PR2 reviewer L1-2.docx

Qualitative Research -- describing a phenomenon in a narrative; hence, the data collected can be in the form of words, images, or transcripts taken from a small sample, not generalizable to the population. Quantitative Research -- uses scientifically collected and statistically analyzed data to inv...

Qualitative Research -- describing a phenomenon in a narrative; hence, the data collected can be in the form of words, images, or transcripts taken from a small sample, not generalizable to the population. Quantitative Research -- uses scientifically collected and statistically analyzed data to investigate observable phenomena. A phenomenon is any existing or observable fact or situation that we want to unearth further or understand. It is scientific for the fact that it uses scientific method in designing and collecting numerical data. Examples: Information like student's grades in different subjects, Number of hours of engagement in social media platforms of teens, Percentage of consumers who prefer blue for soap packaging, Average daily COVID-19 patient recovery per region **Characteristics of Quantitative Research** 1\. Large Sample Size -- To obtain more meaningful statistical result, the data must come from a large sample size. 2\. Objective -- Data gathering and analysis of results are done accurately, objectively and are unaffected by the researcher's intuition and personal guesses. 3\. Visual Result Presentation -- Data is numerical, which makes presentation through graphs, charts and tables and for better conveyance and interpretation. 4\. Faster Data Analysis -- The use of statistical tools give way for a less time-consuming data analysis. 5\. Generalized Data -- Data taken from a sample can be applied to the population if sampling is done accordingly. 6\. Fast Data Collection -- Depending on the type of data needed, collection can be quick and easy. 7\. Reliable Data -- Data is taken and analyzed objectively from a sample as a representative of the population, making it more credible and reliable for policy making and decision making. 8\. Replication -- The quantitative method can be repeated to verify findings enhancing its validity, free from false or immature conclusions. **Strengths and Weaknesses of Quantitative Research** **STRENGTHS** 1\. Can be replicated or repeated. 2\. Findings are generalized to the population. 3\. Conclusive establishment of cause and effect. 4\. Numerical and quantifiable data can be used to predict outcomes. 5\. Fast and easy data analysis using statistical software. 6\. Fast and easy data gathering. 7\. Very objective. 8\. Validity and reliability can be established. **WEAKNESSES** 1\. It lacks necessary data to explore a problem or concept in depth. 2\. Some information cannot be described by numerical data such as feelings and beliefs. 3\. It does not provide comprehensive explanation of human experiences. 4\. The research design is rigid and not flexible. 5\. The respondents may tend to provide inaccurate responses. 6\. A large sample size makes data collection more costly. **Kinds of Quantitative Research Design** 1\. Descriptive -- it is used to describe a particular phenomenon by observing it as it occurs in nature. There is no experimental manipulation. The goal of descriptive research is only to describe the person or object of the study. Example: Determination of the different kinds of physical activities and how often high school students do it during the quarantine period. 2\. Correlational Design -- Identifies the relationship between variables. Data is collected by observation since it does not consider the cause and effect. Example: The relationship between the amount of physical activity done and student academic achievement. 3\. Ex post facto Design -- It is used to investigate a possible relationship between previous events and present conditions. "Ex post facto" means "after the fact". It looks at the possible causes of an already occurring phenomenon. Example: "How does academic achievement of parents affect the children obesity?", "How does home schooling affect the social behavior of a person?" 4\. Quasi-Experimental Design -- This is used to establish the cause-and-effect relationship of variables. The group exposed to treatment (experimental) is compared to the group unexposed to treatment (control): Here, the independent variable is identified but not manipulated. The researcher does not modify pre-existing groups of subjects. Example: A new after-school program will lead to higher grades. 5\. Experimental Design -- This is used to establish the cause and effect of relationship of variables. This has a more conclusive result because it uses random assignment of subjects and experimental manipulations. Example: A comparison of the effects of various blended learning to the reading comprehension of elementary pupils. **Variables of Quantitative Research** **Variables** These are "changing qualities or characteristics" of persons or things that are involved in your research study. Made up of the root or base word "vary" which means to undergo changes or to differ from, variables have different or varying values in relation to time and situation. Examples: Time Age Temperature Height Weight Number of registered cars Population of students Eye colors Kinds of religions Types of learners Academic performance Exam scores Intelligence **Two Basic Types of Variables** 1\. Independent variables are those that cause changes in the subject (Experimental Study) Ito yung binabago or yung maaaring baguhin na nakakaapekto sa magiging resulta ng dependent variable. 2\. Dependent variables are those that bear or manifest the effects caused by the independent variables. Ito naman yung nagiging resulta kapag may binago sa independent variable kasi nakadepende ang dependent variable sa independent variable. (Experimental Study) **Remember:** Independent and Dependent variables are applicable in Experimental study. Hence, in a causal relationship, the cause comes from the independent variables; the effects, on the dependent variables. 1\. **Predictor variables** are variables that change the other variable (Non-experimental Study) same as independent variable but in non-experimental naman 'to. 2\. **Criterion variables** are variables that are usually influenced by the predictor variables (Non-experimental Study) ) same as dependent variable but in non-experimental naman 'to. **Remember:** Predictor and Criterion variables are applicable in Experimental study. **Quantitative Variables**, also called numerical variables are the type of variables used in quantitative research because they are numeric and can be measured. Under this category are discrete and continuous variables. **Qualitative Variables** are also referred to as categorical variables are not expressed in numbers but are descriptions or categories. It can be further divided into *nominal, ordinal or dichotomous.* It is important to note other factors (independent variables) that may influence the outcome (dependent variable) which are not manipulated or pre-defined by the researcher. **Extraneous variables** are to be controlled by you, the experimenter. But if they do not give in to your control, they become confounding variables that can strongly influence your study. The involvement of confounding variables in the research results in the production of "mixed up, confusing, or bewildered results." For easy understanding, ito yung kahit anong factors na pwedeng makaapekto sa study mo while conducting. Example: Effects of organic and non-organic fertilizer in sunflower growth. (Pwedeng maging extraneous variable mo d'yan is yung sunlight, yung atmosphere, at temperature. Ito yung mga variable na hind mo ineexpect na pwedeng makaapekto sa experiment mo) **Quantitative Variables** 1. **Discrete variables** are countable whole numbers. It does not take negative values or values between fixed points. It is also known as *categorical variables*. Example: number of students in a class, sex, group size and frequency. 2. **Continuous variables** take fractional (non-whole number) values that can either be a positive or a negative. Infinite number on the value. **Types of Discrete Variables** 1. **Nominal Variables** -- represent categories that cannot be ordered in any particular way. 2. **Ordinal Variables** -- represent categories that can be ordered from greatest to smallest. **Types of Continuous Variables** 1. **Interval Variables** -- have values that lie along an evenly dispersed range of numbers. Example: IQ test scores, temperature, year 2. **Ratio Variables** -- have values that lie along an evenly dispersed range of numbers when there is an absolute zero, as opposed to net worth, which can have a negative debt-to-income ratio-level variable. Example: height, weight, and distance **Qualitative Variables** 1. **Dichotomous variables** - are consisting of only two distinct categories or values. Example: a response to a question either be a yes or no. 2. **Nominal variables** - simply define groups of subjects. Here, you may have more than 2 categories of equivalent magnitude. 3. **Ordinal Variables** -- from the name itself denotes that a variable is ranked in a certain order. Thiscarriable can have a qualitative or quantitative attribute. **Background of the Study** The background of the study is the part of your paper where you inform the reader of the context of the study. **Context** -- means situation or circumstances within which your research topic was conceptualized. Ideally, this part is written when you have already conducted a literature review. It is also in this part of the paper where you justify the need to conduct a research study about the topic selected by establishing the research gap. A **research gap** is an under or unexplored area of a topic that requires further exploration. The gap can be in a form of other variables, conditions, population, methodology, or test subject. To identify research gaps, an exhaustive literature review regarding the topic is required. You may have to look for similar or related studies employing quantitative, qualitative, or mixed-methods from legitimate sources and examine the gray areas. Reading through the Discussion, Conclusion, or the Recommendations sections of the articles will help you know potential areas of study that need further attention. Title of research: Personality Types of Level III Nursing Students of the Good Samaritan Colleges: Implications to Nursing Practice (Zabat, 2006) Recommendation: Further studies on personality types can be conducted to reinforce the findings of this study, specifically on: 1\. personality of instructors and nursing students and its relation to teaching-learning process; 2\. personality of students in relation to their performance in the local board examination; Identifying research gaps sometimes would even make researchers modify their research problem as they get noteworthy ideas from fellow researchers. While both the Background of the Study and the Review of Related Literature involves reading past related studies, they differ in some aspects. **Background of the study** is at the introductory part of the paper with the purpose of relaying the importance of your research study. **RRL** is more comprehensive and thoroughly discuss the studies mentioned in the background of research. 1\. What is already known about the topic? 2\. What is not known about the topic? 3\. Why do you need to address those gaps? 4\. What is the rationale of your study? **Statement of the Problem (Statement of Objective)** ***Research Problem and Research Questions*** The **research questions** help to clarify and specify the research problem. Research questions are also considered as sub-problems of your research problem. These questions are informative in nature. It specifies the method of collecting and analyzing data and the type of data to be collected since you are exploring a quantitative research problem. **Characteristics of Good Research Questions** Once you have already enumerated your research questions for your study, it is important that you consider its quality to answer and explain your research problem. The following are good characteristics of research questions, as described by Fraenkel and Wallen (2020). **Feasible**. Consider the amount of time, energy, money, respondents, and even your current situation as a student-researcher. **Clear.** The clarity of how the questions stated lead to agreement of meaning of the readers of your study. Since your research questions are also considered as the main focus in the gathering and analyzing the data, it is therefore very important that these are stated clearly. **Significant**. Ask if your research questions are relevant or important to ask. Will answering these questions provide an additional contribution to address the given research problem? In other words, are the research questions really worth investigating? **Ethical**. Always consider the welfare of people, animals or who so ever involve in your study. Look into ways of answering the research questions without inflicting physical and psychological harm to persons involved. Title of the Study: Personality Types of Level III Nursing Students of the Good Samaritan Colleges: Implications to Nursing Practice (Zabat, 2006) **Statement of the Problem** This study aimed at determining the type of personality of Level III nursing students of the Good Samaritan Colleges, Cabanatuan City and the implications of this to their performance in the clinical area. Specifically, this sought to answer the following questions: 1\. How may the profile of level III nursing students be described in terms of: 1.1 age; 1.2 sex; 1.3 civil status; 1.4 educational attainment of parents; 1.5 occupation of parents; 1.6 number of siblings; 1.7 monthly family income? 2\. To what level are the following personality types manifested among the level III nursing students such as: 2.1 The Peacemaker; 2.2 The Helper; 2.3 The Motivator; 2.4 The Loyalist; 2.5 The Leader? 3\. Is there a significant relationship between the level of personality types and the profile variables of level III nursing students? 4\. What are the implications of the study to nursing practice? **Hypothesis** Also known as *"educated guess"* There is no significant relationship between the level of personality types and the profile variables of level III nursing students. **Sample Statement of the Problem in Quasi-Experimental Research** Title: TEACHING GENERAL MATHEMATICS WITH GEOGEBRA IN IMPROVING THE ACADEMIC PERFORMANCE OF GRADE 11 LEARNERS Statement of the Problem (Research Questions) The main purpose of this study is to find out the difference in the academic performance of the two sections of Grade 11 students using GeoGebra in teaching General Mathematics subject. Specifically, this study aimed to answer the following questions: 1\. Is there significant difference between pre-test scores of the students in the experimental and control groups? 2\. Is there significant difference between pre-test and post-test scores of the students in the experimental and control groups? 3\. Is there significant difference between post-test scores of the students in the experimental and control groups? **Hypothesis** 1\. There is no significant difference between pre-test scores of the students in the experimental and control groups. 2\. There is no significant difference between pre-test and post-test scores of the students in the experimental and control groups. 3\. There is no significant difference between post-test scores of the students in the experimental and control groups. **Scope and Limitation of the Study** The scope specifies the coverage of your study such as variables, population or participant, and timeline. Delimitation cites factors of your study that are not included or excluded or those you will not deal in your study. **Components of Scope and Delimitation** **Topic of the Study**. What are the variables to be included and excluded? ** Objectives or Problems to be Addressed**. Why are you doing this study? **Time Frame.** When are you going to conduct this study? ** Locale of the Study.** Where are you going to gather your data? **Characteristics of the Respondents**. Who will be your respondents? **Method and Research Instruments**. How are you going to collect the data? **Difference Between Delimitation and Limitation** The **delimitation** of the study describes the *various limitations that arouse during the design and conduct of the study.* Along the way of conducting your study, you will encounter limitations which you have not drawn before you start -- these are the delimitations of study. *Variables not included in your study* are also determined by delimitation of your study. While on the other hand, **limitation** of the study are those ***variables included in your study.*** Hence, **limitation** of the study is actually the ***identified scope of the study***. **Sample Scope and Limitation of the Study** The main objective of this study is to provide information about students' knowledge and perception of genetically modified foods and their family health practices. The study also includes the student's personal information and occupation of their parents and siblings. This study is limited to the 120 Grade 12 Male and Female enrolled in the First Semester, School Year 2019-2020 of Gusa Regional Science High School -- X. Each of the respondent is given questionnaire to answer. The students selected came from six different sections to prevent subjective perceptions. **Sample Scope and Delimitation of the Study** This study was focused on identifying the most dominant personality type of Level III nursing students of the Good Samartitan Colleges during the second semester of 2005-2006. Level III nursing students were chosen as the subjects to the study because it is the first time that these students are thoroughly exposed in the clinical area. The students' personality types is identified using Riso's Nine Personality Types namely: the reformer, the helper, the motivator, the individualist, the investigator, the loyalist, the enthusiast, the leader, and the peacemaker. There may be other types of personality introduced by other authors but this study is concentrated only on the nine mentioned. (Zabat, 2006) **Conceptual Framework** A **research framework** illustrates the *structure or blueprint of the research plan* and helps the researcher formulate relevant research questions. The framework consists of the key concepts and assumed relationships of the research project. It is normally used as a guide for researchers so that they are more focused on the scope of their studies. It can be presented using visual (diagrams, chart, etc.) and narrative (paragraph stating the concepts and relationships of the study) forms. **Types of Research Framework: Theoretical and Conceptual Framework** A **theoretical framework** is commonly used for studies that *anchor on time-tested theories* that relate the findings of the investigation to the underpinning relevant theory of knowledge. A **conceptual framework** refers to the *actual ideas, beliefs, and tentative theories that specifically support the study*. It is primarily a conception or model of what is out there that the researcher plans to study. **Similarities of Theoretical and Conceptual Framework** The following are the similar characteristics of Theoretical and Conceptual Framework: 1\. Provide an overall view of the research study; 2\. Anchor a theory that supports the study; 3\. Guide in developing relevant research questions/objectives; 4\. Help justify assumptions/hypothesis; 5\. Aid in choosing appropriate methodology; 6\. Help in gathering and interpreting data and 7\. Guide in identifying possible threats to validity. **Difference Between the Theoretical and Conceptual Framework** Theoretical Conceptual - Scope - Broader - Can be used in different studies - Narrower/focused - Directly related to a specific study - Focus of Content - The particular theory used already in the field - Set of related concepts to aspecific study **Number of Theories** - Present one theory at a time - May synthesize one or more theories - Time Development - Already existing before the conduct of the study - Develop while planning and writing a specific research A **concept map** is a *visual representation of information* that helps show the relationship between ideas. **Concept maps** begin with the *main topic and then branch out into sub-topics*, reflecting the connection of allthe elements in the study. It can also provide and organize new ideas. **Lesson 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS** **IMPORTANCE OF QUANTITATIVE RESEARCH**