Module 1 - Introduction to Quantitative Research.pdf

12 Practical Research 2 Quarter 1 – Module 1: Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research Importance of Quantitative Research Across Fields Nature of Variables Practical Research 2 Grade 12 Quarter 1– Module 1: Characteristics, Strengths, Weak...

12 Practical Research 2 Quarter 1 – Module 1: Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research Importance of Quantitative Research Across Fields Nature of Variables Practical Research 2 Grade 12 Quarter 1– Module 1: Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research; Importance of Quantitative Research Across Fields; and Nature of Variables. First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Development Team of the Module Writers: Khryzl May D. Benaning Editors: Reviewers: Illustrator: Layout Artist: Template Developer: Management Team: Printed in the Philippines by ________________________ Department of Education – Region XI Office Address: ___________________________ Telefax: ___________________________ E-mail Address: ___________________________  12 Practical Research 2 Quarter 1 – Module 1 Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research Importance of Quantitative Research Across Fields Nature of Variables ii Introductory Message For the facilitator: Welcome to the Practical Research 2 Self-Engaging Module (SEM) on the characteristics, strengths, weaknesses, and kinds of quantitative research; the importance of quantitative research across fields; and the nature of variables. This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module For the learner: Welcome to the Practical Research 2 Self-Engaging Module (SEM) Module on the characteristics, strengths, weaknesses; the kinds of quantitative research and the importance of quantitative research across fields; and nature of variables. This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: Let Us Learn! In this portion, objectives of the new lesson will be introduced. Let Us Try! This will give you an idea of the skills or competencies you are expected to learn in iii  the module. Let Us Study This is where the new lesson is introduced. Let Us Practice This comprises of activities for independent practice to solidify your understanding and skills of the topic. You may check answers to the exercises using the answer key at the end of the module. Let Us Practice More This section provides an activity which will help you transfer your new knowledge into real life situations or concerns. Let Us Remember This includes questions or blank sentences paragraphs to be filled in to process what you have learned from the lesson Let Us Assess This is a task which aims to evaluate your Level of mastery in achieving the learning competency. Let Us Enhance In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. Let Us Reflect Closing note of the relevance, meaning an application of the concepts and skills deve- loped in the lesson to real life experiences. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: iv  1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Do not forget to answer Let us Try before moving on to the other activities included in the module. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! Let Us Learn! This module focuses on how to decide on suitable quantitative research in different areas of interest. You will be taught the basic concepts in quantitative research as well as the nature of variables. After going through this module, you are expected to: 1. describe the characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1) 2. illustrates the importance of quantitative research across fields (CS_RS12-Ia-c-2) v  3. differentiates kinds of variables and their uses (CS_RS12-Ia-c-3) Let Us Try! A. Put a check mark (/) if it describes the characteristics of a quantitative research and X mark if otherwise. vi  1. Data is in the form of words, pictures or objects 2. The data is usually gathered using structured research instruments. 3. It is not based upon numerical measurements and does not use numbers and statistical methods as key research indicators and tools. 4. It tends to be associated with small-scale studies and a holistic perspective, often studying a single occurrence or small number of occurrences/case studies in great depth. 5. The research study can usually be replicated or repeated, given its high reliability. 6. Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms. 7. Emphasis is on discovery rather than proof. 8. The results are based on larger sample sizes that are representative of the population. 9. It tends to be associated with emergent research design, using a wide range of approaches. 10. Researcher has a clearly defined research question to which objective answers. B. Determine the type of variable scale are the following. Write I if the variable is Interval, N if Nominal, R if Ratio and O if Ordinal. 1. Military Title ___________ 2. Temperature in degree Celsius ___________ 3. Birthplace ___________ 4. Year Level ___________ 5. Favorite Type of Music ___________ 6. Clothing such as hat, shirt, shoes ___________ 7. A score in 5- item quiz in Math ___________ 8. Feeling for today ___________ 9. Means of Transportation ___________ 10. Height ___________ 11. Freshman, Sophomore ___________ 12. Person’s net worth ___________ 13. Male or female ___________ 14. 1, 2, 3, 4, 5 ___________ 15. Political Affiliation ___________ 7  Let Us Study Use numbers in stating generalizations about a given problem or inquiry in contrast to qualitative research that hardly uses statistical treatment in stating generalizations. It highlights numerical analysis of data hoping that the numbers yield unbiased results that can be generalized to some larger population and explain an observation. To illustrate quantitative research, consider a study comparing the performance of SHS students before and after the integration of ICT in teaching Physical Science in class at Tagum National Trade School. The difference can be determined by getting the mean performances subject for further statistical test (t-test for correlated samples) to see the difference or effectiveness. In this case, numbers are used as data for analysis. Another is surveying what do viewers in Barangay Apokon prefer to watch: Is it GMA dramarama or ABS-CBN Golden Kapamilya noontime show. In here, it may be approached by making a survey questionnaire asking for the preference of viewers in Barangay Apokon. NOW, GIVE YOUR OWN EXAMPLE OF A QUANTITATIVE RESEARCH? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ 1. OBJECTIVE. Quantitative research seeks accurate measurement and analysis of target. It is not based on mere intuitions and guesses. It puts emphasis on proof rather than in discovery. 2. CLEARLY DEFINED RESEARCH QUESTIONS. The researchers know in advance what they are looking for. Research questions are well- defined for which objective answers are sought and all aspects of the study are carefully designed before the data are gathered. 3. STRUCTURED RESEARCH INSTRUMENTS. Data are normally gathered such as questionnaires to collect measurable characteristics of the population like age, socio-economic status, number of children, 8  among others. Standardized instruments ensure accuracy, reliability, and validity of data. 4. NUMERICAL DATA. Figures, tables, or graphs showcase summarized data collection to show trends, relationships, or differences among variables. In sum, the charts and tables allow you to see the evidence collected. 5. LARGE SAMPLE SIZES. A large population yields more reliable data. Random sampling is recommended in determining the sample size to avoid researcher’s bias in interpreting the results. 6. REPLICATION. Quantitative methods can be repeated to verify findings in another setting, thus, reinforcing validity of findings eliminating the possibility of spurious conclusions. 7. FUTURE OUTCOMES. By using complex mathematical calculations and with the aid of computers, if-then scenarios may be formulated thus predicting future results. Quantitative research puts emphasis on proof, rather than discovery. The advantages of quantitative research include: 1. It is objective since it provides numerical data. It cannot be easily misinterpreted. 2. The bigger number of the sample of a population makes it the most reliable and valid way of concluding results, giving way to a new hypothesis or to disproving it. 3. The use of statistical techniques facilitates sophisticated analyses and allows you to comprehend a huge number of vital characteristics of data. 4. Quantitative studies are replicable. Standardized approach allows the study to be replicated in different areas or over time with the formulation of comparative findings. 5. Quantitative experiments filter out external factors and so the results gained be real and unbiased. Quantitative experiments are useful for testing the results gained by a series of qualitative experiments, leading to a final answer and narrowing down a possible direction to follow. 1. It can be costly, difficult, and time- consuming. Since there are more 9  respondents, the expenses will be greater in reaching out to these people and reproducing the questionnaires. 2. Informations are difficult to gather using structured research instruments specifically on sensitive issues like pre-marital sex and domestic violence. It does not consider the distinct capacity of the respondents to share and elaborate further information unlike the qualitative research. 3. If not done seriously and correctly, data from questionnaires may be incomplete and inaccurate. 4. It also tends to turn out only proved or unproven results, leaving room for uncertainty. For social sciences, education, anthropology and psychology, human nature is a lot more complex than just a simple yes or no response. Research design refers to the overall strategy that you chose to integrate the different components of the study in a coherent and logical way. The research problem determines the research design you should use. Figure 1. Kinds of Quantitative Research Design 10  Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys. Two general classification of quantitative research: the experimental and the non-experimental. A. EXPERIMENTAL RESEARCH DESIGNS. This allows the researcher to control the situation. In doing so, it allows the researcher to answer the question, “What causes something to occur?” This kind of research also allows the researcher to identify cause and effect relationships between variables and to distinguish placebo effects from treatment effects. Further, this research design supports the ability to limit alternative explanations and to infer direct causal relationships in the study; the approach provides the highest degree level of evidence for single studies. 1. TRUE EXPERIMENTAL. Controls for both time-related and group- related threats. It offers the highest internal validity of all the designs. 2. QUASI-EXPERIMENTAL. Lends itself to collecting more data, either by scheduling more observations or finding more exiting measures. Quasi-experimental design differs from true experimental design by the absence of random assignment of subjects to different conditions. 3. PRE-EXPERIMENTAL. Have the least internal validity B. NON- EXPERIMENTAL RESEARCH DESIGNS In this design, the researcher observes the phenomena as they occur naturally, and no external variables are introduced. Researchers collect data without making choices or introducing treatments. The Descriptive Research Design’s main purpose is to observe, describe and document aspect of a situation as it naturally occurs and sometimes to serve as starting point for hypothesis generation or theory development. TYPES OF DESCRIPTIVE RESEARCH DESIGN 1. SURVEY. It is used when the researcher intends to provide a quantitative or numeric description of trends, attitudes, or opinions of a population. It may be done in various ways like face-to-face, phone, mail and online. This is useful when the objective of the study is to see general picture of the population under investigation in terms of their social and economic characteristics, opinions, and their knowledge about the behavior towards a certain phenomenon. 2. CORRELATIONAL STUDIES. Calculate correlation coefficient. The three types are bivariate correlational studies, prediction studies and 11  multiple regression prediction studies. Correlational Research has three types, these are: a. Bivariate Correlational Studies – It obtains score from two variables for each subject, and then uses them to calculate a correlation coefficient. The term bivariate implies that the two variables are correlated (variables are selected because they are believed to be related). Example: Children of wealthier (variable one), better educated (variable 2) parents earn higher salaries as adults. b. Prediction Studies – It uses correlation coefficient to show how one variable (the predictor variable) predicts another (the criterion variable). Example: Which high school applicants should be admitted to college? c. Multiple Regression Prediction Studies – All variables in the study can contribute to the over-all prediction in an equation that adds together the predictive power of each identified variable. Example: Suppose the High School GPA is not the sole predictor of college GPA, what might be other good predictors? 3. CAUSAL-COMPARATIVE DESIGN. Also known as ex-post facto design. Involves comparing and investigating causal relationships of two or more samples of study on one or more variables, often at a single point of time. It discusses why and how a phenomenon occurs. Example 1: A researcher is interested in how weight influences stress-coping level of adults. Here the subjects would be separated into different groups (underweight, normal, overweight) and their stress-coping levels measured. This is an ex post facto design because a pre-existing characteristic (weight) was used to form the groups. Example 2: What is the Effect of Home Schooling on the Social Skills of Adolescents? 4. COMPARATIVE. It involves comparing and contrasting two or more samples of study subjects on one or more variables, often at a single point of time. Specifically, this design is used to compare two distinct 12  groups on the basis of selected attributes such as knowledge level, perceptions, and attitudes, physical or psychological symptoms. Example: A comparative Study on the Health Problems among Rural and Urban People in Ilocos Region, Philippines. 5. NORMATIVE. It describes the norm level of characteristics for a given behavior. For example: If you are conducting a research on the study habits of the high school students you are to use the range of score to describe the level of their study habits. The same true is when you would want to describe their academic performance. 6. EVALUATIVE DESIGN. Seeks to assess the effects, impacts or outcome of practices, policies, or programs. The purpose of evaluation is to see if a given program is working, an institution is successful according to the goals set for it, or the original intent was successfully attained. In other words, in evaluation judgments can be in the forms of social utility, desirability, or effectiveness of a process. Example: A test of children in school is used to assess the effectiveness of teaching or the deployment of a curriculum. 7. METHODOLOGICAL. In this approach, the implementation of a variety of methodologies forms a critical part of achieving the goal of developing a scale matched approach, where data from different disciplines can be integrated. NOW, DESCRIBE EACH TYPE OF QUANTITATIVE RESEARCH DESIGN AND GIVE EXAMPLE FOR EACH DESIGN. Consider the example below as guide in performing the task. Survey - used to gather information from groups of people by selecting and studying samples chosen from a population. Example - Preference T.V network of viewers in Barangay Apokon. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________ People do research to find solutions, even tentative ones, to problems, in order to improve or enhance ways of doing things, to disprove or provide a new hypothesis, or simply to find answers to questions 13 or solutions to problems in daily life. Research findings can affect people’s lives, ways of doing things, laws, rules and regulations, as well as policies, among others. Widely, quantitative research is often used because of its emphasis on proof rather than discovery. In recent times, research studies are gaining an unprecedented focus and attention. Then, only the faculty in higher education has so much interest and conduct researchers, but now even the teachers in the basic education are engrossed in researches and devote time and effort in conducting researches to improve educational practices that may lead to more quality learning of the students. Many teachers do action research because there is a serious need to identify the problems of the deteriorating quality of education. By doing so, they can address systematically and make educational decisions regarding the problems met. Innovative teaching strategies are product of research. In the natural and social sciences, quantitative research is the systematic, empirical investigation of observable phenomena via statistical, mathematical or computational techniques. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. Health Sciences (Medical Technology, Dentistry, Nursing, Medicine, etc.) use quantitative research designs like descriptive, pre-experimental, quasi-experimental, true-experiment, case study, among others. Researches can help design a new product or service, figuring out what is needed and ensure the development of product is highly targeted towards demand. Businessmen can also utilize research results to guarantee sufficient distribution of their products and decide where they need to increase their product distribution. Conducting researches can also help a business determine whether now is the proper time to open another branch or whether it needs to apply for a new loan. It may also help a small business decide if a procedure or strategy should be change to meet the requirements of the customer base. Research is important for any organization to remain in the market. The primary function of research in ABM is to correctly determine its customers and their preferences, establish the enterprise in the most feasible location, deliver quality goods and services, analyze what the competitors are doing and find ways on how to continuously satisfy the growing and varied needs of the clients. 14  Anthropology is a research method of combining qualitative and quantitative research data. It is concerned with exploring connections simultaneously, amidst cultural differences, alternatives and identity. In the contemporary academic, socio-cultural and political climate these concepts have immense symbolic overtones. Quantitative research is use in Anthropology in many aspects. Like, true experiments may use in studying people provided that you follow certain steps (Bernard, 2004). This is to look into the Effects of an intervention in ethnic behavior of a group. In here, you need at least two groups, called the treatment group and the control group. On group gets the intervention and the other group don’t. Next, individuals may be randomly assigned, either to the intervention group or to the control group to ensure that the groups are equivalent. Then, the groups are measured on one or more dependent variables; this is called the pre-test. After which, the intervention is introduced. Lastly, the dependent variables are measured again. This is the post test. True in experiments with people in laboratory are also common. Laboratory experiments often produce results that beg to be tested in the natural world by Anthropologists. Aaron and Mills (1959, as cited by Bernard, 2004) demonstrated in a lab experiment that people who go through severe initiation to a group tend to be more positive toward the group than are people who go through a mild initiation. They reasoned that people who go through tough initiation rites put a lot of personal investments into getting into the group. Later, if people see evidence that the group is not what they thought it would be, they are reluctant to admit the fact because of the investments. In Field, Janet Schofield and her colleagues did a 3-year ethnographic study in middle school. During the first year, they noticed that African-American and while children seemed to react differently to “mildly aggressive acts’ – things like bumping in the hallway, poking one another in the classroom, asking for food, or using another student’s pencil without permission. There appeared to be no event of racial conflict in the school, but during interviews while students were more likely to report being intimidated by their African- American peers than vice versa (Sagar & Schofield, 1980, as cited by Bernard, 2004). Researchers are often interested in how an understanding of a particular communication phenomenon might 15 generalize to a larger population. For example, researchers can advance questions like “What Effect do punitive behavioral control statements have on a classroom? What communicative behaviors are associated with different stages in romantic relationships? What communicative behaviors are used to respond to co-workers displaying emotional stress? (Allen, Titsworth, Hunt, 2009). Quantitative research is used to analyze how sports may be used as an alternative way of medicating an illness. An example is the research done by University of Eastern Finland which investigated the relationship between mushrooming of fast food chains and obesity, as well as the intervention needed to prevent children’s obesity from reaching serious proportions. The research focused on the children’s physical activity and physical inactivity and the concomitant impact on the children’s amount of adipose tissue (fat mass) and the endurance fitness. The study is used to analyze certain the effect of physical activity in weight control. Quantitative research in medical education tends to be predominantly observational research based on surveys or correlational studies. The designs test interventions like curriculum, teaching-learning process, or assessment with an experimental group. Either a comparison or controlled group learners may allow researchers to overcome validity concerns and infer potential cause-effect generalizations. Researchers are using to cope with the emerging trends in recent times. Relationship questions in today’s quantitative trend tend to explore how one behavior exhibited by people is related to other types of behavior. Examples are verbally aggressive behaviors related to physical aggression – that is, when a person has a level of verbally aggressive behavior, does he or she tend to be physically aggressive? Are certain supervisor communication skills related to the emotional experiences of employees? Questions of difference explore how patterns of behavior or perceptions might differ from one group or type of a person to another: Do people with disabilities experience emotional labor differently from those without disabilities? Do women perceive talkativeness (or lack of it) differently form men? Do communication styles differ from one culture to the next? (Alle, Titsworth, Hunt, 2009). 16  When quantitative researchers explore questions of differences or questions of relationships, they do so in an attempt to uncover certain patterns of behavior. If the researcher discovers that a certain relationship exists in sample that she or he has drawn form the population, she/he is then in a position to draw generalizations about patterns expected of human behavior. Quasi Experiments are most often used in evaluating social problems. Suppose a researcher has invented a technique for improving reading comprehension among third graders. She/he selects two third grade classes in a school district. One of them gets the intervention and the other does not. Students are measured before and after the intervention to see whether their reading scores improve. This design contains many of the elements of true experiment, but the participants are not assigned randomly to the treatment and control groups. Mertens (2005) says that the dominant paradigms that guided early psychological research were positivism and its successor, post positivism. Positivism is based on rationalistic, empiricist philosophy that originated with Aristotle, Francis Bacon, John Locke, August Comte, and Immanuel Kant. the underlying assumptions of positivism include the belief that the social world can be studied in the same way as the natural world, that there is a method for studying the social world that is value-free, and that explanations of a causal nature can be provided. Medical practitioners, for example, conduct researches to obtain significant information about diseases trends and risk factors, results of various health interventions, patterns of care and health care cost and use. The different approaches to research provide complementary insights. Researchers help in determining the effectiveness and even side effect of drugs and therapies in different populations and various institutions. It is also necessary in evaluating experiences in clinical practice in order to develop mechanisms for best practices and to ensure high quality patient care. Researchers in these fields ultimately aim for man’s longevity. As for engineers, architects, and other builders, research helps in providing designs which are creatively beautiful and at the same time give more convenience and efficiency as they utilize modern technology to adapt to the ever-changing society. New materials and 17 procedures may be developed to further strengthen the structural materials than can withstand various calamities and disasters. NOW, STATE HOW QUANTITATIVE RESEARCH RELATED OR IMPORTANT TO DIFFERENT FIELD OF DISCIPLINE? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________. The central concept in research. It is a measurable characteristic that changes in value. It may vary from one group to another, one person to another or even with the same person over time. It may assume varied numerical or categorical values. Attribute is a specific value on a variable. In research, a variable refers to a “characteristics that has two or more mutually exclusive values or properties” (Sevilla and Other, 1988). Variable and attributes for instance, Gender, attributes may be male or female Socio-economic status, it may range zero to billion pesos Educational attainment of parent, it may be from did not attend school to post-doctorate degree Variable agreement might be defines as having 5 attributes: Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree. 1. DISCRETE VARIABLE. Also known as categorical or classificatory variable. It has limited number of distinct values and which cannot be divided into fractions. Such as class size. It can be further categorized as nominal and ordinal variables. a. Nominal variable is a variable with no quantitative value. Calculated using names, labels, or qualities. Examples: Eye color, business type, religion, colors in the Philippine flag, names of your classmates, nationality b. Ordinal variable represents categories that is arranged in order from greatest to smallest, but differences between data entries are not meaningful. Example: Class standings: freshman, sophomore, junior, senior 18  Educational level: Grade 1, Grade 2 Income brackets An illustration of this is, if you asked people if they liked listening to music while studying and they could answer either “NOT VERY MUCH”, “MUCH”, “VERY MUCH” then you have an ordinal variable. While you can rank them, we cannot place a value to them. In this type, distances between attributes do not have any meaning. For example, you used educational attainment as a variable on survey, you might code elementary school graduates = 1, high school graduates = 2, college undergraduate = 3, and college graduate = 4. In this measure, higher number means greater education. Even though we can rank these from lowest to highest, the spacing between the values may not be the same across the levels of the variables. The distance between 3 and 4 is not the same with the distance between 1 and 2. 2. CONTINUOUS VARIABLE. Variable that can take infinite number on the value that can occur within a population. It is infinitely divisible into whatever units a researcher may choose. Such as time or weight. It can be further categorized as either interval and ratio variables. a. Interval variable is a measurement where the difference between two values does have meaning. It has values that lie along an evenly dispersed range of numbers. A zero entry simply represents a position on a scale; the entry is not an inherent zero. Example: Temperature, years on a timeline, calendar dates The difference between 60 degrees and 50 degrees is the same difference as between 30 degrees and 20 degrees b. Ratio variable is similar to interval variable but has a clear definition of zero. It has values that lie along an evenly dispersed range of numbers when there is absolute zero. It possesses the properties of interval variable and has a clear definition of zero, indication that there is none of that variable. Example: 19  Ages, grade point average, weight, height, weekly food spending, scores from response to a survey Temperature is not a ratio variable because under 0- degree scale does not mean no temperature at all 1. INDEPENDENT VARIABLE. Those that cause, influence, or affect outcomes. They are invariable called treatment, manipulated, antecedent or predictor variables. Example: A study is on the relationship of study habits and academic performance of TNTS Senior High school students. STUDY HABITS is the independent variable because it influenced the outcome or the performance of the students. Gender, age, what people eat, how much time they spend using gadgets, how much time students spend on computer games. 2. DEPENDENT VARIABLE. Those that show the effects or outcome of the independent variables. The changes in dependent variables are what the researcher is trying to measure with various scientific techniques. Example: A study is on the relationship of study habits and academic performance of TNTS Senior High school students. ACADEMIC PERFORMANCE is the dependent variable because it is depending on the study habits of the students; if the students change their study habit the academic performance also change. A test score could be dependent because it could change depending on several factors such as how much you studied, how much sleep you got the night before you took the test 3. INTERVENING VARIABLE. Also called as mediating variable. They show the effects of the independent on the dependent variable. Example: 1. Consider the given below. Even if you attained higher education, if you do not have better occupation, you will not have higher income than expected. 20  2. On the other hand, poverty results to shorter life span if lack of access in health care. Variable Example 1 Example 2 Higher INDEPENDENT Poverty education Shorter DEPENDENT Higher income longevity/lifespan Better Lack of access in INTERVENING occupation healthcare 4. CONTROL VARIABLE. Those that are measure in the study because they potentially influence the dependent variable. They may be demographic or personal variables that need to be “controlled” so that true influence of the independent variable on the dependent can be determined. Example: Consider the given below. Application of fertilizer affects the plant growth and number of leaves. However, the control variables in the table below may potentially influence the dependent variable. Variable Example 1 INDEPENDENT Application of fertilizer DEPENDENT Plant growth, number of leaves CONTROL Amount of water, sunlight, other fertilizers if any 5. CONFOUNDING VARIABLE. Those that are not actually measured but they exist. They adversely affect the relationship between independent and dependent variable. They exist but their influence cannot be directly detected in a study. Researchers comment on the influence of confounding variable after the study has been completed. Example: Given that smoking causes lung cancer, age might also be a factor that affects it. A study concluded that as age advances, the chances of having lung cancer increases. Variable Example 1 INDEPENDENT Smoking DEPENDENT Lung cancer CONFOUNDING Age 21  Let Us Practice NON-STOP WRITING. Write your concise learning about the following. 1. What is quantitative research? 2. What are the characteristics of quantitative research? 3. Discuss the strengths of quantitative research. 4. Discuss the weaknesses of quantitative research. CONCEPT MAP. Create a concept map. You can add figures so long as you will use your creativity using the figures given. Present the importance of quantitative research to different fields. Let Us Practice More Patrick Regoniel (2012) advances these examples of variables. All the examples below can be counted or measured using a scale. The expected values derived from these variables will, therefore, be in terms of number, amount, category, or type. PHENOMENON A. Climate Change Examples of variables related to climate change 1. Sea level 2. Temperature 3. The amount of carbon emission 4. The amount of rainfall EXPLANATION: Temperature (independent variable) may influence sea level (dependent variable). Increased temperature will cause expansion of water in the sea. Thus, sea level rise on a global scale may occur. PHENOMENON B. Crime and violence on streets Examples of variables related to crime and violence on streets 1. Number of robberies 2. Number of attempted murders 3. Number of prisoners 4. Number of crime victims 5. Number of law enforcers 22  6. Number of convictions 7. Number of carnapping incidents EXPLANATION: The independent variable may be the number of law enforcers and dependent variable is the number of robberies. If there is a lot of law enforcers, number of robberies might decrease. PHENOMENON C. Poor performance of students in college entrance exam. Examples of variables related to poor academic performances 1. Entrance exam score 2. Number of hours devoted to studying 3. Student-teacher ratio 4. Number of students in a class 5. Educational attainment 6. Teaching style 7. The distance of school from home 8. Number of hours devoted by parents in providing tutorial support EXPLANATION: The independent variable may be the number of hours devoted to studying and dependent variable is the entrance exam score. Entrance exam score will depend on the number of hours you invested in preparing for the exam. TASK. Figure out the independent variable and dependent variables in the following phenomena. Provide a complete explanation of your answers. PHENOMENON. Fish kill 1. Dissolved oxygen 2. Water salinity 3. Temperature 4. Age of fish 5. Presence or absence of parasites 6. Presence or absence of heavy metal 7. Stocking density EXPLANATION: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 23 PHENOMENON. Poor crop growth 1. The amount of nitrogen in the soil 2. The amount of phosphorus in the soil 3. The amount of rainfall 4. The amount of potassium in the ground 5. Frequency of weeding 6. Temperature EXPLANATION: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Let Us Remember Complete the following phrases with your concise learning of the topic. 1. Research is important to a teacher because _____________________________________________________________________ ___________________________________________________________________. 2. Research is important to a doctor because _____________________________________________________________________ ___________________________________________________________________. 3. Research is important to an engineer because _____________________________________________________________________ ___________________________________________________________________. 4. Research is important to an entrepreneur because _____________________________________________________________________ ___________________________________________________________________. Let Us Assess A. Multiple Choice. Choose the correct letter that best describe the question or complete the statement. Write your answer before the number. 1. Which of the following BEST defines quantitative research? A. It is an exploration associated with libraries, books and journals. B. It is an activity concerned with finding new truth in education. 24  C. It is a systematic process obtaining numerical information about the world. D. It is an activity of producing or proving a theorem. 2. Which of the following is NOT a characteristic of quantitative research? A. Data are gathered before proposing a conclusion or solution to a problem. B. Quantitative methods can be repeated to verify findings in another setting, thus strengthen and reinforcing validity of findings eliminating the possibility of spurious conclusions. C. Figures, tables or graphs showcase summarized data collection in order to show trends, relationships or differences among variables. In sum, the charts and tables allow you to see the evidence collected. D. It seeks to gather a more comprehensive understanding of activities related to human behavior and the attributes that rule such behavior. 3. Which of the following describes the characteristics of research where data are in form of statistics? A. Objective B. Numerical Data C. Replication D. Large Sample Size 4. This characteristic of quantitative research which refers to its necessity to arrive at a more reliable data analysis. A. Large Sample Sizes C. Numerical Data B. Replication D. Objective 5. It is done to check the correctness and verify the findings of the study. A. Large Sample Sizes C. Numerical Data B. Replication D. Objective 6. The researchers know in advance what they are looking for. The research questions are well-defined for which objective answers are sought. All aspects of the study are carefully designed before data are gathered. A. Future Outcomes C. Clearly defined Research Questions B. Structured Research Instruments D. Numerical Data 7. Which research design seeks to describe “what is”? A. Correlational C. Experimental B. Descriptive D. Evaluation 8. In this type of research, the investigator tries to probe the significance of relationship between two or more factors or characteristics 25  A. Correlational C. Ex-post facto B. Experimental D. Survey 9. Which of the item below does NOT hold true for descriptive research? A. describes the nature of a situation or an event B. presents the profile of persons, events, and things C. describes past situations D. there is no manipulation of variables or search for cause and effect related to the performance 10. Which of the following illustrates a quantitative study? A. attributes to malnutrition in children B. public opinion to the sex scandal of the Pres. in our country C. academic performance of high school students D. all of the above choice B. IDENTIFICATION. Identify what is being asked in each number. Write your answer after the statement. 1. It refers to the characteristics that have two or more mutually exclusive values or properties. ________________________ 2. Variables that represent categories that cannot be ordered in any particular way. ________________________ 3. Special kind of independent variables that are measured in a study because they potentially influence the dependent variable. __________________________ 4. Variables that 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. ____________________________ 5. Kind of variable that are not actually measured or observed in a study. They exist but their influence cannot be directly detected in a study. __________________________ 6. It “stands between” the independent and dependent variables, and they show the effects of the independent variable on the dependent variable. __________________________ 7. Variables that represent categories that can be ordered from greatest to smallest. _____________________ 8. Kind of variable that probably cause, influence, or effect outcomes. They are variably called treatment, manipulated, antecedent or predictor variables. ________________________ 26  9. Variables that depend on independent variables; they are the outcomes or results of the influence of the independent variable. _______________________ 10. Variables that have values that lie along an evenly dispersed range of numbers. ___________________. Let Us Enhance Given the research problems, identify the independent and dependent variables and provide a comprehensive explanation of your answer. Write your answer on the corresponding column provided in the table. Independent Dependent Justification Variable Variable Does computer aided assessment improve students’ interest in research? To what extent does blended learning affect students achievement in Mathematics? What corrupt practices trigger off one’s resignation? To what level does organizational commitment affect teaching performance of SHS teachers in the division of Tagum City? To what extent does online gaming disrupt students’ interest in schooling? 27 Let Us Reflect Research is a natural day-to-day activity of gathering information. It may in the form of qualitative or quantitative. Qualitative researches are those studies in which the data concerned can be described without the use of numerical data while quantitative research suggests that the data concerned can be analyzed in terms of numbers. Quantitative research designs use numbers in stating generalizations about a given problem or inquiry in contrast to qualitative research that hardly uses statistical treatment in stating generalizations. Human history abounds with problems. Problems are everywhere in different variety in different perspective which affect mankind. Problems are observed along political, social, environmental and many aspects of life. This may between individuals, groups or in an organization. In that, mankind wants solution to these problems. These solutions should not be only effective but also be acquired and used for improvement. To be able to achieve that, solutions must be based in knowledge, not on mere beliefs, guesses, or theories. To acquire this knowledge, it requires a well-planned and systematic procedure and should be continuously evaluated on its accuracy and usefulness. Answer key to Activities 28  29 LET’S ASSESS LET’S ASSESS B. ANSWER KEY: A. ANSWER KEY: 1. VARIABLE 1. C 2. NOMINAL 2. D 3. CONTROL VARIABLES 3. B 4. RATIO 4. A 5. CONFOUNDING 5. B 6. INTERVENING 6. C 7. ORDINAL 7. C 8. INDEPENDENT 8. A 9. DEPENDENT 9. C 10. INTERVAL 10. D LET’S TRY LET’S TRY B. ANSWER KEY: A. ANSWER KEY: 1. O 11. O 1. X 2. I 12. O 2. / 3. N 13. N 3. X 4. O 14. I 4. X 5. N 15. N 5. / 6. N 6. / 7. I 7. X 8. O 8. / 9. N 9. X 10. R 10. / References 30 Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods and Approaches. Los Angeles: Sage, 2009. Mariano, Jay-Ar V. Practical Research 2: Quantitative Research. Prieto, Nelia. Practical Research for Senior High School 2 Quantitative (2017). 31 For inquiries or feedback, please write or call: Department of Education – Division of Tagum City Energy Park, Brgy. Apokon, Tagum City Telefax: Email Address: 32