Title: Introduction to Quantitative Research

Teachers: Lee Gerard Macabali

Learning Targets:
At the end of this lesson, you should be able to:
1. define quantitative research.
2. determine the features of quantitative research.
3. differentiate quantitative research from qualitative research.
4. identify whether a research is quantitative or qualitative in nature.

1. Definition and Features of Quantitative Research

1.1. What is research?

• Research is the acquisition of new knowledge through PURPOSIVE, ORGANIZED, and
DESIGNED program of activities.
• Research seeks to find the answers to the problems and generate new information
for a better understanding of the concepts under study.

1.2. What are the aims of Research?

a. Produce new knowledge or information
b. Utilize the new knowledge
c. Validate existing knowledge
d. Improve the investigator/researcher

1.3. What is Quantitative Research?

• Quantitative Research is a type of inquiry where relations are established through the
collection of NUMERICAL DATA where are analyzed TO DERIVE GENERALIZATION.
(Babbie, E., 2010).
• Quantitative Research is a scientific analysis of data and their relationships.
• Quantitative Research specifically refers to tests or experiments that yield
quantifiable values that can be analyzed using statistics, figures, and mathematical
models to provide information that may be used in decision making.
1.4. Features of Quantitative Research
Your goal in conducting quantitative research study is to determine the relationship
between an independent variable and another dependent variable/s within a
population. Quantitative research designs are either descriptive (subjects usually
measured once) or experimental (subjects measured before and after a treatment). A
descriptive study establishes only associations between variables; an experimental study
establishes causality.
Quantitative research deals with numbers, logic, and an objective stance. Quantitative
research focuses on numeric and unchanging data and detailed, convergent reasoning
rather than divergent reasoning (i.e., the generation of a variety of ideas about a
research problem in a spontaneous, free-flowing manner).
Its main characteristics are:

a. The data is usually gathered using structured research instruments.

b. The results are based on larger sample sizes that are representative of the
population.
c. The research study can usually be replicated or repeated, given its high reliability.
d. Researcher has a clearly defined research question to which objective answers are
sought.
e. All aspects of the study are carefully designed before data is collected.
f. Data are in the form of numbers and statistics, often arranged in tables, charts,
figures, or other non-textual forms.
g. Project can be used to generalize concepts more widely, predict future results, or
investigate causal relationships.
h. Researcher uses tools, such as questionnaires or computer software, to collect
numerical data.

The overarching aim of a quantitative research study is to classify features, count them,
and construct statistical models in an attempt to explain what is observed.
Reference:Spalding University Library: EDD-904: Understanding & Using Data: Characteristics of
Quantitative Research. (n.d.). Retrieved from https://library.spalding.edu/c.php?g=461133&p=3153088
2. Strengths and Weaknesses of Quantitative Research

Let us now discuss the strengths and weaknesses of quantitative research. So what are
the strengths of quantitative research? Below is the table that summarizes the strengths
and weaknesses of quantitative research.

STRENGTHS WEAKNESSES
Data collection is relatively faster and easier to The statistical aspects may be too technical
do. for average readers to comprehend.
Useful in a large sample or population because Too much emphasis on statistical significance,
it could speedily generate accurate, precise, disregarding the importance of the effects
and credible results. involved in the study.
Data analysis is done through the use of The results might be too abstract and
statistical software. extensive for direct application to particular
The results are more objective, and free from local conditions and personages.
personal bias of the researcher.
The samples are randomly selected and are not Results of the study may also be too limited as
in a way known or related to the researcher. they only provide numeric interpretations
The study is replicable and the instruments used rather than detailed narrative accounts of an
may be re-used to further researchers in the individual insights.
different fields and contexts. CRESWEL, 2005

Data collection using quantitative methods is relatively quick and easier to perform like
doing surveys, questionnaires, documents and records. Also, data analysis is relatively less
time consuming with the help of many statistical softwares like IBM’s SPSS which is the most
popular quantitative analysis software program used by social scientists. STATA is an
interactive data analysis program that runs on a variety of platforms. It can be used for both
simple and complex statistical analyses. SAS, short for Statistical Analysis System, is also used
by many businesses. In addition to statistical analysis, it also allows programmers to perform
report writing, graphics, business planning, forecasting, quality improvement, project
management and more.

Researchers collect information for the quantitative research process in real-time scenarios
so that statistical analysis can occur almost immediately. Experiments, surveys, and
interviews provide immediate answers that become useful from a data-centered approach.
Fewer delays in the acquisition of these resources make it easier to find correlations that
eventually lead toward a useful conclusion. Quantitative research doesn’t require the
separation of systems or the identification of variables to produce results. That’s why it is a
straightforward process to implement.

Quantitative research can also be used using large samples or population. Large sample
sizes are chosen to represent a population. In doing so, the large sample size is used to
gain statistically valid results. When you have the ability to study a larger sample size for any
hypothesis, then it is easier to reach an accurate generalized conclusion. The additional data
that you receive from this work gives the outcome greater credibility because the statistical
analysis has more depth to review. A larger sample makes it less likely that outliers in the
study group can adversely impact the results you want to achieve impartially.

The data or results gathered from quantitative research are more objective and free from
personal bias. The research aims for objectivity in other words without bias, and is separated
from the data. Researcher has clearly defined research questions to which objective answers
are sought. Also, when a large amount of data is gathered and then analyzed statistically.
This almost erases bias, and if more researchers ran the analysis on the data, they would
always end up with the same numbers at the end of it.

Although, the researcher has more control over how the data is gathered and can be distant
from the experiment. The samples are randomly selected and are not in a way known or
related to the researcher. When research participants suspect that a study wants to achieve
a specific result, then their personal bias can enter into the data spectrum. The answers
provided on the included materials are partial truths or outright lies as a way to manipulate
the work. That’s why the quantitative approach is so useful when trying to study a specific
hypothesis within a large population demographic. This approach uses a randomized process
to collect information. That excludes bias from appearing in most situations. It also provides
an advantage in the fact that the data can then get statistically applied to the rest of the
demographic being studied. There is always a risk of error to consider, but it is this method
that typically supplies the most factual results.

In quantitative research, the study is replicable and the instruments used may be re-used to
further researchers in the different fields and contexts. When a research has high reliability,
that research can usually be simulated or repeated by other researchers. When opinions are
a valid substitute for facts, then anything becomes possible. Quantitative research eliminates
this problem because it only focuses on actual data. The work validates itself because the
results always point toward the same data, even though randomized conditions exist. There
can be minute variations found over time, but the general conclusions that researchers
develop when using this process stay accurate. That’s why this information is useful when
looking at the need for specific future outcomes. The facts provide statistics that are suitable
to consider when difficult decisions must get made.

Unfortunately, quantitative research has its own flaws.

The statistical aspects of quantitative research may be too technical for average readers to
comprehend. Quantitative study requires extensive statistical analysis, which can be
difficult to perform for researchers from non- statistical backgrounds. Statistical analysis
is based on scientific discipline and hence difficult for non-mathematicians to perform.

Quantitative research is a lot more complex for social sciences, education, anthropology
and psychology. Effective response should depend on the research problem rather than
just a simple yes or no response.
For example, to understand the level of motivation perceived by Grade 5 students from
the teaching approach taken by their class teachers, mere yes and no might lead to
ambiguity in data collection and hence improper results. Instead a detailed interview or
focus group technique might develop in-depth views and perspectives of both the
teachers and children.

Too much emphasis on statistical significance, disregarding the importance of the effects
involved in the study. The quantitative approach wants to find answers to specific questions
so that a particular hypothesis can be proven or disproven. It doesn’t care about the motives
that people have when sharing an opinion or making a decision. The goal of this information
collecting process is to paint a present-time picture of what is happening in the selected
demographic. That means this option cannot measure the ways in which society changes or
how people interpret their actions or that of others.

The results might be too abstract and extensive for direct application to particular local
conditions and personages. In business, customer service improvements always ask for
quantitative ratings for a certain service rendered. But the response would always be
accompanied by a qualitative item like “Please comment on the service given.” This only
shows that improvements are not only based on ratings but there are also other factors to
consider.

Results of the study may also be too limited as they only provide numeric interpretations
rather than detailed narrative accounts of an individual insight. Quantitative research
method involves structured questionnaire with close ended questions. It leads to limited
outcomes outlined in the research proposal. So the results cannot always represent the
actual occurring, in a generalized form. Also, the respondents have limited options of
responses, based on the selection made by the researcher.

For example, answer to a question– “Does your manager motivates you to take up
challenges”; can be yes/no/can’t say or Strongly Agree to strongly disagree. But to know
what are the strategies applied by the manager to motivate the employee or on what
parameters the employee does not feel motivated (if responded no), the researcher has
to ask broader questions which somewhat has limited scope in close-ended
questionnaires

References: Green Garage. (2020, January 24). 15 Advantages and Disadvantages of Quantitative Research.
Retrieved from https://greengarageblog.org/15-advantages-and-disadvantages-of-quantitative-research

Gaille, L. (2019, February 4). 13 Pros and Cons of Quantitative Research Methods. Retrieved from
https://vittana.org/13-pros-and-cons-of-quantitative-research-methods

Project GuruPriya. (2020, February 7). Limitations and weakness of quantitative research methods. Retrieved
from https://www.projectguru.in/limitations-quantitative-research/
3. Quantitative versus Qualitative Research

Introductions in a research paper allow the researcher to announce the problem and why it
is important enough to be explored through a study. In identifying a research problem,
quantitative research focuses on the description of the problem. To identify the problem, it
tries to explain by measuring or quantifying the possible variables in the study. It uses
sequential phases, based on a deductive approach that is articulated in the context of
“justification”. In qualitative research, identifying a research problem uses exploratory
means in understanding reasons, motivations, opinions and trends that is hidden in the data
of quantitative research.

Review of related literature plays a major role in quantitative research. The purpose of the
literature review is for the researcher to share the results of other studies tangential to
theirs to show how their study relates to the bigger picture and what gaps in the knowledge
they are trying to solve (Creswell, 2014). Given that there is a huge body of knowledge to
draw when it comes to quantitative methods, the researchers tend to have substantially
large amounts of literature at the beginning and structure it in a deductive fashion (Creswell,
2014). Framing the literature review in a deductive manner allows the researcher at the end
of the literature review to state clearly and measurably their research question(s) and
hypotheses (Creswell, 2014; Miller, n.d.). For qualitative research, review of related
literature plays a minor role. Creswell (2014), suggested that qualitative methods
introductions can begin with a quote from one the participants; stating the researchers’
personal story from a first person or third person viewpoint, or can be written in an
inductive style. There is less variation in quantitative methods introductions because the
best way to introduce the problem is to introduce the variables, from an impersonal
viewpoint (Creswell, 2014). It is through gaining further understanding of these variables’
influence on a particular outcome is what’s driving the study in the first place. This just
shows how literature review may not be as useful to qualitative research compared to
quantitative research.

In specifying the purpose of the study, quantitative research requires specific and narrow
ideas. The variables presented in the study must be measurable, quantifiable, and
observable. In qualitative research, the purpose of the study is general and broad. Since
qualitative research requires a deeper understanding of the experiences, opinions and
trends, the ability to explore topics is essential.

In data collection, quantitative research uses surveys, experiments and observation to

acquire data. It is a necessity in quantitative research for the collected data to be numeric
and high in terms of the number of samples or respondents. In qualitative research,
interviews and focus group discussions are some of the ways to gather data. The data
collected usually originates from the responses of the participants in the interviews or group
discussions. The data is considered to be nascent, emerging or developing. In qualitative
research, the number of respondents can be few in terms of frequency.
In analyzing data, quantitative research uses mathematical and statistical approach. When
the survey involves a statistically valid random sample, you can generalise your findings
beyond your participant group and make decisions with confidence. This approach tends to
describe, compare and identify relationships between variables. Qualitative research uses
text and thematic analysis to evaluate data. Thematic analysis is a method of
analyzing qualitative data that is usually applied to a set of texts, such as interview
transcripts. The researcher closely examines the data to identify common themes – topics,
ideas and patterns of meaning that come up repeatedly and thus trying to find the “larger
meaning” from the data gathered.

In presenting and evaluating of the research, quantitative research is objective, elaborate,

and many times, even investigational. The results achieved from this research method are
logical, statistical, and unbiased. Data collection happened using a structured method and
conducted on larger samples that represent the entire population. Qualitative research
focuses on description and interpretation and might lead to development of new concepts
or theory, or to an evaluation of an organisational process. Research bias occurs when
researchers try to influence the results of their work, in order to get the outcome they want.
One way of doing this is by choosing the respondent to interview; such behavior severely
affects the impartiality of a study and greatly reduces the value of the results.

The table below summarizes the differences between quantitative and qualitative research.

STEPS IN THE PROCESS

QUANTITATIVE CHARACTERISTIC OF RESEARCH QUALITATIVE CHARACTERISTIC
IDENTIFYING A Exploratory and understanding
Description and explanation oriented
RESEARCH PROBLEM oriented
Major role Minor role
Justification for the research problem REVIEWING THE
and specification for the need for the LITERATURE Justification for the research problem
study
Specific and narrow SPECIFYING A General and broad
Measurable, observable data PURPOSE Participants’ experiences
Predetermined instruments General, emerging form
Numeric (numbered) data DATACOLLECTING Text or image data
Large number of individuals Small number of individuals or sites
Statistical analysis Text analysis
ANALYZING AND
Description of trends, comparison Description, analysis, and thematic
INTERPRETING
of groups, or relationships among development
DATA
variables The larger meaning of findings
Standard and fixed REPORTING AND Flexible and emerging
EVALUATING Reflexive and biased
Objective and unbiased
RESEARCH CRESWEL,2005
4. Identifying whether a research is Quantitative or Qualitative in nature.

Let us now identify whether a given abstract is quantitative or qualitative. Let us see the first
abstract:

Title: A Correlational Study of the Relationship between Lifestyle Knowledge and Metabolic
Disorders

Abstract: The expansion of educating people for a healthy lifestyle is the surest way to
prevent the anticipated explosion of obesity, type II diabetes, metabolic syndrome and
cardiovascular complications, which can be seen more and more in early adult stages of life.
The purpose of this study is to highlight this by promoting therapeutic education programs,
focused on the awareness of the beneficial effects of regular physical activity on overall
health condition, which can increase the efficiency of prophylactic and therapeutic
measures. A retrospective correlation study was conducted on a sample of adult subjects
diagnosed with, or susceptible of metabolic syndrome. The results showed a reverse
correlation between the level of general knowledge about healthy lifestyle and the presence
of metabolic syndrome (p < 0. 01). Most guides for intervention in obesity and associated
metabolic complications focus on diet modification and increased level of physical activity;
however the really valuable ones are those interventions which lead to a long-term change.

Reference: Tudor, M. I., & Georgescu, L. (2013, May 7). A Correlational Study of the Relationship between
Lifestyle Knowledge and Metabolic Disorders. Retrieved from
https://www.sciencedirect.com/science/article/pii/S187704281300760X

In this abstract, I highlighted part of the title and a sentence in the body of the abstract that
would help us determine if the abstract is quantitative or qualitative. The abstract is
quantitative since the research uses a correlational design. Going back to our previous term,
we have discussed that quantitative research has several designs. Correlational research is a
type of quantitative research design. Please see the picture below.

Figure 1: Quantitative Research Design Types

A correlational study is a type of research design where a researcher seeks to understand
what kind of relationships naturally occurring variables have with one another. In simple
terms, correlational research seeks to figure out if two or more variables are related and, if
so, in what way. (What is a Correlational Study? - Definition & Examples, 2018)

Title: Using Likert-Type Scales in the Social Sciences

Abstract: Likert scales are useful in social science and attitude research projects. The General
Self-Efficacy Exam is a test used to determine whether factors in educational settings affect
participant’s learning self-efficacy. The original instrument had 10 efficacy items and used a
4-point Likert scale. The Cronbach’s alphas for the original test ranged from 0.76 to 0.90. A 5-
item Likert scale was created from this instrument by first adding a “3 = neutral/undecided”
option and also by adding five negatively-worded items to the instrument. The instrument
was piloted with 20 participants. The Cronbach’s alpha for this pilot study was 0.87. The
instrument was subsequently used in a large research study, and the Cronbach’s alpha was
found to be 0.88. This yielded an instrument that showed strong internal consistency.
(Journal of Adult Education, 2011)

In this abstract, we can say that the study is quantitative in nature because of the use of
Likert scales in the instrument to gather data. A Likert scale is a psychological measurement
device that is used to gauge attitudes, values, and opinions. It functions by having a person
complete a questionnaire that requires them to indicate the extent to which they agree or
disagree with a series of statements. (Likert Scale: Definition, Examples & Analysis, 2016)

Title: Multiple logistic regression analysis of cigarette use among high school students

Abstract: A binary logistic regression analysis was performed to predict high school students’
cigarette smoking behavior from selected predictors from 2009 CDC Youth Risk Behavior
Surveillance Survey. The specific target student behavior of interest was frequent cigarette
use. Five predictor variables included in the model were: a) race, b) frequency of cocaine
use, c) initial cigarette smoking age, d) feeling sad or hopeless, and e) physically inactive
behavior. The results of the logistic regression analysis showed that the full model, which
considered all the five independent variables together, was statistically significant. . The
strongest predictors of youth smoking behavior were race, frequency of cocaine use and
physically inactive behavior. For example, the odds of smoking are increased by a factor of
5.0 if the student is White compared to an African American, controlling for other variables
in the model. The logistic model employed explained about 31% of the variance in current
frequent cigarette use among the high school students. It correctly classified 93% of the
cases. The key finding is that the selected variables are important correlates of frequent
cigarette use among high school students. (Adwere-Boamah, 2016)

This study is quantitative because the analysis used is the statistical treatment regression.
Regression analysis is a powerful statistical method that allows you to examine the
relationship between two or more variables of interest. While there are many types
of regression analysis, at their core they all examine the influence of one or more
independent variables on a dependent variable (Foley, 2019). If a research abstract uses any
type of statistical treatment as a tool for analyzing data, that research is definitely
quantitative.

Title: The Literacy Program at Gawad Kalinga: Its Benefits to Student Volunteers

Abstract: This study sought to discover the benefits gained by nine (9) education student-
volunteers (from Arellano University-Main Campus),who participated in the literacy program
at Gawad Kalinga, Tatalon, Quezon City, from July, 2008 to February, 2009. The problems
they encountered, as well as the solutions they recommended, were also looked into. From
the findings, the researchers developed a conceptual framework that may be of help to
would-be volunteers of outreach programs. The research was carried out qualitatively. Data
were primarily taken from the reflection papers of nine(9) respondents. Interview was
employed to verify the findings derived from the respondents’ replies as reflected in the
questionnaire/ reflection papers. Replies were based on the experience they had as
volunteers of the literacy program spearheaded by the School of Education of Arellano
University-Main. They were asked to handle classes of children who, because of financial
constraints, do not attend formal schooling, Heinrich Anton de Bary’s “Symbiotic
Relationship” served as the grounding of the study.

Reference: (n.d.). Retrieved from https://www.arellano.edu.ph/research/research-abstracts

In this abstract, data came from nine (9) respondents which suggest that the study was
qualitative. We have to remember that qualitative research requires few samples or data.
Also, the instrument or data collection medium used was to interview the nine respondents
which is another characteristic of qualitative research.

Title: The Spiritual Wellbeing among Cancer Survivors: A Journey through a Valley of
Darkness

Abstract: In this grounded study, the social process explored is the experience of attaining
wellbeing among cancer survivors. The main theme, “The Spiritual Wellbeing among Cancer
Survivors: A Journey through a Valley of Darkness” bespeaks of a spirit-centric
transformation among cancer survivors. Their pain and suffering induced a striving for higher
integration to find balance. Spirituality emerged as a significant aspect among the
participants. Realizing their physical limitations and mortality, they looked up to their faith.
Their spirits rise from their ailing bodies. Connecting to God for strength and healing was a
necessity for them to find relief. Communing with God/ Higher Being made their spirits
stronger and alive. Thus spirit driven, they strived and struggled for development to become
whole and transcend to a new concept of wellbeing. The cancer survivors went beyond their
pain and suffering for higher integration and transcendence.
Reference: (n.d.). Retrieved from https://www.arellano.edu.ph/research/research-abstracts

In this abstract, it is stated that it uses grounded theory as its research design. Grounded
theory involves the collection and analysis of data. The theory is “grounded” in actual data,
which means the analysis and development of theories happens after you have collected the
data. It was introduced by Glaser & Strauss in 1967 to legitimize qualitative research
(Stepahnie, 2019).

Title: A Qualitative Description of the Physical Education-Based Lived Experiences of Non-

aggressive Socially Isolated Students

Abstract: Teachers perceive non-aggressive socially isolated (NASI) students to be socially

estranged from a majority of their peers. Unfortunately, these students are often actively or
passively removed from the social aspects of school because they demonstrate selfisolating
behaviors or face the exclusionary behaviors of peers. This qualitative research examined
four, fifth grade NASI students’ physical education-based lived experiences. Participants
were the researcher, who was also the physical education teacher, two fifth grade teachers,
and 51 fifth grade students with varying degrees of peer-related social acceptance. Data
were collected over an 11 week period using interviews, journal entries, and observations
and analyzed using open, axial, and selective coding. Results indicated that NASI students
seemed to experience elements of social estrangement while participating in collaborative
learning tasks. Although NASI students, at times, appeared to be social estranged, they
chose to connect with a select few close friends who helped them to feel included. (Bencal,
2003)

In this last abstract, we can say that the study was qualitative for two reasons. First, the
instrument used to gather data was through an interview, journal entries and observations.
Secondly, the analysis that was used in this study was coding. Coding is “how you define
what the data you are analysing are about” (Gibbs, 2007). Coding is a process of identifying a
passage in the text or other data items (photograph, image), searching and identifying
concepts and finding relations between them, (Cessda, 2019). Coding is used in qualitative
data analysis.