LESSON OBJECTIVE/S CODE/S DURATION

The learner’s should be able to:

- provide examples of
quantitative research
Characteristics, Strengths, -Classify whether it is a
Weaknesses and Kinds of strength or weakness of CS_RS12-la-c-1 1 week
Quantitative Research quantitative research.
-describe Strengths &
Weaknesses and Kinds of
Quantitative Research
Reference/s: kupdf.net_practical-research-2-module.pdf
Faltado, Ruben E..;et all (2016) Practical Research 2 ( Quantitative Research for SHS), pp.1-7,11

I. On the space before the number , write T if the statement is true and F if false.
_____ 1. Research is advantageous not only to students but to life as a whole.
_____ 2. Research can be done informally.
_____ 3. Research requires no step-by-step procedure for as long as results are obtained.
_____ 4. Empirical data should be gathered and analyzed before arriving at a conclusion.
_____ 5. Correlational Research is also called ex post facto.
_____ 6. A variable may not vary in a study.
_____ 7. The independent variable is the variable predicted.
_____ 8. A fewer respondents is needed in a study to minimize the error.
_____ 9. Longitudinal survey conveys a single period of time.
_____ 10. In quantitative research, respondents are given very limited opportunity to elaborate
their responses.

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 Encircle the words you think are related to Research.
I Q W E R T Y Y U I O P L U
N A S D F G H E W T W X C C
T Z C V B P N M A T I O T O
R E S E A R C H D E S I G N
O X C B F O S D F R L N E C
D S D A H B G K H M K Q F L
U I M G K L I H W S J U V U
C C O N C E P T U A L I G S
T B F R A M E W O R K R H I
I F H G D Y I G C X N Y J O
O G U T J V F E R Y B K N
N D O M E T H O D O L O G Y
Z S L KN G H U T R Y O P T V

AND LIST THE WORDS YOU FOUND

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___________________________________ _____________________________________
___________________________________ _____________________________________
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DEFINITION OF QUANTITATIVE RESEARCH

Quantitative research is an objective, systematic empirical investigation of observable
phenomena through the use of computational techniques. It highlights numerical analysis of
data hoping that the numbers yield unbiased results that can be generalized to some larger
population and explain a particular observation. Simply, quantitative research is concerned
with numbers and its relationship with events. The quantitative research suggests that the
data concerned can be analyzed in terms of numbers. An example that we can give for this
study is a study comparing the performance of Grade 12 in Upper Tumapoc National High
School and Burgos National high School in Physical Science when ICT is integrated in teaching.
This can be approached by getting the average performance of both schools before and after
integrating ICT. Then the averages can be compared and analyzed to see the differences or
effectiveness. In this case, numbers are used as data for analysis. Another is surveying what do
viewers in Burgos, La Union prefer to watch: is it GMA dramarama or ABS-CBN Golden
Kapamilya noontime show. In here, it may be approached by making a survey questionnaire
asking for the preference of viewers in Burgos, La Union.

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 ACTIVITY 1

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1. OBJECTIVE.
Quantitative research seeks accurate measurement and analysis of target
concepts. It is not based on mere intuition and guesses. Data are gathered before
proposing a conclusion or solution to a problem.

2. CLEARLY DEFINED RESEARCH QUESTIONS.

The researchers know in advance what they are looking for. The research
questions are well-defined for which objective answers are sought. All aspects of the
study are carefully designed before data are gathered.

3. STRUCTURED RESEARCH INSTRUMENTS.

Standardized instruments guide data collection, thus, ensuring the accuracy,
reliability and validity of data. Data are normally gathered using structured research
tools such as questionnaires to collect measurable characteristics of the population like
age, socio-economic status, number of children, among others.

4. NUMERICAL DATA.
Figures, tables or graphs showcase summarized data collection in order to show
trends, relationships or differences among variables. In sum, the charts and tables allow
you to see the evidence collected.

5. LARGE SAMPLE SIZES.

To arrive at a more reliable data analysis, a normal population distribution
curve is preferred. This requires a large sample size, depending on how the

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 characteristics of the population vary. Random sampling is recommended in
determining the sample size to avoid researcher’s bias in interpreting the results.

6. REPLICATION.
Quantitative methods can be repeated to verify findings in another setting, thus
strengthen and reinforcing validity of findings eliminating the possibility of spurious
conclusions
.
7. FUTURE OUTCOMES.
By using complex mathematical calculations and with the aid of computers, if-
then scenarios may be formulated thus predicting future results. Quantitative research
puts emphasis on proof, rather than discovery.

* The advantages of quantitative research includes the following:

1. It is objective. The most reliable and valid way of concluding results, giving way to a
new hypothesis or to disproving it. Because of bigger number of the sample of a population,
the results or generalizations are more reliable and valid. Since it provides numerical data, it
can’t be easily misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses and allows you to
comprehend a huge amount of vital characteristics of data.
3. It is real and unbiased. If the research is properly designed it filters out external
factors, and so can be seen as real and unbiased.
4. The numerical data can be analyzed in a quick and easy way. By employing
statistically valid random models, findings can be generalized to the population about which
information is necessary.
5. Quantitative studies are replicable. Standardized approaches allow the study to be
replicated in different areas or over time with formulation of comparable findings.
6. Quantitative experiments are useful for testing the results gained by a series of
qualitative experiments, leading to a final answer, and narrowing down of possible directions
to follow.

 The disadvantages of quantitative research are as follows:

1. Quantitative research requires a large number of respondents. It is assumed that
the larger the sample is, the more statistically accurate the findings are.
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 2. It is costly. Since, there are more respondents compared to qualitative research,
the expenses will be greater in reaching out to these people and in reproducing
questionnaires.
3. The information is contextual factors to help interpret the results or to explain
variations are usually ignored. It does not consider the distinct capacity of the respondents
to share and elaborate further information unlike the qualitative research.
4. Much information are difficult to gather using structured research instruments,
specifically on sensitive issues like pre-marital sex, domestic violence, among others.
5. If not done seriously and correctly, data from questionnaires may be incomplete
and inaccurate. Researchers must be on the look-out on respondents who are just guessing
in answering the instrument.

ACTIVITY 2
Classify the following word/group of words it is a strength or
weakness of quantitative research.

Precise uses Statistical Tool

Inadequacy of Number Less than 100% accuracy Error can be computed

Less prone to sampling bias Assumptions in Statisical Methods

QUANTITATIVE RESEARCH
Strengths Weaknesses

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 ACTIVITY 3

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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 constitutes the
blueprint for the selection, measurement and analysis of data. The research problem
determines the research you should.

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. 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 below.

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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. PRE-EXPERIMENTAL DESIGN.
A type of research apply to experimental design that with least internal
validity. One type of pre-experiment, the simple group, pretest-post-test design,
measures the group two times, before and after the intervention. Instead of
comparing the pretest with the posttest within one group, the posttest of the
treated groups is compared with that of an untreated group. Measuring the
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 effect as the difference between groups marks this as between-subjects design.
Assuming both groups experienced the same time-related influences, the
comparison group feature should protect this design from the rival explanations
that threaten the within-subject design.

Two classes of experimental design that can provide better internal validity than
preexperimental designs are: quasi-experimental and true experimental design (Dooly, 1999).

B. QUASI – EXPERIMENTAL DESIGN.

In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures. Quasi-experimental design
involves selecting groups, upon which a variable is tested, without any random
pre-selection processes. For example, to perform an educational experiment, a
class might be arbitrarily divided by alphabetical selection or by seating
arrangement. The division is often convenient and, especially in an educational
situation, causes as little disruption as possible. After this selection, the
experiment proceeds in a very similar way to any other experiment, with a
variable being compared between different groups, or over a period of time.
There are two types of quasi-experimental design, these are:
a. Non-Equivalent Control Group.
This refers to the chance failure of random assignment to equalize
the conditions by converting a true experiment into this kind of
design, for purpose of analysis.
b. Interrupted Time Series Design.
It employs multiple measures before and after the experimental
intervention. It differs from the singlegroup pre-experiment that has
only one pretest and one posttest. Users of this design assume that
the time threats such as history or maturation appear as regular
changes in the measures prior to the intervention.
C. TRUE-EXPERIMENTAL DESIGN.
It controls for both time-related and grouprelated threats. Two features mark
true experiments: two or more differently treated groups; and random
assignment to these groups. These features require that the researchers have
control over the experimental treatment and the power to place subjects in
groups.
True experimental design employs both treated and control groups to
deal with time-related rival explanations.
A control group reflects changes other than those due to the treatment
that occur during the time of the study. Such changes include effects of outside

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 events, maturation by the subjects, changes in measures and impact of any pre-
tests.
True experimental design offers the highest internal validity of all the
designs. Quasi-experimental design differs from true experimental design by the
absence of random assignment of subjects to different conditions. What
quasiexperiments have in common with true experiments is that some subjects
receive an intervention and provide data likely to reflect its impact.

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
nonexperimental 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.

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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 scalematched approach,
where data from different disciplines can be integrated.
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 CHECK YOURSELF

1. What is quantitative research?

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2. What are the characteristics of quantitative research?
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3. Discuss the strengths of quantitative research.
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4. Discuss the weaknesses of quantitative research.
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5. Describe each type of quantitative research design. Give example each.

Example:
Survey - used to gather information from groups of people by selecting
and studying samples chosen from a population.

Example: Preference T.V network of viewers in Upper Tumapoc, Burgos,

La Union.
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 Post Test

I. Identification. Identify what is being asked in each number. Write your answer
after the statement.

1. It highlights numerical analysis of data hoping that the numbers yield unbiased results
that can be generalized to some larger population and explain a particular
observation. _________________________
2. It suggests that the data concerned can be analyzed in terms of numbers.
_______________________
3. This kind of research derives conclusion from observations and manifestations that
already occurred in the past and now compared to some dependent variables.
_______________________
4. It describes the norm level of characteristics for a given behavior. _________________
5. In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures. ________________________
6. 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.
______________________
7. It 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. __________________________
8. It controls for both time-related and group-related threats. Two features mark true
experiments: two or more differently treated groups; and random assignment to these
groups. ____________________________
9. 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.
_______________________
10. Its 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. __________________________.

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 II. Multiple Choice. Choose the correct letter that best describe the question
or complete the statement. Write your answer before the number.

1. Which of the following BEST defines quantitative research?

A. It is an exploration associated with libraries, books and journals.
B. It is an activity concerned with finding new truth in education.
C. It is a systematic process obtaining numerical information about the world.
D. It is an activity of producing or proving a theorem.
2. Which of the following is NOT a characteristic of quantitative research?
A. Data are gathered before proposing a conclusion or solution to a problem.
B. Quantitative methods can be repeated to verify findings in another setting, thus
strengthen and reinforcing validity of findings eliminating the possibility of spurious
conclusions.
C. Figures, tables or graphs showcase summarized data collection in order to show
trends, relationships or differences among variables. In sum, the charts and tables allow
you to see the evidence collected.
D. It seeks to gather a more comprehensive understanding of activities related to
human behavior and the attributes that rule such behavior.
3. Which of the following describes the characteristics of research where data are in form
of statistics?
A. Objective B. Numerical Data C. Replication D. Large Sample Size
4. This characteristic of quantitative research which refers to its necessity to arrive at a more
reliable data analysis.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective
5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes C. Numerical Data
B. Replication D. Objective

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6. The researchers know in advance what they are looking for. The research questions are well
defined for which objective answers are sought. All aspects of the study are carefully designed
before data are gathered.
A. Future Outcomes C. Clearly defined Research Questions
B. Structured Research Instruments D. Numerical Data
7. Which research design seeks to describe “what is”?
A. Correlational B. Descriptive C. Experimental D. Evaluation
8. In this type of research, the investigator tries to probe the significance of relationship
between two or more factors or characteristics
A. Correlational B. Experimental C. Ex-post facto D. Survey
9. Which of the item below does NOT hold true for descriptive research?
A. describes the nature of a situation or an event
B. presents the profile of persons, events, and things
C. describes past situations
D. there is no manipulation of variables or search for cause and effect related to the
performance
10. Which of the following illustrates a quantitative study?
A. attributes to malnutrition in children
B. public opinion to the sex scandal of the Pres. in our country
C. academic performance of high school students
D. all of the above choices

III. DETERMINATION.
Determine if the description given below is a strength or weakness of a
quantitative research. Write your answer on the blank provided for.
1. The most reliable and valid way of concluding results, giving way to a new hypothesis or to
disproving it. ___________________________
2. Since, there are more respondents compared to qualitative research, the expenses will be
greater in reaching out to these people and in reproducing questionnaires.
_______________________
3. If not done seriously and correctly, data from questionnaires may be incomplete and
inaccurate. ____________________________
4. Standardized approaches allow the study to be replicated in different areas or over time
with formulation of comparable findings. _______________________________
5. Quantitative experiments are useful for testing the results gained by a series of qualitative
experiments, leading to a final answer, and narrowing down of possible directions to follow.
_______________________________
6. It is assumed that the larger the sample is, the more statistically accurate the findings are.
________________________

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7. Researchers must be on the look-out on respondents who are just guessing in answering the
instrument. ______________________________
8. It does not consider the distinct capacity of the respondents to share and elaborate further
information unlike the qualitative research. __________________________
9. It is real and unbiased. _____________________
10. It is costly. ______________________
IV. MATCHING TYPE.
Match item in COLUMN A with those of COLUMN B by placing the letter
of the correct answers in the space provided in column A from among the
choices I column B.

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