PRACTICAL RESEARCH 2 Quarter 2 - Module 1 Understanding Data and Ways to Systematically Collect DataQuantitative Research (E What's In © Quantitative research is more systematic and controlled than qualitative. However, both research methods have a statement of the problem to investigate. At this paint, it is assumed that you are already done stating your research problem, the background of the study, scope and delimitation, hypothesis, conceptual framework, and review of related literature and studies. Designs Each type of research has @ unique design to follow that will also lead the direction of sampling procedure, data gathering, and data analysis. Each research type also aims to answer specific research questions; haw it will be answered is determined by its design. Important considerations also are the variables of the study. The type of variables provides paradigm (your conceptual framework), which helps the researcher decide on what will be the design of the study. So, it is very important that you have completed the previous tasks diligently to maximize your learning in this Module. In this lessan, you will be taught how to select an appropriate quantitative research design. &) What | Need to Know Meaning of Quantitative Research Designs. When a man decides to build a house, does not he draw first the blueprint before he will start to do the work? Same with the conduct of research, the blueprint for the collection, measurement, and data analysis is drawn as a pattern to follaw. Furthermore, research designs enable the researcher to obtain a mare valid, objective, reliable, and accurate answers to the research questians. Research design is defined as the rational and coherent averall strategy that the researcher uses to incarporate all the vital components af the research study. Hence, in order to find meaning in the overall process of doing your research study, a step-by-step process will be helpful to you. In quantitative research, you are going to have a great deal of abstraction and numerical analysis. According to Fraenkel and Wallen (2007, p 15), the research designs in quantitative research are mostly pre-established. Hence having an appropriate research design in quantitative research, the researcher will have a clearer comprehensian of what he is ying to analyze and interpret‘Types of Quantitative Research Design Quantitative Research Designs have five general classifications: descriptive, correlational, ex post facto, quasi-experimental, and experimental. Descriptive Research. When little is known about the research problem, then it is appropriate to use descriptive research design. It is a design that is exploratory in nature. The purpose of descriptive research is basically to answer questions such as who, what, where, when, and how much. So, this design is best used when the main objective of the study is just to. observe and report a certain phenomenon as it is happening. Correlational Research. The main goal of this design is ta determine if variable increases or decreases as another variable increases or decreases. This design seeks to establish an association between variables. It does not seek cause and effect relationship like descriptive research: it measures variables as i occurs. It has two major purposes: (a) to clarify the relationship between variables and (b) predict the magnitude of the association. However, the extent of the purpose of correlational research depends on the scope and delimitation of the study. Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing effect, then Ex Post Facta research design is more appropriate to use. In this design, the researcher has no contral aver the variables in the research study. Thus, one cannot conclude that the changes measured happen during the actual conduct of the study. ‘The last two types of quantitative research designs are identifiable for the existence of treatment or intervention applied to the current research study. Intervention or treatment penains to controlling or manipulating the independent variable in an experiment. It is assumed that the changes in dependent variables were caused by the independent variable. There are also two groups of subjects, participants, or respondents in quasi- experimental and experimental research. The treatment group refers to the group subjected to treatment or intervention. The group not subject to treatment or intervention is called the control group. Quasi-Experimental. The term means partly, partially, or almost — pronounced as kwahz-eye. This research design aims to measure the causal relationship between variables. The effect measured is considered to have occurred during the conduct of the current stucly The partiality of quasi-experimental design comes from assigning subjects, participants, or respondents into their groups. The groups are known to be already established before the study, such as age educational background and nationality. Since the assignment of subjects, participants, or respondents are not randomly assigned into an experimental ar control groups, the conclusion of results is limited Experimental Research. This research design is based on the scientific method called experiment with a procedure of gathering data under a controlled or manipulated environment. It is also known as true experimental design since it applies treatment and manipulation more extensively compared to quasi-experimental design. Random assignment of subjects or participants into treatment and contral group is done increasing the validity of the study. Experimental research, therefore, attempts to affect a certain variable by directly manipulating the independent variable.Lesson Sampling Procedure and the Sample What's In Remember when you were taught how to write your scope and delimitation, you stated the subjects, participants, or respondents of your study. You also described their characteristics which qualify them to be the source of your research data The next question you must answer is, how many of the subjects, participants, or respondents should be selected as a source of data? This lesson will teach you how to describe sampling procedures in quantitative research. Note that the sampling procedure should be aligned to your chosen research design. Since you nave already decided the research design of your study, then you are ready for this lesson. AX | What I Need to Know Population and Sample The first step in determining the sample size is identifying the population of the topic of interest. The population is the totality of all the objects, elements, persons. and characteristics under consideration. It is understood that this population possesses common characteristics about which the research aims to explore. ‘There are two types of population: target population and accessible population. The actual population is the target population, for example, all Senior High School Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) in the Division of ‘Cagayan de Oro City. While the accessible population is the portion of the population in which the researcher has reasonable access, for example all Senior High School enrolled, STEM strand at Marayon Science High School — X When the whole population is too costly or time-consuming or impractical to consider, then, a sample representative is identified. Sampling pertains to the systematic process of ‘selecting the group to be analyzed in the research study. The goal is to get information from @ group that represents the target population. Once a good sample is obtained, the generalizability and applicability of findings increases. The representative subset of the population refers to the sample. All the 240 Senior High School Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) Strand in a school, for example, constitute the population; 60 of those students Constitute the sample. A good sample should have characteristics of the represented population — characteristics that are within the scope of the study with fair accuracy. Generally, the larger the sample, the more reliable the sample be, but still, it will depend on the scope and delimitatian and research design of the study.Research Instrument, Validity and Reliabilit (a. \ {4 What | Need to Know iw ‘Quantitative Research Instrument What do you think will happen iftools for building a house is not prepared meticulously? The same thing when getting information for answers to a research problem, tools, or instruments should be prepared carefully. In constructing a quantitative research instrument, itis very important to remember that the tools created should require responses or data that will be numerically analyzed. Research Instruments are basic tools researchers used to gather data for specific research problems. Common instruments are performance tests, questionnaires, interviews, and observation checklist. The first two instruments are usually used in quantitative research, while the last two instruments are often in qualitative research. However, interviews and observation checklists can still be used in quantitative research once the information gathered is translated into numerical data.In constructing the research instrument of the study, there are many factors to be considered. The type of instrument. reasons for choosing the type, and the description and conceptual definition of its parts are some of the factors that need to be decided before constructing a research instrument. Furthermore, it is also very important to understand the concepts of scales of research instruments and how to establish validity and reliability of instruments. Characteristics of a Good Research Instrument Concise. Have you tried answering a very long test, and because of its length, you just pick the answer without even reading it? A good research instrument is concise in length yet can elicit the needed data Sequential. Questions or items must be arranged wall. It is recommended to arrange itfrom simplest to the most complex. In this way, the instrument will be more favorable to the respondents to answer. Valid and reliable. The instrument should pass the tests of validity and reliability to get more appropriate and accurate information. Easily tabulated. Since you will be constructing an instrument for quantitative research, this factor should be considered. Hence, before crafting the instruments, the researcher makes sure that the variable and research questions are established. These will be an important basis for making items in the research instruments. Ways in Developing Research Instrument There are three ways you can consider in developing the research instrument for your study. First is adopting an instrument fram the already utilized instruments from previous related studies. The second way is modifying an existing instrument when the available instruments do not yield the exact data that will answer the research problem. And the third way is when the researcher made his own instrument that corresponds to the variable and scope of his current study. Common Scales Used in Quantitative Research Likert Scale, This is the most common scale used in quantitative research. Respandents were asked to rate or rank statements according to the scale provided Example: A Likert scale that measures the attitude of students towards distance learning Items re Agree | Disagree Ree There would be difficulty in communicating our concems to our teacher. There would be many distractions when leaming at home than in school. 7Semantic Differential. in this scale, a series of bipolar adjectives will be rated by the respondents. This scale seems to be more advantageous since it is more flexible and easier to construct. Example: On a description of an active student in school act Pleasant = 54 3 204 Unpleasant Enthusiastic 5 4 3 204 Not Enthusiastic Competent 5 4 3 204 Incompetent Another important consideration in constructing a research instrument is how to ‘establish its validity and reliability. ‘Types of Validity of Instrument Face Validity. It is also known as “logical validity.” it calls for an initiative judgment of the Validity instruments as it “appear.” Just by looking at the instrument, the researcher decides if it is valid. A research instrument is considered valid if it ‘Content Validity. An instrument that is judged measures what it ‘with content validity meets the objectives of the study. It supposed to measure. is done by checking the statements or questions if this, elicits the needed information. Experts in the fick of When measuring oral interest can also provide specific elements that should communication be measured by the instrument proficiency level of students, ‘speech ‘Construct Validity. It refers to the validity of performance using instruments as it corresponds to the theoretical construct Fubric, or rating scale is ‘of the study, Itis concerning if a specific measure relates more valid than to other measures: students are given multiple choice tests. ‘Concurrent Validity. When the instrument can predict results like those similar tests already validated, Validity also has it has concurrent validity, several types: face, content, construct, Predictive Validity. When the instrument can eencurrent, and produce results similar to thase similar tests that will be Predictive validity, ‘employed in the future, it has predictive validity. This is particularly useful for the aptitude test. Reliability of Instrument Test-retest Reliability. It is achieved by giving the Reliability refers to | Same test to the same graup of respondents twice. The the consistency of | consistency of the two scores will be checked. the measures or results of — the Equi instrument. administering two identical tests except for wordings to the same group of respondents. lent Forms Reliab . IIs established by Internal Consistency Reliability. It determines how well the items measure the same ‘construct. Itis reasonable that when a respondent gets 2 high score in one tem, he will also get one in similar items. There are three ways to measure the internal consistency: through the split-half coefficient, Cronbach's alpha, and Kuder-Richardson formula.Lesson Research Intervention ( What's In In the previous discussion on quantitative research designs, you were taught about quasi-experimental and experimental designs. Its uniqueness from other research designs was also described. Remember that experimental research design controls or manipulates the independent variable. This is done by applying particular conditions or treatments or what is called research intervention. In this lesson, the focus. is on how to describe your research intervention in your research paper, Usual Tutorial Program i Special Tutorial Program |Nature of Research Intervention In experimental research, the researcher decides the nature of intervention or ‘treatment. Intervention pertains to what is going to happen to the subjects of the study. This decision covers who will receive the intervention and to what extent it will be applied to them. For example, in a study of determining the effects of special tutorial pragram to leamers atrisk of failing (LARF), researcher decides the group of LARF who will receive intervention. In this example, a special tutorial program is the research intervention. Furthermore, the extent to which the program will be administered to the learners is determined, Steps in Describing the Research Intervention Process A section that explains the details of research intervention is added in the research paper if itis an experimental design. In this section, the procedure of research intervention is explained clearly. Write the Background Information. It is an introductory paragraph that explains the relevance of the intervention to the study conducted. It also includes the context and duration ‘of the treatment. Describe the Differences and Similarities between the Experimental and Control Group. State what will happen and what will not both in the experimental and contral groups. ‘This will clearly illustrate the parameters of the research groups. Describe the Procedures of the Intervention. Describe how will the experimental group receive or experience the condition. It includes how will the intervention happens to achieve the desired result of the study. For example, how will the special tutorial program will take place? Explain the Basis of Procedures. The reason for choosing the intervention and process should clear and concrete reasons. The researcher explains why the procedures ara necessary. In addition, the theoretical and conceptual basis for choosing the procedures is presented to establish the validity of the procedures.Planning Data Collection Procedure (SE What's In @ You have leamed the important factors in developing your research instruments. in lesson 3 of this Module. You can now identify the steps you are going to undertake in your actual gathering of data. In this lesson, three phases in data collection will be presented so that you can clearly plan your data collection procedure in your current research. (a> \ ) What! Need to Know Quantitative Data Generally, data are any pieces of information or facts that peaple have knawn. Once these data answer the research prablem, it becomes helpful to research. When research data appears to be measurable in the numerical form, it is considered quantitative data. However, same qualitative data can also be useful ta quantitative research once it is given a numerical value. For example, if you study about adjustment experiences of students to distant learning, ifit is categorized and numbered accordingly, then it can be quantified during analysis. Techniques in Collecting Quantitative Data The following are the common quantitative data gathering technique. Each technique corresponds to specific instrument which will be further discussed in Module 5. Observation. It is gathering information about a certain condition by using senses. The researcher records the observation as seen and heard. This is done by direct observation of indirect observation using gadgets or apparatus. An observation checklist aids the researcher in recording the data gathered. Survey. Data gathering is done through interview or questionnaire. By means of questionnaire you use series of questions ar statements that respandents will have to answer. Basically, respondents write or choose their answer from given choices. On the other hand, interview is when you ask respondents orally to tell you the responses. Since you are doing quantitative research, itis expected that responses have numerical value either it is nominal of ardinal in form. Experiment. When your study is an experimental design, it was already discussed in the previous lesson that it would use treatment or intervention. After the chosen subjects, participants, or respondents undergone the intervention, the effects of such treatment will be measured.8 What's New Activity 1: What's the Procedure Looking at the flowchart of the data gathering procedure, what do you think is the research design of the study? ert +Seek permission from + Provide intructions to Encode the data school principal of respondents gathered students + Administer the *Analyze the data +Develop research questionnaire questionnaire *Determine sample size through stratified random technique Q) What Is It Three Phases in Data Collection In doing research, data collection is a major component of research. Neglecting ta clarify the collection procedure would result in acquiring inaccurate data that will make you research study invalid. Hence, the data collection procedure is given meticulous attention to gather appropriate data. You are making sure that data you will gather answers to your research questions. The data gathering procedure is presented in paragraph format in your research paper. Basically, the contents are the steps you are going to fallow: (1) before you will gather the data, (2) what to do during the actual gathering of data, and (3) the things to consider after data has been gathered. The following are the suggested steps but not limited to it, are the procedures in gathering quantitative data.oy ‘Prepare the research © *Clearheinstructions »=— Summarize the data insttuments provided to the red, in a tabular ‘nye utorties —esponens. rm thatwil beimvoWedand —+Adminsterthe research «Analyze the summarize needtoask permission —insttument or implement — data coresponding to “Determine the samples the research the research questions. size and comesponding —lerventon respondents; per group pica. fapplicabl. +Collect or gather or take Ask consentfom ({ note of the responses. respondents are 18 years old above) or parents consent ff minor), +Pilot test the research instrument needed.ig Practical Research 2 is your Statistics and Probability subject. Itis presumed that you already have @ good practice of the leaming competencies needed to ‘conduct quantitative research. Your background statistics and probability background will help you plan and chaase your data analysis. In planning your data analysis in quantitative research, you also need to consider your research problem, type of data, hypothesis, and scale used in your research instrument. This lesson focuses on designing your data analysis procedure \ ) What! Need to Know Data Analysis Data analysis in research is a process in which gathered information are summarized in Such a manner that it will yield answers to the research questions. During quantitative data analysis gathered information were break down and ordered into categaries in order to draw ends or patterns in a certain condition. In quantitative research, the numerical data collected is not taken as a whole. In order to understand it beter, its analyzed inta components based ‘on the chosen research variables and research questions you are going to answer. These numerical data are usually subject to statistical treatment depending on the nature of data and the type of research problem presented. The statistical treatment makes explicit the different statistical methods and formulas needed to analyze the research data ZB What's New Activity 1: Statistics Recall Directions: From your previous lessens, recall the following terms in Statistics. Write its definition er description and purpose or function in analyzing data. Fill inthe boxes to provide the information about these: statistical terms or you may use a Separate sheet. Use the table for your answer.Terms Definition or Description [Purpose or Function Data Frequency Percentage Mean ‘Standard Deviation Table Figure Parametric Test Non-Parametric Test Correlation, Regression C What fs It KO at Is Planning your Data Analysis Before choosing what statistical test is appropriate for your research study it is impartant to determine what statistical formation is applicable to your current study. In immersing yourselt into planning your data analysis, you have to decide what basic descriptive statistical technique you are going to use. Although this technique does not give you the degree of association or effect between variables, this will help you to code and simply tabulate your data. Descriptive Statistical Technique provides a summary of the ordered or sequenced data from your research sample. Examples of these tools are frequency distribution, measure of central tendencies (mean, median, mode), and standard deviation. Inferential Statistics is used when the research study focuses on finding predictions: testing hypothesis: and finding interpretations, generalizations, and conclusions. Since this statistical method is more complex and has more advanced mathematical computations, you can use computer software to aid your analysis. You also must identify types of statistical analysis of variable in your quantitative research. A univariate analysis means analysis of one variable. Analysis of two variables such as independent and dependent variables refer to bivariate analysis while the multivariate analysis involves analysis of the multiple relations between multiple variables. Furthermore, selecting what test to use is basically done by identifying whether you will use parametric test or non-parametric test. As these were already discussed in your Statistics and Probability subject, a summary of what to consider is presented below: Paints to Consider Type of Test ‘Soale Interval or Ratio. Parametric Tests ‘Ordinal or Nominal Scale ___| Non-parametric Tests 30 or more per group Parametric Tests Sample Size Fewer than 30 Non-parametric Tests Normal Distribution Parametric Tests Distribution of Data Data deviates trom Normal | Non-parametric Tests DistributionInaddition, in choosing statistical techniques in quantitative research, the purpose or objective of the research study should be considered. Test of Relationship between Two Variables * Pearson's r (parametric) » Phicooffcient (non-parametric for nominal and dichotomous variables) » Spearman's rho (non-parametric for ordinal variable) Test of Difference between Two Data Sets from One Group » T-test for dependent samples (parametric) » ‘McNemar change test (non-parametric for nominal and dichotomous variables) » Wilcoxon signed-rank test (non-parametric for ordinal variable) Test of Difference between Two Data Sets fram Two Different Groups » T-testfor independent samples (parametric) Two-way chi-square (non-parametric for nominal variable) Mann-Whitney UJ test (non-parametric for ordinal variable) Test More than Two Population Means » Analysis of Variance or ANOVA (parametric) Test the Strength of Relation or Effect or Impact » Regression (parametric)Presenting Research Methodology é What Is It XN Indeed, designing the research methodology in quantitative research is quite ‘challenging. Atthis point, it is assumed that you are now ready to present your written output. ‘You need to consider the parts of your research methodology; these are: Research Design Research Population and Sample Sampling Procedure Research Instruments Validity and Reliability of Instruments Research Intervention (if applicable) Data Collection Procedure Data Analysis Allof these are written in paragraph format as part of your research methodology. In this lesson, you will be given guidelines in presenting this research portion. After presentation, the most exciting part follows; and that is gathering your data Ca) What's More Activity 1. Personal Work Evaluation Direction: Rate your own paper using the rubric below. For the purpase of improvement, rate your output as honestly as you can. Use the follawing scale in evaluating your own, paper. 5 = Very Good, 4 — Good, 3 - Fair, 2 — Poor, 1 — Needs Improvement Indicator Sel-Rating T. Research Design Type and definition were presented. and rational is discussed. 2, Sampling Procedure and Sample Population and samples are described, and sampling procedure is clear and relevant. 3. Research Instrument, and its Validity and Retability Basis of decision is explained, instrument is well described, and its validity and reliability were clearly presented.Summary In order to integrate all the components of the research study, the research design describes the overall strategy of the research, Types of quantitative research are descriptive, correlational, ex post facto, quasi-eyperimental, and experimental research, Population refers to all the members of a particular group relevant to the research, Sample is a part of the population that servas as a representative. Sample are chosen through sampling which is a process of selecting of who will participate. The usual ‘sampling procedures in quantitative research are simple randam sampling, stratified random sampling, cluster sampling, and systematic sampling. * Research Instrument refers to the tools used in research fer the purpose of gathering the data. Common scales used in quantitative research are Likert Scale and Semantic Differential {tis important in quantitative research to use valid instruments. Validity refers to the ‘appropriateness of the research instrument. Types of validity are face, content, construct, concurtent, and predictive vaiity * The consistency in research findings provided by instruments refers to reliability, Types of reliability are test-retest, equivalent forms, and internal consistency. * For quasi-experiment and experimental research designs, intervention is applied in arder ‘o know who wil receive the intervention and to what extent * Data gathering in quantitative research usually observes survey, observation, and experiment. There are three phases in data gathoring of research that need to be presented in the research paper: before, during, and after procedures, * Data Analysis is a process in which gathered information are summarized in such a manner that it wil yield answers to the research questions. There are two majo statistical technique in data analysis, these are descriptive and inferential statistics,