PR Q1 EXAM REV.pdf

DEFINITION OF QUANTITATIVE RESEARCH Quantitative research, according to Aliaga and Gunderson (2000), is "explaining phenomena bycollecting numerical data that areanalyzed using mathematically based methods (in particular statistics):' This type of research utilizes numbers and statistical analysis....

DEFINITION OF QUANTITATIVE RESEARCH Quantitative research, according to Aliaga and Gunderson (2000), is "explaining phenomena bycollecting numerical data that areanalyzed using mathematically based methods (in particular statistics):' This type of research utilizes numbers and statistical analysis. It is ideal in studying phenomenon which must contend with the problems of measurement. A phenomenon is a peculiar incident that can happen anywhere, with any discipline or in any organization. Examples are increase in sal s, change in turn-over rates, change in drop-out rates, decrease in the number offailing students in Mathematics, shift inthe percentage of dengue In studying a phenomenon, quantitative researchers attempt to measure relevant factors and variables by attaching numeric values that express quantity. Analyzing numbers to answer a scientific inquiry is done through mathematical formulas usually used in descriptive and inferential statistics. Quantitative research is the traditional, positivist scientific method which refers to a general set of orderly and disciplined procedures to acquire information. It utilizes deductive reasoning to generate predictions that are tested in the real world. It is systematic since the researcher progresses logically through a series of steps and according to a pre-specified plan of action. CHARACTERISTICS Of QUANTITATIVE RESEARCH 1. It is reliable and objective. 2. It uses statistics to generalize a finding. 3. It reduces and restructures a complex problem to a limited number of variables. 4. It looks at the connections between variables and establishes cause and effect relationships in highly controlled circumstances. 5. It tests theories or hypotheses. 6. It assumes that the sample is representative of the population. 7. The subjectivity of its methodology is a secondary concern. 8. It deals with the details of the subject. Advantages of Quantitative Research 1. It allows the researcher to measure and analyze the data to arrive at an objective answer to the problem. 2. The result is generally reliable since the study uses a big sample of the population. 3. Established standards are used in choosing the instruments, in sampling procedures, and in choosing the most appropriate statistical treatment, thus making the research replicable. 4. Personal biases can be avoided since personal interaction is not part of the research process. 5. Processes involved are simplified since the steps in doing quantitative research are made easy and systematic. 6. Results can be reduced through statistical treatments and can be interpreted in a few statements. Disadvantages of Quantitative Research 1. The context of the study or the experiment is ignored in such a way that it does not consider the natural setting where the study is conducted. 2. Having a large study sample requires researchers to spend more resources. 3. Results are limited since they are usually based on the analysis of numbers and are not obtained from detailed narratives. 4. It provides less elaborate accounts of human perceptions. 5. In experimental research, the level of control might not be normally applicable in the real world because it is usually done in a laboratory. 6. Preset or fixed alternative answers may not necessarily reflect the true answers of the participants. 7. Findings can be influenced by the researcher's perspective since most of the time, the participants are unknown to him or her. IMPORTANCE OF QUANTITATIVE RESEARCH IN DIFFERENT FIELDS Most areas of study have to deal with processes that involve experimentation, tests, and research. In these situations, quantitative measures are more or less involved. In validating results or findings, quantitative research can be useful.Whenever there are data or numbers to be surveyed, such as the prevailing behaviours, attitudes, patterns and trends, and other quantifiable aspects, quantitative research serves as a multi-purpose method, that is, to test, to identify, to count, to assess, and to clarify jobs, among others. Some areas of study and the function of quantitative research in them are provided below. Education - Quantitative research can be used in measuring the level of performance of students and teachers. It can also be used to assess the effectiveness of the methods used, the different programs conducted, and the.satisfaction of all stakeholders in the educational sector including students, faculty, parents, administrators, the community, the government, and non-government organizations. Through this type of research, the interests of these groups can be advanced or enhanced by implementing quantifiable best practices. Business - Quantitative research is a very valuable tool in business when it is used intelligently.It can improve the overall marketing strategy; help the company make informed decisions on how to move forward with a particular product or service; and even solicit consumers' opinions for productivity. This type of research is largely utilized in product development and the creation of favorable marketing campaigns. Data that.are often used in this type of research are market size, demographics, and user preferences. Medical and Allied Health Services - Since health practitioners are concerned with human life, the discharge of their duties is very critical. Thus, healthcare procedures, routines, and other systems must be based on the result of scientific investigation. The statistics on the rate of recovery, the number of patients with illnesses and sicknesses, and the efficacy of medicines and drugs, among others, when analyzed, can become rich sources of information and a basis of good practices in medical treatment and intervention. Experimental research on effective medicines, vaccines, and other drugs that cure a specific sickness or illness, is conducted through quantitative research. Data on the level of satisfaction of patients on services rendered by the employees in a hospital and the patients' profile, when treated statistically, can be ideal bases for the distribution of health funds and assistance. Science and Technology - The noted observation for a phenomenon, the rate of processing of certain devices, and the time consumed for any procedure are factors to be considered. The data collected will lead to more responsible and accountable operation of the different components of technology. During experiments on new devices, inventions, discoveries, and innovations, the recorded data are very vital for any test of efficiency. Variable is any factor or property that a researcher measures, controls, and/or manipulates. It is also the changing quantity or measure of any factor, trait, or condition that can exist in differing amounts or types. It is also a logical set of attributes, characteristics, numbers, or quantities that can be measured or counted. A Variable is also called a data item. Classifications of Variables 1. Numeric variables - These are variables with values that describe a measurable numerical quantity and answer the questions "how many" or "how much." These values are considered as quantitative data. a. Continuous variables. These variables can assume any value between a certain set of real numbers. The values depend on the scale used. Continuous variables are also called interval variables. Some examples are time, age, temperature, height, and weight. b. Discrete variables. These variables can only assume any whole value within the limits of the given variables. Some examples are the number of registered cars, number of business locations, number of children in the family, population of students, and total number of faculty members. 2. Categorical variables. These are variables with values that describe a quality or characteristic of a data unit like "what type" or "which category." a. Ordinal variables - These variables can take a value which can be logically ordered or ranked. Some examples are academic grades such as A, B, C; clothing sizes such as XS, S, M, L, XL; and measures of attitudes like strongly agree, agree, disagree, or strongly disagree. b. Nominal variables - These are variables whose values cannot be organized in a logical sequence. Some examples are business types, eye colors, kinds of religion, various languages, and types of learners. c. Dichotomous variables - These variables represent only two categories. Some examples are gender (male and female), answer (yes or no), and veracity (true or false). d. Polychotomous variables - These are variables that have many categories. Some examples are educational attainment (elementary, high school, colege, graduate, and postgraduate), level of performance (excellent, very good, good, satisfactory, or poor). 3. Experimental variables a. Independent variables - These Variables are usually manipulated in an experiment. Thus, it is also called a manipulated or explanatory variable. b. Dependent variables - These variables are usually affected by the manipulation of the independent variables. They are also called response or predicted variables. c. Extraneous variables - These variables are also called mediating or intervening variables. These variables are already existing during the conduct  of an experiment and could influence the result of the study. They are known as covariate variables 4. Non-experimental Variables a. Predictor Variables - These variables change the other variable/s in a non- experimental study. b. Criterion Variables - These variables are usually influenced by the predictor variables. 5. Variables according to the number being studied a. Univariate study - Only one variable is being studied. b. Bivariate study - Two variables are being studied c. Polyvariate study - More than two variables are being studied THE RESEARCH TITLE Generally, the title should: 1. summarize the main idea of the paper; 2. be a concise statement of the main topic; 3. include the major variable/s; 4. show the relationship of the main variables of the study; 5. include the main task of the researcher about the major variables under study; and 6. mention the participants (in a general manner) and the setting. (For example, instead of writing "Grade 5 pupils of D.r Cristobal Elementary School," write "elementary pupils" or "selected elementary schools" because the specific characteristics wil be indicated in another part or section of the research paper). The researcher must be reminded of the following: 1. In formulating the title, the researcher should avoid using words that serve no useful purposes and can mislead indexers. The words methods, results, investigations, and study appear redundant when used in the thesis title. 2. In many cases, the general problem or even the specific question that the researcher intends to answer, when rewritten in a statement form, can serve as the title. 3. The title must have 10 to 15 words. POSSIBLE MEANS OF IDENTIFYING RESEARCH PROBLEMS Research problems may exist in various settings such as schools, houses, restaurants, clinics or any place in the community. They are commonly found in areas where there is/are: 1. a feeling of discomfort or generally perceived difficulty; 2. a gap between theory and practice; 3. daily experience of a person that requires further inquiry especially if improvements are desired; 4. procedure that requires technologically advanced equipment which needs function properly; 5. pattern or trend. Examples: Classmates failing in a lesson in algebra; increasing tardiness in English class; or misbehavior during PEHM classes. 6. a literature review. An article read in the library or from the Internet can be a source of an interesting issue, new terminology, or possible conflicts. Even findings of research studies can give rise to another problem. Replication study is allowed when  parts of previous study are to be enhanced or elements will be added like other variables, when locale, different study participants, or even recently-devised tools. The following instances can give students an idea that something is researchable: 1. Solutions are available but not yet tested and not known by the practitioner. 2. No solutions are available to answer the gap or the problem assessed. 3. Answers, solutions, or results are seemingly not tested or are factually contradictory. 4. A phenomenon exists which requires explanation. 5. There are several possible and plausible explanations for the existence of an undesirable condition. CONSIDERATIONS IN FORMULATING RESEARCH PROBLEMS In any undertaking, selecting the best topic among numerous alternatives is problematic. There is a need to define the bases or criteria in formulating a research problem to come up with the ideal one. Barrientos-Tan (1997) identifies different criteria for choosing a research problem: a. External Criteria - These refer to factors or qualities that go beyond the researcher's personal qualities or attributes that affect his or her study. 1. Novelty - The topic must not have been used by many researchers; the newness of a topic and its variables will inspire a researcher or other fellow researchers. 2. Availability of subjects - Since this is practical research, it is suggested that you think of study participants who are within your reach (i.e., your classmates, teachers, neighbors). These people could easily be approached and their cooperation could easily be gained. 3. Administrative support - This refers to the aid or assistance that can be solicited from the school or extended by the community. 4. Availability and adequacy of facilities and equipment - Devices such as computers, telephones, and WiFi, among others, that are used ni undertaking the research must be considered. 5. Legal and Ethical Considerations - Ensure that all activities to be undertaken are acceptable and are done in accordance with what is legal and morally right. B. Internal Criteria - These are personal characteristics, capabilities, and qualities of the researcher that affect the study. 1. Experience, training, and professional qualifications - These constitute the researcher's knowledge, expertise, and experience in order for him or her to cope with the research demands. 2. Motivation, interest, intellectual curiosity, and perceptiveness of the researcher - These are essential attitudes that bring anticipated satisfaction or enjoyment in the completion of research tasks. 3. Time management-Thisconsidersthefactthatstudiesmustbepursuedinagiven time frame. 4. Personal costs and returns - These factors matter in choosing a research problem. Research is an expensive undertaking. The amount of necessary  funding depends on the size of the sample, the place where the research is to be conducted, the research design, and the treatment of data. 5. Hazards, penalties, and handicaps - These are determined by the researcher's physical and intellectual capacity and moral judgment. The newness and freshness of the topic must also be assessed. Areview of literature and related studies reveals the gap which your current research can fill, thus establishing the need to pursue the study. The following method is a way of selecting the most appropriate research title but can also be applied in identifying the variables of a study. 1. Think of an issue or concern you are confronted with. Examples: Topic A - Difficulty of Transportation Topic B- Video Games 2. The topic initially chosen may be too broad for a researcher to work on. To narrow ti down, think of other aspects of this topic (e.g., causes or effects). Organize these aspects or variables using a concept map or a clustering diagram. 3. Then, select the specific aspects or variables you want to focus on based on the internal and external criteria and other considerations in choosing a research problem. Examples: Topic A- Parental Concern and Academic Issues Topic B- Effects of Playing Video Games on Students, particularly on their Social Relationships 4. Finally, based on this more specific research problem, you can formulate a tentative title for your research. Topic A- Parental Concern, Difficulty of Transportation, and Academic Issues among High School Students Topic B - The Effects of Video Games on Social Relationships of Students The first chapter of study is called "The Problem" or "The Problem and Its Background." Its purpose is to introduce the research problem, clarify important variables, discuss its limitations and delimitations, and specify its significance to the field of study. It has the following essential elements: a. Introduction b. Statement of the Problem c. Scope and Delimitation THE INTRODUCTION The introduction establishes the cognitive setting of the research. It involves (a) discussing why there is a need to study the problem;(b)clarifying the important terminologies for the reader to easily understand what the research is about; and (c) establishing the degree of seriousness of the problem which has prompted the researcher to look for solutions. The following questions will aid the researcher in formulating the introduction: 1. What is the rationale of the research problem? This question is answered by sharing the reasons why the researcher has decided to look for solutions to the problem.  Narration of the researcher's experience that has driven him or her to conduct the study is commonly done. For example, include one's personal experience, an article read, a scene witnessed, news heard, and a theory that needs to be clarified, among others. The research proponent should describe the existing and prevailing problem or situation based on his or her experience. The scope may be local, national, or international. 2. What is the setting of the research problem? The setting forms part of the delimitation of the problem, as it defines the geographic boundaries of the study and implies certain demographic characteristics. This describes to the reader the place where the research is conducted since the setting has a significant bearing on the variables being studied. In describing the setting, focus on the peculiarity or uniqueness of the setting to make the reader more interested in reading the paper. 3. What is the basic literature foundation of the study? This is different from the review of related theories, conceptual literature, and research literature. This part defines or clarifies the terms or variables used in the study. The terms and variables must be clear ot the researcher os that he or she can make his or her reader understand them so well. This backgrounder assists the researcher in determining the boundaries of the study. It is derived from different literature sources. Thus, this part of Chapter 1 requires the use of various references. 4. Howserioussihtechosenresearchproblem?Whysithereanedotlokforsolutions ot the problem? In this aspect, the researcher must see the intensity and magnitude of the problem. When the gravity of the problem has already been determined, the researcher may take action and work on the problem. He or she also looks for and mentions statistical or quantitative evidence to assess the weight of the problem. 5. What is the general objective of the research problem? The general objective of the research problem is the main task that the researcher must answer. Is it only to describe the variables or to measure them? Is it to relate the variables from each other or look into the differences of opinions? Is it to make a basis for the formulation of an intervention? This general research objective will be the basis of the formulation of the general and statement of the problem which, in turn, wil be the basis of specific problem enumeration. 6. What is the overall purpose of the research problem? It must be stressed that the researcher should be totally aware of the purpose of the research problem. He or she must know how the research findings will help classmates, fellow students, the academe, and the field.