ARELLANO UNIVERSITY

53 General Kalentong St. Mandaluyong

Senior High School

E-Lesson Plan
(Practical Research II)
Grade 12

Week 5 – Second Quarter

Date & Time: November 22, 23, 24, 25, 26 2021
(M/T/W – 2:00-3:00 PM | 3:15-4:15 PM)
Section: 12-STEM 3 | 12-HE 3

I. TOPIC: Quantitative Research Design

Reference: Practical Research by Esther L. Baraceros; Practical Research 2 for
senior high school by Jessie S. Barrot Ph.D

II. OBJECTIVES
a. Differentiate the types of quantitative research designs.
b. Demonstrate appreciation in quantitative research design as method in finding
answers to research questions and in collecting data.

III. TEACHING PROCEDURE/STRATEGIES

a) Routine
 Prayer
 Greetings
 Attendance
b) Simple Recall/Review
c) Development of the Lesson

(Day 1 - Monday – November 22, 2021)

A. Concept Notes
Quantitative Data Analysis

Steps in Quantitative Data Analysis

Having identified the measurement scale or level of your data means
you are now ready to analyze the data in this manner (Badke 2012;
Letherby 2013; Mc Bride 2013):
Step 1: Preparing the Data

Keep in mind that no data organization means no sound data analysis.

Hence, prepare the data for analysis by first doing these two preparatory
sub steps:
1. Coding System
To analyze data means to quantify or change the verbally
expressed data into numerical information. Converting the words,
images, or pictures into numbers, they become fit for any
analytical procedures requiring knowledge of arithmetic and
mathematical computations. But it is not possible for you to do the
mathematical operations of division, multiplication, or subtraction
in the word level, unless you code the verbal responses and
observation categories.
For instance, as regards gender variable, give number 1 as
the code or value for Male and number 2 for Female. As to
educational attainment as another variable, give the value of 2 for
elementary; 4 for high school, 6 for college, 9 for MA, and 12 for
 PhD level. By coding each item with a certain number in a data
set, you are able to add the points or values of the respondents’
answers to a particular interview question or questionnaire item.
2. Data Tabulation
For easy classification and distribution of numbers based on a
certain criterion, you have to collate them with the help of a graph
called Table. Used for frequency and percentage distribution, this
kind of graph is an excellent data organizer that researchers find
indispensable. Here’s an example of tabulated data:
Total Sample Size: 24

Gender Male: 11 (46%)

Female: 13 (54%)
Course Fine Arts: 9 (37%)
Architecture: 6 (25%)
Journalism: 4 (17%)
Com. Arts: 5 (20%)
School FEU: 3 (12%)
MLQU: 4 (17%)
PLM: 3 (12%)
PUP: 5 (20%)
TIP: 4 (17%)
UE: 5 (20%)
Attended in 2016 Yes: 18 (75%)
Summer No: 6 (25%)
Arts Seminar-
Workshop
Role in the 2016 Speaker: 4 (17%)
Seminar- Organizer: 3 (12%)
Workshop on Arts Demonstrator: 5
(20%)
Participant: 12 (50%)
Satisfaction with the Strongly agree: 11
demonstration and (46%)
practice exercises Agree: 5 (20%)
Neutral: 2 (8%)
Disagree: 4 (14%)
Strongly disagree: 2
(8%)

Step 2: Analyzing the Data

Data coding and tabulation are the two important things you have to do
in preparing the data for analysis. Before immersing yourself into studying
every component of the data, decide on the kind of quantitative analysis
you have to use, whether to use simple descriptive statistical techniques
or advanced analytical methods. The first one that college students often
use tells some aspects of categories of data such as: frequency of
distribution, measure of central tendency (mean, median, and mode), and
standard deviation. However, this does not give information about
population from where the sample came. The second one, on the other
hand, fits graduate-level research studies because this involves complex
statistical analysis requiring a good foundation and thorough knowledge
about statistics. The following paragraphs give further explanations about
the two quantitative data-analysis techniques. (De Mey 2013; Litchtman
2013; Picardie 2014)
1. Descriptive Statistical Technique
This quantitative data-analysis technique provides a
summary of the orderly or sequential data obtained from the
sample through the data-gathering instrument used. The results
of the analysis reveal the following aspects of an item in a set of
data (Morgan 2014; Punch 2014; Walsh 2010):
 Frequency Distribution – gives you the frequency of
distribution and percentage of the occurrence of an item in
asset of data. In other words, it gives you the number of
responses given repeatedly for one question.

Example:

Question: By and large, do you find the Senators’ attendance in 2015

legislative sessions awful?

Measureme Code Frequency Percent

nt Scale Distribution Distribution
Strongly agree 1 14 58%
Agree 2 3 12%
Neutral 3 2 8%
Disagree 4 1 4%
Strongly 5 4 17%
disagree

 Measure of Central Tendency – indicates the different

positions or values of the items, such that in a in a category of
data, you find an item or items serving as the:
Mean – average of all the items or
scores Example: 3 + 8 + 9 + 2 + 3 +
10 + 3 = 38
38 ÷ 7 = 5.43 (Mean)

Median – the score in the middle of the set of items that cuts
or divides the set into two groups
Example: The numbers in the example for the Mean has 2 as the Median.

Mode – refers to the item or score in the data set that has the
most repeated appearance in the set.
Example: Again, in the given example above for the Mean, 3 is the Mode.

 Standard Deviation – shows the extent of the difference of

the data from the mean. An examination of this gap
between the mean and the data gives you an idea about
the extent of the similarities and differences between the
respondents. There are mathematical operations that you
have to do to determine the standard deviation. Here they
are:
Step 1. Compute the Mean.
Step 2. Compute the deviation (difference) between each
respondent’s answer (data item) and the mean. The plus
sign (+) appears before the number if the difference is
higher; negative sign (−), if the difference is lower.
Step 3. Compute the square of each deviation.
 Step 4. Compute the sum of squares by adding the squared figures.
Step 5. Divide the sum of squares by the number of data items to get
the variance.
Step 6.Compute the square root of variance figure to get standard
deviation.
Example:

Standard Deviation of the category of data collected from

selected faculty

members of one university.

(Step 2) (Step 3)
Data Deviation Square of
Item Deviation
1 −8 68
2 −5 25
6 −1 1
6 −1 1
8 +8 1
6 −1 1
6 −1 1
14 +7 49
16 +9 81
Total: 321

(Step 4) Sum of Squares: 321

(Step 5) Variance = 36 (321 ÷ 9)

1. Advanced Quantitative Analytical Methods

An analysis of quantitative data that involves the use of more
complex statistical methods needing computer software like the
SPSS, STATA, or MINITAB, among others, occurs among
graduate-level students taking their MA or PhD degrees. Some of
the advanced methods of quantitative data analysis are the following
(Argyrous 2011; Levin & Fox 2014; Godwin 2014):
a. Correlation – uses statistical analysis to yield results that
describe the relationship of two variables. The results,
however, are incapable of establishing causal relationships.
b. Analysis of Variance (ANOVA) – the results of this statistical
analysis are sued to determine if the difference in the means
or averages of two categories of data are statistically
significant.
Example: If the mean of the grades of a student attending
tutorial lessons is significantly different from the mean of the
grades of a student not attending tutorial lessons
c. Regression – has some similarities with correlation, in that, it
also shows the nature of relationship of variables, but gives
more extensive result than that of correlation. Aside from
indicating the presence of relationship between two variables,
it determines whether a variable is capable of predicting the
strength of the relation between the treatment (independent
 variable) and the Outcome (dependent variable). Just like
correlation, regression is incapable of establishing cause-
effect relationships.
Example: If reviewing with music (treatment variable) is a
statistically significant predictor of the extent of the concept
learning (outcome variable) of a person

B. Analysis

 What are the types of quantitative research design?

 How can this topic help in your research paper?

(Day 2 - Tuesday –November 23, 2021)

C. Abstraction

INDIVIDUAL WORK. Circle the letter of the correct answer.

1. Designing a research is thinking .
a. critically c. literally
b. skillfully d. imaginatively
2. To design a research is seeing the research process in your .
a. paper c. library
b. mind d. book

3ep. ariPnrg in your mind how to find answers to your

research questions is .
a. deciding on your research topic c. designing your research
b. controlling your emotions d. asking research questions
4. These are aspects of your research: research objectives, topic,
questions, hypotheses, and methodology. You come to think of
quantitative research design .
a. before finalizing your mind on these aspects of your research
b. after thinking of these aspects of your research
c. as you formulate hypotheses about these parts
d. as you ponder on your research problem
5. Central to experimental design is analysing relationships that are
.
a. specific c. hypothetical
b. causal d. stable
6. A quantitative research design that is equated with qualitative
design is
.
a. true experimental c. non-experimental
b. semi-experimental d. quasi-experimental
7. Quantitative research designs are true for all experimental designs
except the aspect on .
a. subject selection c. treatment application
b. variable relationships d. variable control
8. A quantitative research design that makes you be have as a
scientist is .
 a. survey research c. experimental design
b. case study d. correlative study
9. An empirical study is based on a research design that is .
a. qualitative c. quantitative
b. hypothetical d. theoretical
10. These two are the leading indicators of the occurrence of true
experimental design:
a. Pre-test and post-test c. treatment and condition
b. Randomization and variable control d. experimental and control
group

(Day 3 - Wednesday – November 24, 2021)

D. Application

Finish the sentences below according to how you understand the lesson presented. Copy and
answer on a separate sheet of paper.

It is important to be familiar with the quantitative

research designs because …….
_____________________________________
_______________________________________

Because I know the experimental design stages,

I can …….
_____________________________________
_______________________________________

The knowledge about the different types of

quantitative research design will guide me in
choosing my own research design because …….
_____________________________________
_______________________________________
Prepared by: Mrs. Ma-Anne Joyce C. Rodi
SHS Teacher

Checked by: Mr. Marvin Calanoc

PR Coordinator

Noted by: Mr. Janno H. Vizco

Academic Coordinator

Mrs. Junna C. Bulay

Assistant Principal

Approved by: Mrs. Vilma S. Dominguez

Principal