Detailed Lesson Plan: Practical Research 2 (Introduction to Quantitative Research)

Subject: Practical Research 2

Topic: Introduction to Quantitative Research

Grade Level: Senior High School (Grade 11/12)

Time Allotment: 60-90 minutes (adjustable based on activities and discussion)

I. Learning Objectives

At the end of this lesson, students will be able to:

 Define quantitative research.

 Identify and describe the key characteristics of quantitative research.

 Explain the importance and advantages of quantitative research.

 Differentiate quantitative research from other research approaches (implicitly, by understanding

its unique features).

 Formulate a basic understanding of when to apply quantitative research.

II. Subject Matter

 Topic: Introduction to Quantitative Research

 References: "01 Handout 1.pdf" (provided material), USC Libraries (2015), Module 9:
Introduction to Research (n.d.)

 Materials: Whiteboard/Projector, markers/pens, handouts (quiz), copies of "01 Handout 1.pdf"

if available.

III. Procedure

A. Preliminaries (5-10 minutes)

1. Greetings and Attendance: Greet the students and check attendance.

2. Motivation/Hook (Brainstorming):

o Ask students: "When you hear the word 'research,' what comes to mind? What do
researchers do? What kind of information do they collect?"

o Write down their responses on the board.

o Introduce the idea that there are different types of research, and today we will focus on
one specific type.

3. Introduction of the Topic: "Today, we will begin our journey into Practical Research 2 by
exploring 'Quantitative Research.' We'll learn its unique features and why it's a powerful tool for
understanding the world around us."
B. Lesson Proper (45-60 minutes)

1. What is Quantitative Research? (10 minutes)

o Begin by stating that quantitative research is about numbers and statistics.

o Explain that it deals with numerical data that can be measured, counted, or expressed
in quantities.

o Give simple examples: "How many students prefer online learning?" "What is the
average test score?"

o Activity: Ask students to think of everyday questions they might answer using numbers
(e.g., "How many hours do you spend on social media per day?").

2. Characteristics of Quantitative Research (20 minutes)

o Refer to "I. Characteristics of Quantitative Research (USC Libraries, 2015)" from the
handout.

o Discuss each characteristic in detail, providing examples:

 Structured Research Instruments & Numerical Data:

 Explain that data is collected using tools like questionnaires, surveys, or

software.

 Data is typically in numbers, statistics, tables, charts, figures.

 Example: A survey asking students to rate a service from 1 (poor) to 5

(excellent).

 Larger Sample Sizes & Representative of the Population:

 Emphasize that the goal is to generalize findings to a larger group.

 Example: Surveying 1,000 randomly selected high school students to

understand study habits across all high school students in a city.

 Replicable or Repeated & High Reliability:

 Discuss that another researcher should be able to follow the same steps
and get similar results.

 Example: If a study finds a link between exercise and GPA, another

study using the same method should ideally find a similar link.

 Clearly Defined Research Question & Objective Answers:

 The researcher knows exactly what they are looking for.

 Uses tools to collect numerical data.

 Study design is careful before data collection.

  Example: "Does increased screen time correlate with lower academic
performance in Grade 11 students?"

 Generalize Concepts, Predict Future Results, Investigate Causal Relationships:

 This is the purpose of quantitative research.

 Example: Predicting election outcomes based on poll numbers, or

determining if a new teaching method causes higher test scores.

o Quick Check: Ask students to name one characteristic they remember and explain it in
their own words.

3. Importance of Quantitative Research (15 minutes)

o Refer to "II. The importance of Quantitative Research. ('Module 9: Introduction to

Research', n.d.)" from the handout.

o Discuss each point:

 More reliable and objective: Data is numerical, less open to subjective

interpretation.

 Can use statistics to generalize a finding: Power to make broader statements.

 Reduces and restructures a complex problem to a limited number of variables:

Simplifies complex issues for analysis.

 Looks at relationships between variables and can establish cause and effect in
highly controlled circumstances: Key for understanding how things influence
each other.

 Tests theories or hypotheses: Scientific method application.

 Assumes sample is representative of the population: Crucial for

generalizability.

 Subjectivity of researcher in methodology is recognized less: Due to structured

approach.

 Less detailed than qualitative data and may miss a desired response from the
participant: Briefly acknowledge this limitation and explain it means it focuses
on "how many" or "how much" rather than "why" in depth.

o Discussion: "Why do you think it's important for findings to be 'reliable and objective' in
research?"

C. Evaluation (10-15 minutes)

1. Quiz: Distribute the quiz (provided below) to assess understanding. Give students adequate time
to complete it.

D. Assignment/Wrap-up (5 minutes)
 1. Homework: Ask students to find one news article or a social media post that presents data in
numbers or statistics. They should identify what the numbers are saying and how they might be
used to generalize a finding.

2. Recap: Briefly summarize the core concepts: Quantitative research uses numbers, is structured,
aims for generalizability, and is objective.

3. Closing: Encourage students to start looking at information with a "quantitative lens" – always
asking "how much?" or "how many?"

IV. Assessment

Quiz: Introduction to Quantitative Research

Instructions: Read each question carefully and choose the best answer.

1. What type of data is primarily collected in quantitative research? a) Narrative stories and
personal experiences b) Numbers and statistics c) Opinions and beliefs expressed in words d)
Visual images and sounds

2. According to the characteristics of quantitative research, the results are typically based on: a)
Small, in-depth case studies. b) Individual interviews. c) Larger sample sizes that are
representative of the population. d) Observational notes.

3. A key characteristic of quantitative research is that the study can usually be replicated or
repeated. This points to its high: a) Subjectivity b) Bias c) Reliability d) Opinion

4. Which of the following is true about the research question in quantitative research? a) It is
open-ended and evolves during the study. b) It is clearly defined, and objective answers are
sought. c) It focuses on exploring the "why" behind phenomena. d) It relies heavily on the
researcher's personal interpretation.

5. Quantitative research aims to generalize concepts more widely, predict future results, or: a)
Develop new theories from scratch. b) Understand individual experiences in depth. c)
Investigate causal relationships. d) Provide detailed descriptions of events.

6. One importance of quantitative research is that it is often described as: a) More subjective and
exploratory. b) More reliable and objective. c) Focused on rich, descriptive narratives. d)
Primarily used for theory development from observations.

7. When quantitative research "reduces and restructures a complex problem to a limited number
of variables," what does this primarily help with? a) Making the problem more confusing. b)
Simplifying the problem for statistical analysis. c) Adding more layers of complexity. d) Ignoring
important aspects of the problem.

8. Which statement accurately describes a key benefit of quantitative research? a) It is excellent

for capturing the full richness of human experience. b) It can establish cause and effect in highly
controlled circumstances. c) It allows for deep, personal insights into rare phenomena. d) It is
less concerned with generalizability.
 9. Quantitative research often assumes that the sample used in the study is ________________ of
the population. a) Subjective b) Irrelevant c) Representative d) Limited

10. While quantitative data is valuable, a potential limitation mentioned is that it may be "less
detailed than qualitative data and may miss a desired response from the participant." This
implies that quantitative research focuses more on: a) The depth of individual feelings. b) Broad
patterns and measurable outcomes. c) The unique narratives of each participant. d)
Unstructured observations.

Quiz Answer Key

1. b) Numbers and statistics

2. c) Larger sample sizes that are representative of the population.

3. c) Reliability

4. b) It is clearly defined, and objective answers are sought.

5. c) Investigate causal relationships.

6. b) More reliable and objective.

7. b) Simplifying the problem for statistical analysis.

8. b) It can establish cause and effect in highly controlled circumstances.

9. c) Representative

10. b) Broad patterns and measurable outcomes.