because there is no manipulation
of the variables in the study.

B. Experimental Research Design

Of all the research designs, this is the most conclusive because it allows the
researcher to manipulate treated variables and control extraneous variables in the
study. There are four categories of Experimental Research, namely, pre-
experimental research design, quasi-experimental research design, true
experimental research design, and single subject research design.

SAGE Publications (2016) gives the following characteristics of a good research

design.
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 • Comparison group is selected through random assignment of participants to
experimental and control groups.
• The independent variable can be selectively applied to the experimental
group.
• Dependent variables can be measured in the same manner or procedure for
all groups in the study.

In experimental research, the selection of participants is very important in the

kind of design you need to follow. Sage Publications (2016) gave this guiding
principle in random selection of respondents.

Random Selection + Random Assignment = Experimental Research

Random Selection only = Quasi-Experimental Research

To clarify, random selection is choosing the participants in a random

procedure where every individual or subject has equal chances of being selected as
participant while random assignment refers to the procedure by which the selected
participants have equal chances to be assigned to the control and experimental
groups.

Let us take a closer look at the categories of Experimental Research Design.

• Pre-experimental Research. This design is only advised to use as preliminary

investigation but should be avoided because it does not control extraneous variables
effectively in the study.

• Quasi-experimental Research. The main characteristic of this design as

explained above is the absence of random assignment of the respondents or
participants to both groups which are the experimental and control groups.

• Experimental Research. This is also called as the true experimental research

because participants are randomly selected as well as randomly assigned to the
groups. Random selection and assignment of participants are effective ways to
reduce extraneous conditions in the study. It establishes strong cause and effect
relationships unlike non-experimental research. However, the research should follow
strict rules or standards in procedure to avoid erroneous study.

• Single-subject Research. Single-subject Research design is done either to groups

or to individual participants. This is conducted to determine changes in behavior in
participants. An individual passes through a non-treatment phase and to a treatment
phase. The behavior is measured in each phase.

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EXERCISE 2

How is quasi-experimental research design different from true experimental research

design?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

APPLICATION

Directions: Answer the question given.

1. What is a quantitative research design?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. What is the purpose of observational research?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. When do you use survey research?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. Describe experimental research design.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. Which purpose of research is best suited for an experimental design?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

That was excellent! Keep it up!

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ENRICHMENT
Make a topical outline and graphical presentation of the categories of quantitative
research design.
GRAPHICAL PRESENTATION

Quantitative Research Designs

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14
 15
ACTIVITY
(Note: Definitions are from Oxford Languages. Teachers may
opt to check other dictionaries)
1. renown
renown
/rəˈnoun/
Learn to pronounce
noun
the condition of being known or talked about by
many people; fame.
"authors of great renown"
2. quasi
quasi-
/ˈkwāˌzī,ˈkwäzē/
Learn to pronounce
combining form
prefix: quasi-
seemingly; apparently but not really.
"quasi-American"
3. envisage
en·vis·age
/ənˈvizij/
Learn to pronounce
verb
verb: envisage; 3rd person present: envisages; past
tense: envisaged; past participle: envisaged;
gerund or present participle: envisaging
contemplate or conceive of as a possibility or a
desirable future event.
"the Rome Treaty envisaged free movement across
frontiers"
4. shun Pre-test
shun 1. D
/SHən/ 2. D
Learn to pronounce 3. A
verb 4. C
verb: shun; 3rd person present: shuns; past tense:
shunned; past participle: shunned; gerund or 5. A
present participle: shunning 6. A
persistently avoid, ignore, or reject (someone or 7. B
something) through antipathy or caution. 8. D
"he shunned fashionable society" 9. A
5. approximates 10. B
ap·prox·i·mate 11. A
verb
12. B
3rd person present: approximates
/əˈpräksəˌmāt/ 13. A
come close or be similar to something in quality, 14. D
nature, or quantity. 15. C
"a leasing agreement approximating to ownership"
6. purposive
ANSWER KEY
 16
5. purposive
pur·pos·ive
/ˈpərpəsiv/
Learn to pronounce
adjective
adjective: purposive
having, serving, or done with a purpose.
"teaching is a purposive activity"
6. conceive
con·ceive
/kənˈsēv/
form or devise (a plan or idea) in the mind.
"the dam project was originally conceived in 1977"
7. vision
vi·sion
/ˈviZHən/
Learn to pronounce
noun
noun: vision
the faculty or state of being able to see.
"she had defective vision"
8. prone
prone
/prōn/
Learn to pronounce
adjective
adjective: prone
likely to or liable to suffer from, do, or experience something, typically
something regrettable or unwelcome.
"years of logging had left the mountains prone to mudslides"
9. ensure
en·sure
/inˈSHo͝or,enˈSHo͝or/
Learn to pronounce
verb
verb: ensure; 3rd person present: ensures; past tense: ensured; past
participle: ensured; gerund or present participle: ensuring
make certain that (something) shall occur or be the case.
"the client must ensure that accurate records be kept"
 17
ANALYSIS (Answers may vary)
1. Why do we need to know the research designs?
Research design is needed because it facilitates the smooth sailing
of the various research operations, thereby making research as
efficient as possible yielding maximal information with minimal
expenditure of effort, time and money. Research design has a
significant impact on the reliability of the results obtained.
2. How does research design help the researcher in doing better
research?
It is a theory-based design method which is created by gathering,
analyzing, and presenting collected data. This allows a researcher
to provide insights into the why and how of research. Descriptive
design helps others better understand the need for the research.
Research design is needed because it facilitates the smooth sailing
of the various research operations, thereby making research as
efficient as possible yielding maximal information with minimal
expenditure of effort, time and money. Research design has a
significant impact on the reliability of the results obtained.
EXERCISE 1: (Answers may vary)
In your own words, describe a Non-experimental research design.
- Non-experimental research is research that lacks the manipulation of an
independent variable, random assignment of participants to conditions or
orders of conditions, or both - characteristics pertinent to experimental
designs
EXERCISE 2: (Answers may vary)
How is quasi-experimental research design different from true experimental research
design?
-In a true experiment, participants are randomly assigned to either the
treatment or the control group, whereas they are not assigned randomly in a
quasi-experiment. In a quasi-experiment, the control and treatment groups
differ not only in terms of the experimental treatment they receive, but also in
other, often unknown or unknowable, ways. Thus, the researcher must try to
statistically control for as many of these differences as possible. Because
control is lacking in quasi-experiments, there may be several "rival hypotheses"
competing with the experimental manipulation as explanations for observed
results
 18
APPLICATION (Answers may vary)
1. What is a quantitative research design?
Quantitative research design is aimed at discovering how many people think, act or
feel in a specific way. Quantitative projects involve large sample sizes, concentrating
on the quantity of responses, as opposed to gaining the more focused or emotional
insight that is the aim of qualitative research.
2. What is the purpose of observational research?
The goal of observational research is to describe a variable or set of variables. More
generally, the goal is to obtain a snapshot of specific characteristics of an individual,
group, or setting.
3. When do you use survey research?
Survey research is often used by researchers who wish to explain trends or features
of large groups. It may also be used to assist those planning some more focused, in-
depth study.
4. Describe experimental research design.
Experimental research is a study that strictly adheres to a scientific research design. It
includes a hypothesis, a variable that can be manipulated by the researcher, and
variables that can be measured, calculated and compared. ... The researcher collects
data and results will either support or reject the hypothesis.
5. Which purpose of research is best suited for an experimental design?
Experimental research is best suited for explanatory research (rather than for
descriptive or exploratory research), where the goal of the study is to examine cause-
effect relationships.
ENRICHMENT (Answers may vary)
REFERENCES

Agustin, D.M., (2020). Practical Research 2, POGIL MODULE, Ayala NHS Senior
High School

Internet sources:

https://us.sagepub.com/sites/default/files/upmbinaries/70019_Mertler_Chapte
r_7.pdf

https://library.sacredheart.edu/c.php?g=29803&p=185902

https://library.sacredheart.edu/c.php?g=29803&p=185902

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Surigao del Norte

Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: [email protected]

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