QUANTITATIVE RESEARCH

 The use of measurable variables

 uses numbers in stating generalizations about a given problem
or inquiry. These numbers are the results of objective scales
of measurements of the units of analysis called variables.
 Methods or procedures of data gathering include items like
age, gender, educational status, among others, that call for
measurable characteristics of the population.
 The ability to predict outcomes and casual relationships
 Research findings are subjected to statistical treatment to
determine significant relationships or differences between
variables, the results of which are the bases for
generalization about phenomena.
 Standardized research instruments
 Standardized instruments guide data collection, thus,
ensuring the accuracy, reliability and validity of data.
 Data presentation in tables, graphs, and figures
 Figures, tables or graphs showcase summarized data
collected in order to show trends, relationships or
differences among variables. It allows you to see the
evidence collected.
 Random sampling of participants
 A large population yields more reliable data, but principles of
random sampling must be strictly followed to prevent
researcher's bias.
 The use of a repeatable method
 Quantitative methods can be repeated to verify findings in
another setting, thus, reinforcing validity of findings.

Quantitative research puts emphasis on proof, rather than

discovery. Just like qualitative research, quantitative research has
its own set of strengths, as well as weaknesses.
1. Quantitative research design is the most reliable and valid way
of concluding results, giving way to a new hypothesis or to
disproving it.
2. Because of a bigger number of the sample of a population, the
results are more reliable and valid.
3. Quantitative experiments filter out external factors, if
properly designed, and so the results gained can be seen, as real
and unbiased.
4. Findings can be generalized if selection process is well-
designed and sample is representative of study population
5. Relatively easy to analyze
6. Data can be very consistent, precise and reliable.

Quantitative research can be costly, difficult and time-consuming

difficult because most researchers are non-mathematicians.
1. Quantitative studies require extensive statistical treatment,
requiring stringent standards, more so with confirmation of
results. When ambiguities in some findings surface, retesting and
refinement of the design call for another investment in time and
resources to polish the results.
2. Quantitative methods also tend to turn out only proved or
unproven results, leaving little room for uncertainty, or grey
areas. For the social sciences, education, anthropology and
psychology, human nature is a lot more complex than just a simple
yes or no response.

Non-Experimental Quasi-Experimental Experimental

 Descriptive Research Design
 Correlational Research Design
 Ex post facto Research Design

NON-EXPERIMENTAL
 research that lacks the manipulation of an independent
variable, random assignment of participants to conditions or
orders of conditions, or both.
  most researchers in psychology consider the distinction
between experimental and non-experimental research to be
an extremely important one,
 non-experimental research cannot provide strong evidence
that changes in an independent variable cause differences in
a dependent variable.
 this inability does not mean that Non-experimental research
is less important than experimental research or inferior to it
in any general sense.

A. DESCRPTIVE RESEARCH DESIGN

 Descriptive research is defined as a research method that
describes the characteristics of the population or
phenomenon studied.
 This descriptive methodology focuses more on the "what" of
the research subject than the "why" of the research subject.
 The descriptive research method primarily focuses on
describing the nature of a demographic segment, without
focusing on "why" a particular phenomenon occurs.
 In short, 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.
EXAMPLES:
 Learning Style and Level of Motivation of Honor Students
 Level of Reading Comprehension Skill of Grade 3 Pupil in Science
 Parenting needs of Adolescent Mother

B. CORRELATIONAL RESEARCH DESIGN

 Correlation research design investigates relationship
between variables without the researcher controlling or
manipulating any of them.
  A correlation reflects the strengths and/or direction of the
relationship between two (or more) variables. The direction
of correlation can be either positive or negative.
Three Types of Correlation Research:
 Bivariate correlational studies
 obtain scores from two variables for each subject, then use
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)
Examples:
 Children of wealthier (variable #1), better educated
(variable #2) parents earn higher salaries as adults.
 Prediction studies
 use correlation co-efficient to show how one variable (the
predictor variable) predicts another (the criterion variable).
Examples:
 Which high school applicants should be admitted to college?
 Multiple Regression Prediction Studies
 suppose the high school GPA is not the sole predictor of
college GPA, what might be other good predictors? All of
these variables can contribute to the over-all prediction in
an equation that adds together the predictive power of each
identified variable.

C. EX POST FACTO RESEARCH DESIGN

 These are non-experimental designs that are used to
investigate causal relationships.
 They examine whether one or more pre-existing
conditions could possibly have caused subsequent
differences in groups of subjects.
 Researchers attempt to discover whether differences
between groups have results in an observed difference in
the independent variables.
EXAMPLES:
 Personal Remarks of Students on the school year 2022 face-to-
face classes and their effectiveness on their Academics
 Experience towards Research in Daily Life on Regula and STE
strands of Senior High School Students in CNHS
 Cause and effect of Slow Internet in every Grade Level

QUASI-EXPERIMENTAL DESIGN
 Like a true experiment, a quasi-experimental design aims to
establish a cause-and-effect relationship between an
independent and dependent variable.
 However, unlike a true experiment, quasi-experiments are studies
that aim to evaluate interventions but that do not use
randomization. Instead, subjects are assigned to groups based on
non-random criteria.
 Quasi-experimental design is a useful tool in situations where
true experiments cannot be used for ethical or practical reasons.
EXAMPLES:
 A hospital introduces a new order-entry system and wishes to
study the impact of this intervention on the number of
medication-related adverse events before and after the
intervention
 The effect of part-time employment on the achievement of High
School Students.
 Impact of medication reconciliation post hospital discharge on
readmission rates and patient satisfaction.

EXPERIMENTAL RESEARCH DESIGN

 Allows the researcher to control the situation. In so doing, 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
level of evidence for single studies.
EXAMPLES:
 Podcasting and Student’s Listening Skills
 The effect of teaching with a cooperative group strategy or a
traditional lecture approach on students’ academics.
 Castor Oil as a Wart Remover

WHY PEOPLE DO RESEARCH?

 People do research to find solutions, even tentative ones to
problems, in order to improve or enhance ways of doing things ,
to disprove or provide a new hypothesis or simply to find
answers to questions or solutions in daily life.
 People do research because there is a mass to identify the
problems of the deteriorating quality of the community as a
whole. By doing so, they can be addressed systematically and
actual decisions are assured to be sound. In many cases,
innovative teachings strategies, great inventions, and empirical
Inventions for community progress of researches.

PURPOSE OF QUANTITATIVE RESEACH

 The purpose of quantitative research is to attain greater
knowledge and understanding of the social world. Quantitative
research produces objective data that can be clearly
communicated through statistics and numbers.

WHY QUANTITATIVE RESEARCH ACROSS FIELD IS

IMPORTANT?
 Basically, quantitative research is important because it is used to
populate statistics from a high volume sample size to gain
statistically valid results in customer insight.
 Hence, quantitative customer research incorporates a survey
based approach to game feedback in relation to a population's
ideas and opinions. It's important to ensure a suitable sample size
is used to gain accurate and trustworthy results.

A. QUANTITATIVE RESEARCH IN EDUCATION:

 Quantitative research can be used in measuring the level of
performance of students as well as teachers it can also be
used to assess the effectiveness of the methods used the
different programs conducted and the satisfaction of all
stakeholders and education sector including students, faculty,
parents, administrators, the community.
 The government and non-governmental organizations through
this research method the interest of these groups can be
advanced or enhanced by implementing quantifiable best
practices.
EXAMPLES:
 Whether a teacher is trying to asses he average scores in a
classroom test
 Determine a teaching standard that was most commonly missed
on the classroom assessment
 If a principal wants to assess the ways the attendance rate
correlate with students performance on government assessments

B. QUANTITATIVE RESEARCH IS IMPORTANT IN THE FIELD

OF SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (STEM)
 Students make conduct researches to obtain significant
information about disease trends and risk factors, results of
various health intervention, patterns of care, and costs of
health care and use.
 It is also needed in evaluating experiences in clinical practice
in order to develop mechanism for best practices and to
ensure high-quality patient care.
  For engineers, architects, and other builders, results of
quantitative research can help develop new structural
designs, which are fitted to the current trends, and these
can as well contribute to have efficient results in the field of
constructions.
C. QUANTITATIVE RESEARCH IN PSYCHOLOGY:
 Quantitative psychologists study and develop the methods
and techniques used to measure human behavior and other
characteristics their work involves the statistical and
mathematical modeling of psychological processes the design
of research studies and the analysis of psychological data.
 It allows researchers to accumulate facts and eventually
create curries that allow researchers in psychology to
understand human condition and perhaps diminish suffering
and allow human race to flourish.

D. QUANTITATIVE RESEARCH IN COMMUNICATION:

 Communication pieces are often interested in how
understanding of a particular communication phenomenon
might be generalized to a larger population.
EXAMPLE:
Researchers can advance questions, like what effect do discipline
behavioral control statements have on a classroom? or what
communicative behaviors are associated with different stages in a
romantic relationship?

E. QUANTITATIVE RESEARCH IN BUSINESS:

 Quantitative research is a valued tool in business when it is
used intelligently it can improve the overall marketing
strategy how 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 to create
favorable marketing campaigns data that are often used in
 this type of research are market size demographics and user
preferences.
 It used for estimating consumer attitudes and behaviors,
market sizing, segmentation and identifying drivers for brand
recall and product purchase decisions, indeed quantitative
data open a lot of doors for businesses.
VARIABLES
 is something that can change and/or can have more than one
value
 a variable is something that varies (change from time to time)

TWO TYPES OF VARIABLES

 Independent Variable
 It is the cause or reason of the observed effect
 Thing that is tested
 Intentionally manipulated or changed by the researchers to
observed its effect.
 Dependent Variable
 It is the effect or outcome of the experiment
 Thing that you’re measuring
 It is the changes as a result of the manipulation of
independent variable

EXAMPLES:
Research Topic Independent Dependent
Plants grow faster
in warmer Temperature Plant growth
temperatures.
People walk slower
after drinking Drinking coffee Walking speed
coffee
Effects of Morning Morning Exercises Anxiety Level of
exercises on the Senior Citizens
Health Anxiety
Level of Senior
 Citizens
Problem-based
Teaching in
Problem-based Performance of
Enhancing the
teaching Students in Physics
Performance of
Student in Physics

VARIABLE
 Variable is something that can change and or can have more
than one value.
 “A variable, as the name implies, is something that varies”. It
may be weight, height and so on.
 Each of these characteristics varies from one individual. As well
as having various values along a continuum. It could be
demographic, language, temperature, religion, etc.
 Some variables can be quite concrete and clear, such as gender,
birth order, types of blood group etc. while others can be
considerably more abstract and vague.

KINDS OF VARIABLES AND THEIR USE

 Independent Variables
 are those that probably cause influence or affect outcomes.
They are invariably called treatment, manipulated,
antecedent or predictor variables . It is a characteristics
that other variables in the experiment cannot be change.
 the thing you are “testing” (cause)
 Abbreviated as “IV”
 Also called as “manipulated variable”
 Dependent Variables
 Dependent variables are those that depend on the
independent variable; they are the outcomes of the influence
of the independent variable.
 The thing you are “measuring” (effect)
 Abbreviated as “DV”
 Also called as the “responding variable”
 Confounding Variables
 It’s a third variable in the study that influences both the
dependent and independent variables.
 It can invalidate your results by making them biased or
suggesting a relationship between variables exist when it
does not.
 Failing to account for confounding variables can cause
you to wrongly estimate the relationship between your
independent and dependent variables
 Intervening Variables
 It is sometimes called as mediator variable. It is a
theoretical variable the researcher uses to explain a cause
or connection between other study variables.
 It cannot be observed in an experiment, but as
already intimidated.
 It can be used to explain a cause, connection or
association between and among the variables in the
study.
 It deals with association instead of observations.
 Moderating Variables
 It changes the relationship between dependent and
independent variables by strengthening or weakening the
intervening variable’s effect.
 Control Variables
 Control or controlling variables are characteristics that are
constant and do not change during a study.
 It do not have effect on other variables .
 It helps ensure that the experiment results are fair,
unskewed, and not caused by your experimental
manipulation.
 Researchers might unintentionally keep a control
variable the same throughout an experiment to
prevent bias.
 Extraneous Variables
  Extraneous variables are factors that affect dependent
variable but that the researcher did not originally consider
when designing the experiment.
 These unwanted variables can unintentionally change study’s
results or how researcher interprets those results

 Composite Variables
 Composite variable is two or more variables combined to
make a more complex variable.
 Overall health is an example of composite variable if a
researcher uses other variables, such as weight, blood
pressure, and chronic pain, to determine overall health in the
experiment

Thus, the most difficult part of planning a research study is

identifying the research variables and research design. Considerable
time and thought needs to be given to this step. Once the key
variables have been identified, then the research study can be
developed.