Understanding Quantitative Research Method PDF

UNDERSTANDING QUA NTITATIVE RESEARCH METHOD JEFFREY R. YUMANG Master Teacher-II Madapdap Rest. Senior High School  SESSION OBJECTIVES AT THE END OF THE SESSION, THE PARTICIPANTS SHOULD BE ABLE TO: 1. Describe Experimental and Non-Experimental Research Designs 2...

UNDERSTANDING QUA NTITATIVE RESEARCH METHOD JEFFREY R. YUMANG Master Teacher-II Madapdap Rest. Senior High School  SESSION OBJECTIVES AT THE END OF THE SESSION, THE PARTICIPANTS SHOULD BE ABLE TO: 1. Describe Experimental and Non-Experimental Research Designs 2. Determine the Sample Size and Sampling Procedure  CLASSIFICATION OF QUANTITATIVE RESEARCH DESIGN QUANTITATIVE RESEARCH B. NON- A. EXPERIMENTAL EXPERIMENTAL DESIGN DESIGN Based on 1. TRUE 2. QUASI- 3. PRE- purpose EXPERIMENTAL EXPERIMENTAL EXPERIMENTAL Descriptive Non- Pretest- randomized One-shot posttest Survey control case study control grouped group Posttest only Correlational control One group Time Series group pretest- posttest Comparative Solomon four Group Evaluative  1. TRUE EXPERIMENTAL RESEARCH DESIGN  Researchers have complete control over the extraneous variable and can predict confidently that the observed effect on the dependent variable is only due to the manipulation of independent variable. SCIENTIFIC RESEARCH TITLES Effectof Types of Soil and Fertilizer on the Growth of Papaya Tree Types of Feeds and Salinity Level: Their Effects on the Growth of Tilapia in Fishponds  CHARACTERISTICS – Manipulation – Control – Randomization  CHARACTERISTICS Manipulation : conscious control of the independent variable. Randomization : every subject has an equal chance of being assigned to experimental or control group.  CONTROL Use of control group and controlling the effects of extraneous variable on the dependent variable in which researcher is interested.  Matching  Counter balancing  Homogeneity  PRETEST-POSTTEST CONTROL GROUP Experimen Treatme Post tal group Prete nt test st Random assignme nts Contr Prete Post ol st test group POST TEST ONLY CONTROL DESIGN Experimen tal Treatme Post group nt test Random assignmen ts Contr ol Post group test  SOLOMON FOUR GROUP DESIGN Experimen Prete tal st Treatme Post group 1 nt test Contr Prete Post ol st test Random group assignme 1 nts Experimen tal Treatme Post group 2 nt test Control Post group 2 test 2. QUASI-EXPERIMENTAL DESIGN Involves manipulation of independent variable to observe the effect on dependent variable, but it lacks at least one of the two characteristics of the true experimental design: randomization or control group  Quasi independent variable are used instead of true independent variable NON-RANDOMIZED CONTROL GROUPED Experimen Post tal Prete Treatme nt test group st Contr Prete Post ol st test group TIME SERIES DESIGN EXP. O O O group 1 2 3 Treatme O O O nt 4 5 6 3. PRE-EXPERIMENTAL RESEARCH DESIGN Considered as very weak, because the researcher has very little control over the experiment Types One shot case design One group pre test post test design ONE-SHOT CASE DESIGN Post Experimen Treatme test tal group nt ONE-GROUP PRETEST-POSTTEST DESIGN Experimen Post Prete Treatme test tal group st nt B. NON-EXPERIMENTAL RESEARCH DESIGN Researcher observes the phenomenon as they occur naturally and no external variables are introduced. Variables are not deliberately manipulated nor the setting is controlled. NEED OF NON-EXPERIMENTAL DESIGN The studies in which the independent variables cannot be manipulated The studies in which it is unethical to manipulate the independent variable Not practically possible to conduct experiments Descriptive type studies that do not require any experimental approaches Descriptive Design The purpose is to observe, describe and document aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generation or theory development Survey Research A survey research is used to gather relatively limited data from relatively large number of cases Purpose: to gather information about the prevailing conditions or about the variables under study Ex. Perceptions of teachers about the leadership practices of their principal. Assessment or Evaluation Studies Refers to the study on the efficiency or effectiveness of policies, instruments, or the variables that may be considered  Factors Influencing the Compliance/Non- compliance of Teachers to the School Improvement Program  Correlational Research Explores the relationship between two or more variables. (independent and dependent) One variable is X. The other variable is Y ◦ A study on the relationship of I.Q and Academic Performance. Tracer Studies When one wants to follow up the development of certain conditions or sets of people ◦ Employability and productivity of SACT M.A graduates from SY 2010-2014 Developmental Studies Used when one desires reliable information about a group of people over a long period of time Longitudinal Method ◦ Studying the sample of participants over an extended period  A five-year study on the drop-out rate of students. Cross Sectional Method ◦ Studying various participants at the same point in time  A study on the Emotional Intelligence of secondary students. Class Exercise 5  CLASSIFICATION OF QUANTITATIVE RESEARCH DESIGN QUANTITATIVE RESEARCH EXPERIMENTAL NON-EXPERIMENTAL DESIGN DESIGN Based on TRUE QUASI- PRE- purpose EXPERIMENTAL EXPERIMENTAL EXPERIMENTAL Descriptive Pretest- Non- One-shot posttest Survey randomized case study control control group Posttest only grouped Correlational control One group Time Series group pretest- posttest Comparative Solomon four Group Evaluative