Practical Research II

Quarter 1 – Module 1
Characteristics, Strengths,
Weaknesses, Kinds of Quantitative
Research
 Characteristics, Strengths,
Weaknesses, Kinds of Quantitative
Research
CONTENT STANDARDS:
The learners demonstrate understanding of the characteristics, strengths,
weaknesses, and kinds of quantitative research, the importance of quantitative
research across fields, and the nature of variables.

PERFORMANCE STANDARD:
The learners should be able to decide on the suitable quantitative research in
the different areas of interest.

LEARNING COMPETENCIES:
• The learners describe the characteristics, strengths, weaknesses, and kinds of
quantitative research. CS_RS12-Ia-c-1

LEARNING OBJECTIVES:
At the end of the module, you should be able to:
1. identify the kinds of quantitative research and its strengths and
weaknesses;
2. elaborate the characteristics of quantitative research; and
3. manifest understanding on the nature of quantitative research by
completing graphic organizers.

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INTRODUCTION

This self-paced module is aimed at students in the ‘new normal’ educational

setting as prescribed by the Department of Education. It addresses a broad range of
learning objectives designed to enrich learners’ knowledge and fun-filled learning
experience in Practical Research II. With its authentic and real-world activities, you
acquire competence through gaining insights and understanding of the nature of
quantitative research and its types for deeper appreciation.

The module promotes independent learning of the target themes, concepts, and
competencies that will develop your 21st century real life-based skills. This module
provides you with meaningful tasks to develop your skills for academic success and
the world of work. It is anchored on the general principles, goals, and objectives of the
K to 12 Basic Education program for Grade 12 that will enable you to become a self-
actualizing, productive and effective participant of the society and the world at large.

PRE-TEST

Instructions: Read each item carefully and identify what is asked or described.
Encircle the letter of the correct answer. “This is your first task, I wish you Good Luck!”

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 the form of statistics?

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 A. Objective
B. Numerical Data
C. Replication
D. Large Sample Size

4. This characteristic of quantitative research refers to its necessity to arrive at

more reliable data analysis
A. Large Sample Sizes
B. Replication
C. Numerical Data
D. Objective

5. It is done to check the correctness and verify the findings of the study.
A. Large Sample Sizes
B. Replication
C. Numerical Data
D. Objective

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
B. Structured Research Instruments
C. Clearly defined Research Questions
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 items 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

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 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

11. _____________ allow a researcher to examine the degree and direction of the
relationship between two characteristics or variables.
A. Confounding B Correlational
C. Experimental Design
D. Quasi-experimental

12. A dependent variable refers to_______________________.

A. experiment condition
B. variable being manipulated
C. effects of manipulation
D. Constant

13. A solution typically used for dealing with the effects that can occur in a
withinparticipants design as a result of participants doing the conditions in a
particular order is called___________.
A. spurious effect
B. order effects
C. counterbalancing
D. demand effects

14. A study is carried out to compare offenders with non-offenders on their levels
of coping. Which following statement is true of this study?
A. The independent variable is coping and the dependent variable is type of
person.
B. There are two independent variables; offender and non-offender, and one
dependent variable, which is level of coping.
C. The independent variable is the type of person and the dependent variable
is their level of coping.
D. Both variables are dependent as the researcher cannot manipulate them.
15. In an experiment, the variable that is manipulated is called the
A. Independent
B. Confounding

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 C. Dependent
D. Control

PRESENTATION OF THE MODULE

This new module contains exercises to hone your skills in analyzing problems
and finding solutions based on factual information and data. Tasks and activities are
designed to improve your Higher Order Thinking Skills (HOTS) which will enable you
to employ analytic listening skills.

In this module, you will come across passages and statements from literature
and other sources and identify these statements as to their substance and meaning.
By being analytical and creative, you will organize your thoughts and ideas using
graphic organizers and other assessment tools aptly designed for independent
learning.

ACTIVITY

“DRAW ME CLOSE TO YOU”

Instructions: Make an illustration based on the concept web drawn below on

your understanding about what is research, its characteristics and importance.

RESEARCH

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ANALYSIS

Instructions: Given with the guide questions below, write your concise learning
about the following questions:

1. What is quantitative research?

___________________________________________________________________
___________________________________________________________________
______________________________________________________________.

2. What are the characteristics of quantitative research?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________________.

3. Discuss the strengths of quantitative research.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________________________________________.

4. Discuss the weaknesses of quantitative research.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________.

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ABSTRACTION

QUANTITATIVE RESEARCH

Quantitative research design uses numbers in stating generalizations some

given problem or inquiry in contrast to qualitative research that hardly uses statistical
treatment in stating generalizations. These numbers are the results of objective scales
of measurements of the units of research called variables.

Characteristics of Quantitative Research

• methods or procedures of data gathering include items like profile.

• standardized instruments guide data collection, thus, ensuring the accuracy,
reliability and validity of information.
• It uses figures, tables, or graphs to summarize data collected to signifies trends,
relationships or differences among variables.
• it puts emphasis on proof, instead of discovery.

Strengths and Weaknesses of Quantitative Research

Strengths
• most reliable and valid way of concluding results, giving due to a replacement
hypothesis or to disproving it.
• Because of a far bigger number of samples of a population, the results or
generalizations are more reliable and valid.
• it filters out external factors to be real and unbiased.

Weaknesses

• it is often costly, difficult and time consuming.

• it requires extensive statistical treatment, requiring stringent standards, more
so with confirmation of results.
• tends to denote out only proved or unproven results, leaving little room for
uncertainty, or grey areas.

Kinds of Quantitative Research Designs

Research designs refers to the strategy that you simply just just choose so on
integrate the various components of the study in an exceedingly coherent and logical
way, thereby ensuring you'll effectively address the research problem. it's the blueprint
for the choice, measurement and analysis of knowledge.

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 Quantitative research designs are generally classified experimental and non-
experimental.

I - Experimental Research Design- it allows the researcher to manage true. In doing

so, it allows the researcher to answer the question “What causes something to occur?”
This research design supports the power to limit alternative explanations and to infer
direct causal relationships within the study; the approach provides the simplest
possible level of evidence of single studies.

3 types:

1. Pre-experimental- an experimental design having the smallest amount

internal validity.
2. Quasi-experimental design- the researcher can collect more data, either by
scheduling more observations or finding more existing measures. it's two
types:

a. Non-equivalent control group design- refers to the possibility failure of

random assignment to equalize the conditions by converting a real
experiment into this type of design, for purposes of study.
b. Interrupted statistic Design- employs multiple measures before and after
the experimental intervention.

3. True experimental design- controls for both time-related and group-related

threats. It employs both treated and control groups to accommodate
timerelated rival explanations. It offers the foremost effective internal validity
of all the designs.

Control Group- reflects changes aside from those thanks to the treatment that occur
during the time of the study. Such changes include effects of out of doors events,
maturation by the topics, changes in measures and impact of any pre-tests.

II - Non-experimental Research Design- the researcher observes the phenomena

as they occur naturally and no external variables are introduced. Its main purpose is
to appear at, describe, and document aspects of a situation because it naturally
occurs. Variables don't seem to be deliberately manipulated neither is that the setting
controlled. Collect data without making changes or introducing treatments.

Types:

1. Survey- used when the researcher intends to supply a quantitative or numeric

description of trends, attitudes or opinions of a population by studying a sample
of that population.

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2. Correlational- it's three types:
a. Bivariate correlational studies- obtain scores from two variables for
every subject then use them to calculate a correlation.
b. Prediction studies- use statistic to point how one variable (the predictor
variable) predicts another (the criterion variable).
c. Multiple Regression Prediction Studies- overall prediction in an
equation that adds together the predictive power of every identified
variable.

3. Ex-Post Facto Research Design- accustomed investigate the causal

relationships.

4. Comparative design- involves comparing and contrasting two or more

samples of study subjects on one or more variables.

5. Evaluative Research- seeks to assess or judge during a very way providing

information about something apart from might be gleaned in mere observation
or investigation of relationships.

6. Methodological- during this approach, implementation of a range of

methodologies forms a critical a part of achieving the goal of developing a scale-
matched approach, where data from different disciplines is additionally
integrated.

RESEARCH

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APPLICATION

Instructions: 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
possible directions to follow. ___________________________.

6. It is assumed that the larger the sample is, the more statistically accurate
the findings are. _______________________

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. _____________________________

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REFLECT

You did it well! Congratulations on finishing the supplementary learning module!

You have just had an amazing learning journey and for sure, you will also do the same
in the succeeding modules.
For the last time, share your final insights by completing the following sentence
prompts. It was such a wonderful learning experience with you.
3 Things I learned today…

2 Things I found interesting…

1 1 Question I still have…

LEARN MORE!

Instructions: Research at least 5 different titles of research in a research report

and classify them to any of the research designs you just have known. Choose only
quantitative research titles. Follow the format below.

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