` Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Private Education Assistance Committee

PAGADIAN JUNIOR COLLEGE (PJC), INC.

Balangasan District, Pagadian City

S E L F - L E A R N I N G M O D U L E NO. 1
PRACTICAL RESEARCH 2
1st Semester, SY. 2021-2022
NAME: __________________________________________________________ DATE: _______________________
GRADE & SECTION: ___________________________ STRAND: _________ TEACHER: ___________________
Content Standard: The learner demonstrates understanding of:1. the characteristics, strengths, weaknesses, and kinds
of quantitative research 2. the importance of quantitative research across fields 3. the nature of variables
Performance Standard: The learner is able to: decide on suitable quantitative research indifferent areas of interest
Learning Competencies: CS_RS12-Ia-c-1: describes characteristics, strengths, weaknesses, and kinds of quantitative
research
Subject Matter: Nature of Quantitative Research
Learning Objectives: At the end of the lesson, students with 80% accuracy are able to:
A. Define quantitative research accurately;
Familiarize themselves with the vocabulary terms to clarify things about quantitative research;
Describe characteristics, strengths, weaknesses, and kinds of quantitative research;
M. Compare and contrast qualitative and quantitative research through reading research abstracts;
T. Create a concept map on quantitative research; and
Formulate quantitative research questions.
Essential Questions: Why do we need to do research?
How does quantitative research help in improving your field of interest?
Materials: Module, pen and paper, books, internet Suggested Time Allotment: 4 hours
Learning Resources: Practical Research 2, Rex Textbooks pp. 7-12
Core Values: Wisdom, competitiveness, and dedication Prepared by: Reynel A. Labang,MAEd-Eng

There are many things you want to know in this world. People, things, places, events – their characteristics or qualities
make you wonder continuously, frequently, or intermittently. Marveling at them, you tend to immerse yourself in a situation
where you seem to be grappling with a problem or a puzzle. Questions after questions on the many aspects of the object of your
curiosity prod you to move, act, or do something to find answers to your questions or to discover truths about your inferences or
speculations on such subject. Behaving like an investigator, asking and seeking answers to some questions about the thing you
find puzzling indicates the true nature of inquiry or research.
This module will help you understand the nature of quantitative research. This will answer your preliminary questions
i.e. how do we gather data through this approach, it is this similar or different with qualitative research you took in Grade 11,
how do we deal with respondents, what kind of data are we dealing with and how do we analyze the gathered data. In learning
the nature of this approach, it will also help you understand its role in our society and how it has become the commonly used
approach in research undertakings. The module includes a sample quantitative research conducted by student researchers. This
will give you a glimpse of arrangement of its components, gathering and analysis of data, and how key findings are presented.
Furthermore, the module aligns with your field of interest.
After going through with the lesson, you are able to: familiarize the vocabulary terms to clarify things about quantitative
research; identify strengths and weaknesses of quantitative; describe the characteristics of quantitative research; compare
qualitative and quantitative research through reading research abstracts; appreciate the role of quantitative research in your
chosen career path. and draw distinction between a qualitative question from a quantitative question.

NATURE OF QUANTITATIVE RESEARCH

 Good day! Welcome to our new lesson! This time, I will take you on a journey where you find
and discover the nature of quantitative research. But before we proceed, read the research
abstract below and do what is ask.

EXPLORE
Activity 2
Directions: To acquire substantial knowledge on some topics in this lesson, activate your schemata about the underlined word
in each sentence. Get clues from its use in the sentence.

1. Demonstrate through a hand gesture the magnitude of the screen that you think is enough to block the window.
Meaning: ______________________________________________________________________________________________
2. In looks, Malaysians are analogous to Filipinos, but in language, they are not.
Meaning: ______________________________________________________________________________________________
3. Please use precise words to explain your point for the listeners’ quick understanding of your ideas.
Meaning: ______________________________________________________________________________________________
4. The plastic bag becomes inflated with much air blown into it; deflated, with, air released from such container.
Meaning: ______________________________________________________________________________________________
5. A person experiences moral instability if he does not pattern his life after Jesus Christ, the way, the truth, and the life.

Activity 3
Directions: Have a dialog with yourself or with a partner. Use the newly learned words in your conversation.

Image Intensifier
Set A – Ninety-five (95%) of the examinees passed the licensure exams.
Twenty pages of the book contain grammatically incorrect sentences.

Set B – A big number of examinees passed the licensure exam.

Several pages of the book contain grammatically incorrect sentences.

Which between these two sets of statements is easier or quicker to understand? Justify your point.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

What do you think of your answer to activity 3? Does your choice between Set A and B align itself
to the content of the following selection or run counter to the text? For you to know, read the text
about Quantitative Research below to find out the truth.

FIRM-UP
QUANTITATIVE RESEARCH

Expressions like numerical forms, objective thinking, statistical methods, and measurement signal existence of
quantitative research. One word that reflects the true nature of this type of research is numerical. The term, numerical, is a
descriptive word pertaining to or denoting a number of symbols to express how many, how much, or what rank things are or
have in this world. Expressing meaning through numerals or a set of symbols indicates specificity, particularly, or exactness of
something.
Quantitative research uses numbers in stating generalizations about a given problem or inquiry in contrast to qualitative
research. The involvement of scientific methods in gathering data and analyzing them to produce generalization is needed
with this approach. Therefore, any interaction established with a certain group of people can be generalized (May & Williams,
1998). One of the benefits we could get from this approach is the replicability. The hypothesis testing allows any researcher
to follow the guidelines and objectives of the research (Lichtman, 2013). Control groups allow researchers to assign participants
in sub-groups and control their interventions (Johnson and Christensen, 2012).
However, the nature of the quantitative research detaches the researchers from their participants. They stand as an
observer. It would be irrelevant to conduct in-depth analysis. This separation leads them to a shallow understanding of the group
or individuals involved in the study (Brown and Shank, 2007; Berg, 2007; Johnson and Christensen, 2012). It limits the
appreciation of life, mind and opinions of the involved participants (Berg and Howard, 2012). Any contributions i.e. opinion
from the respondents are ignored due to epistemological and ontological orientation where it controls the human behavior
(Cohen, 2011). On the other hand, conducting quantitative research is costly, difficult and consumes a lot of time. It also needs
extensive statistical treatment. Findings may also leave grey areas or uncertainty.
CHARACTERISTCS OF QUANTATITIVE RESEARCH

Since qualitative research uses numbers and figures to denote a particular thing, this kind of research requires you to
focus your full attention on the object of your study. Doing this, you tend to exclude your own thoughts and feelings about the
subject or object. This is why quantitative research is described as objective research in contrast to qualitative research that is
subjective. Characterized by objectiveness, in which only the real or factual, not the emotional or cognitive existence of the
object matters greatly to the artist, qualitative research is analogous to scientific to experimental thinking. In this case, you just
do not identify problems but theorize, hypothesize, analyze, infer, and create as well. Quantitative research usually happens in
hard sciences like physics, chemistry, biology, and medicine; quantitative research, in soft sciences such as humanities, social
sciences, education, and psychology, among others.

CLASSIFICATION OF QUANTITATIVE RESEARCH

Quantitative research is of two kinds: experimental and non-experimental. Each of these has sub-types. Falling under
experimental are these specific types: true experimental, quasi-experimental, single subject, and pre-experimental. Quasi-
experimental comes in several types such as: matched comparative group, time series, and counterbalanced quasi-experimental.
Non-experimental research, on the other hand, has these sub-types: survey, historical, observational, correlational, descriptive,
and comparative research.

IMPORTANCE OF QUANTITATIVE RESEARCH

The importance of quantitative research lies greatly in the production of results that should reflect precise measurement
and in-depth analysis of data. It is also useful in obtaining an objective understanding of people, things, places, and events in
this world; meaning, attaching accurate or exact meanings to objects or subjects, rather than inflated meanings resulting from the
researcher’s bias or personal attachment to things related to the research. Requiring the use of reliable measurement instruments
or statistical methods, quantitative study enables people to study their surroundings as objective as they can. This kind of
research is likewise an effective method to obtain information about specificized personality traits of a group member or of the
group as a whole as regards the extent of the relationship of their characteristics and the reason behind the instability of some
people’s characteristics (Muijs 2011; Gray 2012).

The following are the various kinds of quantitative research design that a researcher may employ:
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, pre- test-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 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 pre- experimental 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:
 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.
Interrupted Time Series Design. It employs multiple measures before and after the experimental intervention. It differs from
the single- group 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.
 TRUE-EXPERIMENTAL DESIGN. 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. 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 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 quasi- experiments 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 non- experimental 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:
 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).
Example: Children of wealthier (variable one), better educated (variable 2) parents earn higher salaries as adults.
 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?
 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?
 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.
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 scale- matched approach, where data from different disciplines can be integrated.

QUANTITATIVE VS. QUALITATIVE RESEARCH

Having obtained much knowledge about qualitative and quantitative research, you are now able to compare and contrast
the two based on some standards or criteria appearing in the following table (Muijs 2011; Sharp 2012).

Standards Qualitative Quantitative

Mental survey of reality Results from social interactions Exists in the physical world
Cause-effect relationships Explained by people’s objective desires Revealed by automatic description of
circumstances or conditions
Researcher’s involvement with the Subjective; sometimes personally Objective; least involvement by the
object or subject of the study engaged. researcher
Expression of data, data analysis, and Verbal language (words, visuals, Numerals, statistics
findings objects)
Research plan Takes place as the research proceeds Plans all research aspects before
gradually collecting data
Behavior toward research Desires to preserve the natural setting of Control or manipulation of research
aspects/conditions research features conditions by the researcher
Obtaining knowledge Multiple methods Scientific method
Purpose Makes social intentions understandable Evaluates objective and examines
cause-effect relationships
Data-analysis technique Thematic codal ways, competence- Mathematically based methods
based
Style of expression Personal, lacks formality Impersonal, scientific, or systematic
Sampling technique More inclined to purposive sampling or Random sampling as the most preferred
use of chosen samples based on some
criteria

Activity 2
Directions: Give comprehensive answers to the following questions.

1. Based on your previous reading, what is quantitative research?

2. What is the difference between quantitatvie and qualitative research?

Based on your experience in Practical Research 1 and from the previous reading, compare and
contrast the following abstracts on the next page.

DEEPEN
Activity 4
Directions: Read the following research abstracts. Based on the sample research abstracts and your previous reading,
compare and contrast Qualitative and Quantitative research. Use the Venn diagram below.

QUALITATIVE RESEARCH
Labang, R (2021). ‘A Corpus-Based Analysis of Physical Distancing and Social Distancing’. Unpublished Master’s
Thesis. Saint Columban College, Pagadian City.

During the outbreak of COVID-19, the terms ‘physical distancing and social distancing' acquired much attention in the press,
mainstream, and social media. However, several weeks into the outbreak, many discussed which of physical distancing and
social distancing is appropriate to use in daily discourse. To investigate the usage of these two terms, the study is designed to
present a corpus-based analysis of physical distancing and social distancing in terms of their similarities and differences in
grammatical pattern, word association (collocation), and meaning in the ways that they are used. The analysis started the
relative popularity of 'social distancing' and 'physical distancing' from January 2020 - February 2021 derived from twenty
English-speaking countries in the corpus of Coronavirus Corpus. Physical distancing and social distancing were identified in
the Coronavirus corpus. First, the similarities and differences in terms of their grammatical pattern, word association
(collocation), and meaning were outlined. Second, the nominal collocates of physical distancing and social distancing
measured by raw frequency and MI-score were examined. The top list results of the nominal collocate are grouped into
lexical patterns. The behavioral profile analysis of random samples yielded that physical distancing and social distancing
share the same core meaning and express sameness of senses. Therefore, physical distancing and social distancing are
interchangeable in all contexts and can be used interchangeably in the sociological perspective, public health perspective,
alternative proposals regarding the social and the physical dimensions, political choice, and in the daily discourse. In
conclusion, the study emphasizes that physical distancing and social distancing are interchangeable, it is a set of non-
pharmaceutical infection control actions intended to stop or slow down the spread of a contagious disease. The impact of
'social distancing' and 'physical distancing' in the English language has enhanced clear communication during the current
COVID-19 pandemic and play a significant role in English language and becoming part of everyday vocabulary. Therefore, it
is recommended to adopt to the universal measure to stop the coronavirus pandemic.
Keywords: corpus-based study, linguistic analysis, COVID-19, coronavirus, physical distancing, social distancing, near-
synonymy, collocation, grammatical pattern, collocation, meaning
…………………………………………………………………………………………………………………………………………………………………………………………………
QUANTITATIVE RESEARCH
Lim, J. S., Alonso, D. E., Dingal, M. J. L., and Sandueta, R. (2019). ‘ Anger, Impulsivity and Anxiety from Academic
Stress as Suicidal Risk Predictors’. Unpublished Research Journal. Science, Technology, Engineering and Mathematics.
Zamboanga del Norte National High School

The study aims to assess anger, impulsivity and anxiety from academic stress as suicidal risk predictors in Senior High
School students. Researchers employed correlational (prediction studies) design with a sample size of 274 respondents. The
4-point Likert scale questionnaires adapted were State-Trait Anger Expression Inventory- 2 (STAXI-2), Barratt Impulsiveness
Scale (BIS-11) and Beck Anxiety Inventory (BAI) in measuring the level of anger, impulsivity and anxiety from academic
stress. Using 7-point Likertscale, Suicidal Ideation Questionnaire (SIQ) was also used to measure the level of suicidal risk.
Higher level of anxiety (x ̅=2.64) and anger (x ̅=2.54) was found among the respondents. Impulsivity was found to be low (x
̅=2.25). Results revealed that both anger (r=0.297) and anxiety (r=0.296) have weak correlation to suicidal while impulsivity
shows a very weak correlation (r=0.196). Although significant relationship was found between anger, impulsivity and anxiety
from academic stress and suicidal risk, respondents are unlikely to commit suicide as shown by its mean (x ̅=2.46).
Ultimately, it can be concluded that both anger and anxiety can be predictors of suicidal risk. The researchers recommend that
people playing vital roles in the lives of students be active in implementing ways to help them control their emotions.
Keywords: anger, impulsivity, anxiety, academic stress, suicidal risk predictors

Qualitative Quantitative
Directions: Answer the following questions. Write your concise learning about the following.
1. What are the characteristics of quantitative research?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
2. Discuss the strengths of quantitative research.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
3. Discuss the weaknesses of quantitative research.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
4. 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 Balangasan, District Pagadian City.

Activity 5
Directions: Based on your previous reading, describe the characteristics of quantitative research. Complete the diagram below.

Quantitative
research

Congratulations! You did a great job! To strengthen your knowledge and skills about the
lesson, do the series of activities below.

TRANSFER

FINAL TASK
Activity 6
Directions: Visit the link https://bit.ly/3hO8g5c , https://bit.ly/3hOIrlO and https://bit.ly/3xRpJiP . After watching the videos,
formulate a quantitative research question about the research title you formulated from your Practical Research 1. Put your
work in a long-size bond paper. Attach it to your module and submit it to your teacher.

ASSESSMENT
Directions: Circle the letter of the correct word to complete the sentence.
1.You tend to inflate something in a qualitative research because of your _____________________.
A. objective views B. teacher’s influence C. personal traits D. mathematical skills
2. This line, “The truth is out there.” Is true for ________________.
A. qualitative research B. quantitative research C. all research designs D any research type

3. People inclined to doing quantitative research wants to discover the truth in _________________________.
 A. an exact manner B. a careful way C. an indirect way D. a personal way
4. Some think of quantitative research as complex because of its use of _______________________________.
A. hypothesis B. numerical data C. factual data D. theories
5. A quantitative research presents research findings in this manner:
A. Many prefer to study with textbooks.
B. Students find textbooks indispensable or necessary.
C. Perhaps, 30% consider textbook unnecessary in their studies.
D. Out of 100 college students, 90 find textbooks beneficial to their studies.

Directions: Circle the letter of the best answer.

6. A research study that uses numbers in stating generalizations about a given problem or inquiry.
A. qualitative research B. experimental research C. quantitative research D. statistics
7. Which statement is NOT a strength of Quantitative Research?
A. this type of research is the most reliable and valid way of concluding results
B. it allows researcher to insufficiently control the situation
C. it produces real and unbiased results since it filters out external factors
D. it is useful for testing the results gained by series of qualitative experiments
8. Among the following statements, which is a weakness of a Quantitative Research?
A. Limited to the views of the respondents
B. Biased due to the researcher’s perspective
C Costly, difficult and time-consuming
D. Provides certainty on its results
9.Which of the following is true about the role of researchers in a quantitative approach?
A. observer B. participant c. participant and observer d. participant or an observer
10.Which of the following justifies the absence of in-depth analysis in quantitative research?
A. The absence of qualitative connection between researcher and respondents
B. Participant’s unwillingness to answer the survey forms
C. Statistical tools are usually straightforward when it explains
D. Numerical responses are self-explainable

Congratulations!!! You did an awesome job everyone!

--End of module--

Prepared by,
Reynel A. Labang,MAEd-Eng