Characteristics Of Quantitative Research PDF

⊹₊˚౨ৎ ♡ credits sa effort ni maxene crom & jashley peña cutiepie ♡౨ৎ˚₊⊹ CHAPTER 1 LESSON 1.1: Example: ➔ “The Relationship Between Study Hours and CHARACTERISTICS OF...

⊹₊˚౨ৎ ♡ credits sa effort ni maxene crom & jashley peña cutiepie ♡౨ৎ˚₊⊹ CHAPTER 1 LESSON 1.1: Example: ➔ “The Relationship Between Study Hours and CHARACTERISTICS OF Academic Performance Among University Freshmen” QUANTITATIVE RESEARCH RELIABLE & OBJECTIVE 3. EX POST FACTO - The researcher studies something Uses STATISTICS to general findings that already happened & what might have caused it. (Generalized Data). Goal: to infer the causes of a phenomenon It REDUCES and RESTRUCTURES a complex which has already occured. problem to a limited number of variables. It looks at the CONNECTIONS between Example: variables and establishes relationships in ➔ “The Impact of Prenatal Smoking on Infant Birth Weight: A Causal:Comparative Study” HIGHLY CONTROLLED CIRCUMSTANCES TESTS theories/hypothesis. Assumes that the SAMPLE is 4. QUASI-EXPERIMENTAL - Resembles experimental REPRESENTATIVE of the POPULATION. research but lacks the element of random assignment The subjectivity of its methodology is a to control or experimental groups secondary concern. Visual Result Presentation Example: Faster Data Analysis and Data Collection ➔ “The Impact of a New Reading Program on Literacy Skills Among Elementary School Replication Students: A Quasi-Experimental Study” ADVANTAGES 5. EXPERIMENTAL - Involves the manipulation of one or more independent variables (IV) to observe their ★ Personal bias can be removed effect on one or more dependent variables (DV) while ★ The process involved are simplified controlling for other variables ★ Results can be reduced through statistical treatment Example: ➔ “The Impact of Sleep Duration on Academic DISADVANTAGES Performance: An Experimental Study” ★ The context of the study is ignored in a way that it does not consider the natural setting where the study is conducted. IMPORTANCE OF QUANTITATIVE ★ A large sample requires more resources RESEARCH ★ Results are limited as they’re based on analysis EDUCATION numbers not detailed narratives Used to assess the effectiveness of methods used in school, programs conducted, and satisfaction among stakeholders KINDS OF QUANTITATIVE RESEARCH Used in measuring the level of performance of students & teachers 1. DESCRIPTIVE Goal: To observe & report certain phenomena BUSINESS in consumer preferences, attitudes, etc. Used to make informed decisions on how to Examples: move forward with a particular ➔ A survey that measures how many students in a product/service. school prefer online learning over in-person classes. ➔ “A survey of High School Students’ Preferences for MEDICAL & ALLIED HEALTH SERVICES Online Learning vs. In-Person Classes in 2024” Healthcare procedures, routines, and other systems should be based on the result of 2. CORRELATIONAL scientific investigation. Goal: To determine the nature of the Some bases of good medical treatment and relationship between variables without intervention: are the rate of recovery, number looking into the cause. of patients, and efficacy of drugs, medicines, and vaccines.  C. DICHOTOMOUS VARIABLES - Represents SCIENCE & TECHNOLOGY ONLY TWO categories During experiments on new devices, Examples: interventions, discoveries, innovations, and Biological gender/sex (Male & Female) the recorded data are very vital for any test Answers (Yes or No) of efficacy. C. POLYCHOTOMOUS VARIABLE - Have MANY categories LESSO 2: CLASSIFICATION OF Examples: VARIABLES Educational attainment (Elementary, High School, College, Post Graduate) VARIABLE ➔ Any factor/property that a researcher 3. EXPERIMENTAL VARIABLES - Variables that measures, controls, and/or manipulates. researchers carefully control/manipulate. ➔ A changing quantity or measure of any factor, A. INDEPENDENT VARIABLES - “The trait, or condition that can exist in differing Cause” or variables that manipulate. amounts/types. B. DEPENDENT VARIABLES - “The Effect” ➔ A logical set of attributes, characteristics, or the variables that are being numbers, or quantities that can be manipulated measured/counted. C. DISCRETE VARIABLES - “The Mediator” or intervening variable or “Covariate CLASSIFICATIONS Variables”. These already exist during the conduct/experiment. 1. NUMERIC Examples: A. CONTINUOUS VARIABLES “An Experiment on the Methods of Teaching Can assume any value between a and Language Achievement among certain set of real numbers Elementary Pupils” Also known as “interval variables” Depends on the scale used 4. NON-EXPERIMENTAL VARIABLES - Variables Example: that researchers observe on their natural state Time, age, temperature, height, and weight. (instead of a manipulated state like in lab) A. PREDICTOR VARIABLES - Change the other B. DISCRETE VARIABLES variable/s in a non-experimental study Variables that can only assume any B. CRITERION VARIABLES - Influenced by the whole value within the limits of a given predictor variables variable. Examples: Example: “Competence of Teachers and Students’ Number of registered cars, children in the Behavior in Selected Private Schools” family, & total number of faculty members. 5. VARIABLES ACCORDING TO THE NUMBER 2. CATEGORICAL VARIABLES BEING STUDIED A. ORDINAL VARIABLES - Can take a value A. UNIVARIATE STUDY – Only ONE variable is that can be logically ordered/ranked. being studied. Examples: B. BIVARIATE STUDY – TWO variables are Clothing sizes like XS, S, M, L, XL being studied. C. POLYVARIATE STUDY – MORE THAN TWO B. NOMINAL VARIABLES - Variables whose variables are being studied. values cannot be organized in a logical sequence. Examples: Business types, various languages, eye colors, LESSON 3: RESEARCH TITLE types of learners, kinds of religion Summarizes the main idea of the whole paper; the most noticeable part of the paper.  Written using a few words. COMPONENTS OF A GOOD PROBLEM GUIDELINES FOR WRITING RESEARCH STATEMENT TITLE: 1. CLEAR EXPLANATION: Describe the problem 1. Avoid overly general title and its causes. 2. Refrain from using abbreviations (Ex: CPR, 2. SUPPORTING EVIDENCE: Provide evidence WWW, DOLE) unless they are commonly to show problem exists known. 3. RELEVANT DEFINITIONS: Define any key 3. Avoid using phrases such as “A study of…” and concepts related to the problem. “an Investigation of…” as they know wordiness. 4. Indicate the subject and scope of the study FORMULATING RESEARCH QUESTIONS by specifying your dependent and Define the research problem of the study. independent variables. 5. Refrain from indicating the year the study has Address specific concerns related to the research been conducted. problem Classified into: However, there are exceptions to this rule, such as a. GENERAL RESEARCH QUESTIONS meta-analytic and historical studies. Derived from the main problem of the study Must include terms relevant to the 6. Employ either the declarative or question quantitative research (eg., “effects”, form in formulating your title, but take note “relationships” that the question form is used less frequently Avoid using “who”, “when”, or “where”. in research. 7. Use the current acceptable terminology in b. SPECIFIC RESEARCH QUESTIONS your field when writing the research title Anchored on the general research question. Assist in: 1. Developing related references 2. Gathering related references LESSON 4: STATEMENT OF 3. Organizing research paper 4. Drawing valid conclusions from finding THE PROBLEM ○ Must include significant variables IDENTIFYING AND STATING THE and the subject being analyzed. RESEARCH PROBLEM THESIS STATEMENT — A one-sentence summary of 1. Create a Concept Map the study's arguments. Related to the research Start with the general topic in a circle in the questions and the research problems middle of the paper. Branch out from this circle into smaller circles FORMULATING RESEARCH QUESTIONS with second-level ideas related to the general topic. WORKSHOP Further branch out these second-level circles 1. Specific RQs for DESCRIPTIVE RESEARCH into smaller circles to form clusters/groups of RQ begins with phrases such as how often, concepts. how frequent, how many, how much, what is/are, to what extent, what proportion, and 2. Identify Your Research Problem what percentage. Identify the general research problem within these clusters. 2. Specific RQs for CORRELATIONAL RESEARCH Consider potential specific research problems Usually begins with “Is there a relationship?” that stem from the general research problem. or “What is the relationship?” 3. State Your Research Problem 3. Specific RQs for EX POST FACTO RESEARCH Write a Problem Statement that identifies the The pressure cause that exists even before issue your study will address. the study is undertaken must be incorporated into the questions.  This characteristic must also be observed when the questions are comparative. Questions must not suggest that an argument 2 KINDS OF RELATED LTHE REVIEW OF is to be conducted in the study. RELATED LITERATUREITERATURE 1. Conceptual Literature 4. Specific RQs for EXPERIMENTAL & 2. Related Studies QUASI-EXPERIMENTAL RESEARCH Specific research questions in experimental CONCEPTUAL LITERATURE and quasi-experimental studies suggest a Textbooks, dictionaries, encyclopedias, stronger causal relationship among the articles, manuals, bulletins, broadsheets, variables in the study. In particular, this journals, and periodicals among others. causal relationship is linked to the They help to identify the research gap. manipulation of a certain variable during the Help to remove vagueness surrounding study itself. concepts central to the study. First Two Questions: ➔ Should be quantitative (focusing on RRL measurable data for statistical analysis) Boost the confidence of the researchers. Third Question: The major variable is better understood by ➔ Should incorporate a qualitative element identifying sub-variables and each sub-variables is further explained by its indicators. MIXED METHOD APPROACH: Example major variable: Study Habits Combines both qualitative & quantitative Example of sub-variables: (1) Time spent research methods. studying, (2) Methods of studying, (2) Place of Helps to provide a more comprehensive study understanding of the research problem by The discussion of the variables must be integrating statistical data & narrative arranged according to how they are insights. presented in the Statement of the Problem. When the RRL is arranged systematically, the https://drive.google.com/drive/folders/1NJkNB-rAXQ construction of the research instrument will be HKvwjERK2qWPKT2NXuHt1p?usp=drive_link easier since the indicators are presented logically and systematically. LESSON 5-6: BACKGROUND OF THE THE REVIEW OF RELATED STUDIES STUDY & SCOPE AND DELIMITATION RRS Determines whether the research is objective LESSON 7: SIGNIFICANCE OF and empirically based Entails surveying previous studies that involve THE STUDY similar variables. The beneficiaries and the benefits the Results of the study are verified by similar research will give once the problem is solved. findings or negated by different Includes individuals like students, teachers, findings/previous researchers doctors, principals; Can be a thesis, dissertation, or journal article government/non-government organizations & among others. These collectively are called private institutions. research literature Starts from the most benefited to the least benefited. The following must be indicated: 1. Name of the author, date, and setting of the study 2. Title LESSON 8: THE REVIEW OF 3. The salient findings (most important RELATED LITERATURE & “ingredients” to include since the discussion of the variables and their relationship/s will be STUDIES based on them.) 4. STUDY (Research Report)  5. Gap — (can be found in the conclusion) 6. Recommendations LESSON 9: THEORETICAL AND CONCEPTUAL FRAMEWORK APA REFERENCING GUIDE FRAMEWORK — Similar to a skeleton; it serves as the The Americal Psychological Association (APA building blocks for the foundation of the study. style) is commonly used in Social Sciences, Philosophy, Education, and Economics. THEORIES & CONCEPT Standard style for research. The word “theory” is derived from the Greek word theoria; meaning “vision”. APA REFERENCING GUIDE Conceptual convention is used to describe, explain, predict/understand a certain A researcher in APA style should contain the phenomenon. following four main sections: Primarily determines cause-effect 1. TITLE PAGE — includes title, author’s name, relationships. and institutional affiliation. Pages after the Good theory expands vision & guides title page should also have a page header (a thinking, professional practice & research. shortened version of the research title). 2. ABSTRACT — summary of the research study (150-250 words). THEORETICAL FRAMEWORK 3. MAIN BODY — main text/content of the A set of concepts, theories, and assumptions paper. APA style is known for the use of an that guide a research process and help author-year method for in-text citations. (e.g., interpret the findings. “Hussan (2020)” or “(Hussan, 2020)”) Formulated from an existing theory/ies. Can also be adapted and modified since the COMMON TYPES OF BIBLIOGRAPHIC researcher can add/subtract variables from it ENTRIES IN APA FORMAT while the essence of the theory is maintained. Book by a Chitty, D. (2003). Do lemmings CONCEPTUAL FRAMEWORK single author commit suicide? Beautiful Based on theories combined with parts of hypotheses and ugly facts. Oxford another theory or an intellectual synthesis of University Press. various readings of the researcher. System of concepts, and assumptions to link one idea with another. Book by two Rosellini, G., & Worden, M. (2004). Of Provides clear directions or more course you're angry: A guide to authors dealing with the emotions of substance abuse (Rev. ed.). PARADIGM OF THE STUDY Hazelden. Paradigms are patterns, models, or forms containing particular elements. Book by a Children's Express. (1999). Voices (Merriam-Webster, 2006) corporate from the future. Our children tell us author about violence in America. Crown. Scientific imagination expressed graphically. Uses regular shapes, lines, & arrows Book by an The Koran. (1974). Crescent Books. MEANINGS OF SHAPES & SYMBOLS (Velarde, 2017) unknown author ★ SQUARE/RECTANGLE: Stability & order ★ CIRCLE: Completion, harmony, cycle ★ TRIANGLE: Direction & power Book with Moen, P., Elder, G., & Luscher, K. ★ DOT/POINT: Beginning editors (Eds.). (1995). Examining lives in ★ LINE: Boundary/division. Shows context: Perspectives on the ecology connection/relationship of human development. American ★ SPIRAL: Anything that expands/contracts. Psychological Association. Also means impact/output ★ ARROW: Direction, cause, effect ★ BROKEN ARROW/LINE: Any result or output COMMON PARADIGMS LESSON 10: HYPOTHESIS & 1. IPO MODEL (Input-Process-Output) ASSUMPTIONS Used when attempting to isolate the major variable that causes problems, or phenomena under investigation. HYPOTHESIS OF THE STUDY Used when the SOP are all factor-isolating A tentative prediction about the relationship questions. between two or more variables in a population under study (Polit, 2007) Translates research questions into a prediction of expected outcomes Commonly used in EXPERIMENT-TYPE RESEARCH “Intelligent Guess” that occurs with at least two variables: Independent & Dependent Variables. When the hypothesis aligns with the results of 2. IV-DV MODEL (Independent Variable-Dependent the study, it is accepted; otherwise, rejected Variable Model) Used in experiment-based studies. The KINDS OF HYPOTHESIS questions raised are higher order and 1. SIMPLE HYPOTHESIS — Formulated when classified as situation-relating. predicting a relationship between an independent and a dependent variable. 2. COMPLEX HYPOTHESIS — Formulated when predicting the relationship of two or more independent or dependent variables. 3. DIRECTIONAL HYPOTHESIS — Hypothesis that specifies not only the existence but also the expected direction of the relationship 3. PC MODEL (Predictor-Criterion Model) between the independent and dependent Used when relating & assessing the influence variables. between two or more variables. 4. NON-DIRECTIONAL HYPOTHESIS — Can focus on relationships, associations, “Simple hypotheses”; do not stipulate the differences & impacts. direction of the relationship between the independent and dependent variables. 5. NULL HYPOTHESIS — Purpose: statistical analysis. Always a negative statement. Subjected to testing in which the goal is always to reject/disprove the hypothesis. 6. ALTERNATIVE/RESEARCH HYPOTHESIS — Hypothesis that states the actual expected relationships between variables. Always 4. P MODEL expressed affirmatively and can be classified Used when proposing a program/intervention as either substantive or scientific. measures Fits the situation-producing level of ASSUMPTIONS OF THE STUDY questioning Propositions taken to be true based upon the presuppositions without consideration of facts 5. POM model (Proposed Original Model) Often refer to the different Used when the researcher presents an variables/sub-variables being studied original paradigm Assumptions are made unconsciously (and Requirement: must be scientific thought consciously) based on information about a certain situation &  inferences/conclusions that can be made 2. QUOTA SAMPLING - Relies on non-random selection about this information (Paul & Elder, 2003) of a predetermined number or proportion of units. Example: 3. PURPOSIVE SAMPLING - Also called Judgmental sampling. Involves handpicking subjects, usually to suit very specific intentions. LESSON 12: SAMPLE & SAMPLING TECHNIQUE PROBABILITY SAMPLING (Scientific Sampling) 1. SIMPLE RANDOM SAMPLING - All the members are given an equal chance of being selected Examples: Roulette wheel, fishbowl method, use of a table of random numbers 2. STRATIFIED RANDOM SAMPLING - The population is first divided into different strata, and sampling follows. Age, gender, and educational qualifications are some possible criteria used to divide a population into strata. 3. CLUSTER SAMPLING - Used in large-scale studies, where the population is geographically spread out. Sampling procedures may be difficult and time-consuming. 4. SYSTEMATIC SAMPLING - Selecting every nth element of a population. NON-PROBABILITY SAMPLING (Non-scientific Sampling) Not all members have the chance of being selected. 1. CONVENIENCE SAMPLING - Also called accidental or incidental sampling. Participants are selected because they are the easiest to access.