Practical Research 2 Quarter 1 Module 1 PDF

Senior High School NOT PRACTICAL RESEARCH 2 Quarter 1 - Module 1 Nature of Inquiry and Research Department of Education Republic of the Philippines Practical Research 2- Grade 12 Alternative Delivery Mode Quarter 1– Module 1: Nature of Inquiry and Research 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 royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book 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 – Division of Cagayan de Oro Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V Development Team of the Module Author/s: Rochelle A. Luzano, Ph.D. Ma. Doris P. Napone Kim Charies L. Okit Maria Eleonor C. Bañares Reviewers: Joel D. Potane, PhD Warren I. Luzano, PhD Illustrator and Layout Artist: Ley Krystal C. Jayoma Management Team Chairperson: Cherry Mae L. Limbaco, PhD, CESO V Schools Division Superintendent Co-Chairpersons: Alicia E. Anghay, PhD, CESE Assistant Schools Division Superintendent Members: Lorebina C. Carrasco, OIC-CID Chief Ray O. Maghuyop, EPS-Math Joel D. Potane, LRMS Manager Lanie O. Signo, Librarian II Gemma Pajayon, PDO II Printed in the Philippines by Department of Education – Division of Cagayan de Oro City Office Address: Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro Telefax: (08822)855-0048 E-mail Address: [email protected] Senior Senior High High School School Practical Research 2 Quarter 1 - Module 1 Nature of Inquiry and Research This instructional material was collaboratively developed and reviewed by educators from public institutions. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and recommendations. Department of Education Republic of the Philippines This page is intentionally blank. Table of Contents What This Module is About................................................................................................................... i What I Need to Know.............................................................................................................................. ii How to Learn from this Module...........................................................................................................iii Icons of this Module...............................................................................................................................iii What I Know........................................................................................................................................... iv Lesson 1: Introduction to Quantitative Research..............................................................1 What’s In........................................................................................................................1 What I Need to Know..................................................................................................1 What’s New – Finding Clues…................................................................................1 What’s New – Let’s Match…....................................................................................2 What Is It – Quantitative Research.........................................................................2 What Is It – Characteristics of Quantitative Research.......................................3 What Is It – Kinds of Quantitative Research.........................................................4 What’s More – True or False....................................................................................5 What’s More – Yes or No..........................................................................................5 What I Have Learned..................................................................................................6 What I Can Do..............................................................................................................7 Lesson 2: Importance of Quantitative Research Across Fields........................8 What’s In........................................................................................................................8 What I Need to Know..................................................................................................8 What’s New – Where do I Belong..........................................................................8 What’s New – Exploring Your Vocabulary...........................................................9 What Is It – Importance of Quantitative Research Across Fields...................9 What’s More..................................................................................................................11 What I Have Learned...............................................................................................12 What I Can Do.............................................................................................................13 Lesson 3: Variables in Quantitative Research......................................................................14 What’s In........................................................................................................................14 What I Need to Know..................................................................................................14 What’s New – Let’s Review.....................................................................................14 What Is It - Variable...................................................................................................15 What’s More – Identifying Variables.......................................................................17 What’s More – Classifying Variables......................................................................18 What’s More – Let’s Go Online................................................................................19 What I Have Learned.................................................................................................19 What I Can Do.............................................................................................................20 Summary.................................................................................................................................................21 Assessment: (Post-Test)....................................................................................................................22 Key to Answers......................................................................................................................................24 References..............................................................................................................................................25 This page is intentionally blank What This Module is About When people experience difficulties or perplexed by the unknown, they resort to various ways and means for answers and immediate or lasting solutions. Unconsciously, even at a young age, we use our senses and cognitive skills to gather information, assess and re-assess facts, find meaning to the numbers and grow in understanding of the world around us. Long before we read it in books and heard it from teachers, we are already applying quantitative approach in our daily lives in the most primal way. Complementary to what you have learned in Practical Research 1 or Qualitative Research, this module will introduce you to the concepts of Quantitative Research. The following are the lessons contained in this module: Lesson 1 – Introduction to Quantitative Research Lesson 2 – Quantitative Research Across Fields Lesson 3 – Variables in Quantitative Research In lesson 1, the different kinds of quantitative research are identified with their corresponding characteristics, strengths, and weaknesses. With this, learners are expected to distinguish each classification of quantitative research. In lesson 2, the applications of quantitative research to various field or discipline is emphasized with the expectation that learners will appreciate the importance of research because of its multidisciplinary approach and relevance. In lesson 3, learning will be focused on the different kinds of variables used in quantitative research and how they are applied in research studies. This module is our modest attempt to present and interpret quantitative research in a way that Senior High School students can comprehend at this time of Covid-19 pandemic. Congruent to the program of the Department of Education “Sulong Edukalidad”, this module provides learning materials, activity sheets and online tasks adaptable to the needs of the students at the comfort of their homes. Learning shall never end regardless of the global crisis. Upon completing this module, you will have a deeper understanding of the Practical Research 2 subject that will equip you with the knowledge and skill to decide on a suitable quantitative research project applicable to your area of interest. i What I Need to Know At the end of this module, you should be able to: 1. Describe the characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1); 2. Illustrate the importance of quantitative research across fields (CS_RS12-Ia-c-2); 3. Differentiate the kinds of variables and their uses (CS_RS12-Ia-c-3); ii How to Learn from this Module To achieve the objectives cited above, you are to do the following: Take your time to read the lessons carefully. Follow the directions and/or instructions in the activities and exercises diligently. Answer all the given tests and exercises. Icons of this Module What I Need to This part contains learning objectives that Know are set for you to learn as you go along the module. What I know This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge What’s In This part connects previous lesson with that of the current one. What’s New An introduction of the new lesson through various activities, before it will be presented to you What is It These are discussions of the activities as a way to deepen your discovery and under- standing of the concept. What’s More These are follow-up activities that are in- tended for you to practice further in order to master the competencies. What I Have Activities designed to process what you Learned have learned from the lesson What I can do These are tasks that are designed to show- case your skills and knowledge gained, and applied into real-life concerns and situations. iii What I Know Directions: Read and analyze the statements below. Encircle the letter of the correct answer. 1. Which of the following statements is NOT a characteristic of quantitative research? A. The results taken from a sample can be generalized to the population. B. It delivers an in-depth understanding of the problem or study. C. It provides a more credible and reliable result. D. Statistical analysis of numerical data. 2. In an experiment, which group does not receive intervention? A. The treatment group C. The control group B. The participant group D. The experimental group 3. Which of the following research questions could be answered by using quantitative research methods? A. What is the most popular social media platform used by Senior High School students? B. How has the Covid-19 pandemic affect career choices among college students? C. What are the factors affecting depressive behavior? D. None of the above. 4. Which statement below illustrates a weakness of quantitative research? A. The responses of the participants are limited to what has been asked and the choices given. B. The researcher's perspective can influence interpretation of results. C. Data gathering takes too much time. D. Low degree of subjectivity 5. Which of the following is NOT a strength of quantitative research? A. Speedy data analysis B. Less expensive C. Replicable D. Objective For items 6 and 7, identify whether the given research topic is: A. Correlational C. Descriptive B. Quasi- experimental D. Experimental 6. Determination of the degree of satisfaction of parents, teachers, and students on the online and modular blended learning. 7. The effects of non-renewal of the ABS-CBN franchise to the average television viewing time of housewives. iv 8. Which type of quantitative research seeks to determine relationship of one characteristic to the other characteristic? A. Correlational C. Ex-post facto B. Experimental D. Descriptive 9. Which of the following statements is NOT true about the importance of Quantitative Research? A. helps educators identify ways to improve learning B. helps improve crop production using safe organic fertilizers C. helps pharmaceutical companies explore safe and effective medicines D. helps understand victims of domestic violence perception of satisfaction For items 10 to 12, determine if the statement is: A. Always true C. Never true B. Sometimes true D. Cannot be identified 10. A nominal variable is expressed in numbers. 11. The independent and dependent variables are applicable to ALL quantitative studies. 12. Dependent variables can be manipulated. 13. A group of students would like to know if spending time with a cat or dog decreases the amount of stress and allows students to perform better on tests. Which of the following is an extraneous variable? A. Student’s feeling towards the cat or dog B. Amount of time spent with a cat or dog C. Test scores of students D. Amount of stress 14. A famous vlogger wanted to know if changing the content of his vlogs (food review, travel, study tips, etc.) will affect the number of views per uploaded video. The number of views per uploaded video is the: A. Confounding variable B. Independent variable C. Dependent variable D. Continuous variable 15. Which of the following is an example of a continuous variable? A. Learning modality used B. Student’s test score C. Student’s height D. Student’s IQ v This page is intentionally blank Lesson Introduction to 1 Quantitative Research What’s In Practical Research I introduced you to the two main classifications of research methods: quantitative and qualitative. You have learned that qualitative research is more of 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. Choosing a small sample size makes room for in-depth data collection and interpretation. In this lesson, you will learn about quantitative analysis, a more formal, objective, and systematic approach to obtaining answers to a question or problem of the study. What I Need to Know Vital to the conduct of a quantitative research project is a deep understanding of its characteristics. When you know its strengths and different classifications, you will be able to identify what kind of questions you should ask and what approach is most suited to find answers to these questions. The identification of its weaknesses on the other hand, aids in recognizing the questions or topics that are inappropriate to this course. At the end of this lesson, you will have a good grasp of what is quantitative research that will prepare you in crafting a good research study and instrumental to building lifelong skills. What’s New Activity 1: Finding clues Directions: Group the following word clues if they are characteristics of Quantitative Research (Box A) or Qualitative Research (Box B). 1. Measurable 6. Text-based 11. Subjective 2. Behavior 7. Intervention 12. Small sample 3. Statistical 8. Experimental group 13. Tables and charts 4. Narrative 9. Unstructured observation 14. Deductive 5. Objective 10. Inductive 15. Generalizable 1 A. Quantitative Research B. Qualitative Research Activity 2: Let’s match Directions: Match the following quantitative research title under column A to its classification (research design) in column B. Write the letter of the correct answer on the space provided. Column A Column B ______1. Investigating the effects of formalin treated A. Experimental eggplants on mice. ______2. Factors affecting job satisfaction among Tech-Voc B. Descriptive graduates. ______3. Prevalence of domestic violence in cities declared C. Ex post facto under Enhanced Community Quarantine during the Covid-19 pandemic. ______4. The effects of age on social media platform choice. D. Quasi- experimental ______5. The relationship between intelligence and sports E. Correlational choices among high school students. F. Case Study What Is It Quantitative Research You have learned from Practical Research 1 that research method is classified into two main types: quantitative and qualitative. While both methods utilize a specific data gathering procedure, the former is generally concerned with understanding phenomenon relating to or involving quality or kind. The latter, on the other hand, is based on the measurement or quantity. In this module, we will focus on quantitative methods of research and what are its different kinds. 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 a scientific method in designing and collecting numerical data. Once data is collected, it will undergo statistical analysis like Pearson’s r, t-test and Analysis of Variance (ANOVA) for analysis. Since data is analyzed statistically, it is imperative that the data obtained must be numerical and quantifiable, hence its name quantitative research. Numerical data are generally easier to collect than descriptions or phrases used in qualitative research. Information like student’s grades in different subjects, number of hours 2 of engagement in social media platforms of teens, percentage of consumers who prefer the color blue for soap packaging, average daily Covid-19 patient recovery per region are just few examples of research data expressed in numbers. Some data on the other hand, are not directly countable and thus require conversion from non-numerical information into numerical information. For instance, determining which brand of canned sardines is the best choice for consumers in terms of taste cannot be expressed in numbers unless we do a survey using a rating scale. Several forms of rating scales are available, e.g., the Likert scale that we can use to quantify data. Usually, they come in a selection of numbers with a corresponding meaning for each choice, for example: 1= tastes very good, 2 = satisfactory, or 3 = undesirable. Numerical choices convert texts into numbers so the researcher can perform mathematical operations for faster, more accurate, and more objective analysis. Characteristics of Quantitative Research Quantitative research is commonly used in natural sciences research problems because of the following characteristics: 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 possible and for better conveyance and interpretation. 4. FASTER DATA ANALYSIS. The use of a 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, i.e., sufficient size and random samples were taken. 6. FAST DATA COLLECTION. Depending on the type of data needed, collection can be quick and easy. Quantitative research uses standardized research instruments that allow the researcher to collect data from a large sample size efficiently. For instance, a single survey form can be administered simultaneously to collect various measurable characteristics like age, gender, socio-economic status, etc. 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 policymaking and decision making. 8. REPLICATION. The Quantitative method can be repeated to verify findings enhancing its validity, free from false or immature conclusions. Strengths of Quantitative Research The following are the strengths of quantitative research. 1. Quantitative research can be replicated or repeated. 2. Findings are generalizable to the population. 3. Conclusive establishment of cause and effect 4. Numerical and quantifiable data can be used to predict outcomes 3 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 of Quantitative Research The following are the disadvantages of quantitative research: 1. It lacks the necessary data to explore a problem or concept in depth. 2. It does not provide comprehensive explanation of human experiences. 3. Some information cannot be described by numerical data such as feelings, and beliefs. 4. The research design is rigid and not very flexible. 5. The participants are limited to choose only from the given responses. 6. The respondents may tend to provide inaccurate responses. 7. A large sample size makes data collection more costly. Kinds of Quantitative Research Quantitative research is a broad spectrum that it can be classified into smaller and more specific kinds: descriptive, correlational, ex post facto, quasi-experimental, and experimental. Descriptive design is used to describe a particular phenomenon by observing it as it occurs in nature. There is no experimental manipulation and the researcher does not start with a hypothesis. The goal of descriptive research is only to describe the person or object of the study. An example of descriptive research design is “the determination of the different kinds of physical activities and how often high school students do it during the quarantine period.” The correlational design identifies the relationship between variables. Data is collected by observation since it does not consider the cause and effect for example, the relationship between the amount of physical activity done and student academic achievement. Ex post facto design is used to investigate a possible relationship between previous events and present conditions. The term “Ex post facto” means ‘after the fact,’ that is, it looks at the possible causes of an already occurring phenomenon. Just like the first two, there is no experimental manipulation in this design. An example of this is “how does the parent’s academic achievement affect their children’s obesity?” A quasi-experimental design is used to establish the cause and effect relationship of variables. Although it resembles the experimental design, the quasi-experimental has lesser validity due to the absence of random selection and assignment of subjects. Here, the independent variable is identified but not manipulated. The researcher does not modify pre- existing groups of subjects. The group exposed to treatment (experimental) is compared to the group unexposed to treatment (control): example, the effects of unemployment on attitude towards following safety protocol in ECQ declared areas. Experimental design like quasi- experimental is used to establish the cause and effect relationship of two or more variables. This design provides a more conclusive result because it uses random assignment of subjects and experimental manipulations. For example, a comparison of the effects of various blended learning to the reading comprehension of elementary pupils. 4 What’s More Activity 1: True or False Directions: On the space provided, write TRUE if the statement describes quantitative research and FALSE if it is incorrect. _______1. Quantitative data can be presented using tables and graphs. _______2. The results of quantitative research can be used to generalize and predict. _______3. Quantitative research is flexible so at any stage, the study may change. _______4. Quantitative data are more credible, reliable, and useful than qualitative data. _______5. The research study cannot be replicated or repeated because it is unique in every case. _______6. Data are in the form of numbers and analyzed statistically. _______7. Data analysis is an on-going process. It can be done at any stage of the process. _______8. The behavior of the participants is observed and is critical to the analysis of results. _______9. Analysis of data is less time-consuming. ______10. In quantitative research, the researcher participates and engages the participants in the study Activity 2: Yes or No Direction: Write YES on the blank if the question requires for quantitative approach and NO if it does not. __________1. Are high grades in Mathematics a good indicator for employment after graduation? __________2. Will taking brain enhancers increase examination scores? __________3. Are there changes in consumer behavior before and after online selling was popularized? __________4. Do online learning materials enhance the computer skills of students? __________5. Are there changes in the study habits of public school students before and after the Covid-19 pandemic? __________6. What kind of pick-up lines are most appealing to both genders at the early adult stage? __________7. Is there a difference in the academic performance of students using online, blended and modular learning modalities? __________8. Will student’s and parent’s attitudes towards distance learning change over time? __________9. Which of the four SHS tracks (Academic, Tech-Voc, Sports, Arts & Design) is greatly affected by the Covid-19 pandemic? __________10. What are the factors affecting the delayed completion and submission of assignments/tasks given to students using modular learning modality? 5 What I Have Learned Directions: Write your 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. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. Describe each type of quantitative design and give one (1) example for each kind. A. Descriptive design. ________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ B. Correlational design. _______________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ C. Ex post facto design. _______________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ D. Quasi-experimental design. __________________________________________ ___________________________________________________________________ ___________________________________________________________________ E. Experimental design. _______________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 6 What I Can Do Directions: Study the ten (10) different quantitative researchable problems below and classify them as to which quantitative design they belong. RESEARCH TITLE QUANTITATIVE RESEARCH DESIGN 1. Preferences of Public High School Students on Distance Learning modalities 2. Lived experiences of single parents’ coping with children’s learning difficulties 3. Social Media Usage Time Between Male and Female Senior High School Students 4. Learning Strategies of Male students in General Mathematics: What Works, What Do Not 5. Correlation between Gender and Length of Study Time 6. Difficulties of Parents in Assisting Children in Homeschooling Mode 7. Effect of adding Essential oils from oregano in treating coughs in children 8. Growth rate of highland vegetables in different types of lowland soil 9. Coping strategies of People unemployed due to Covid19 Pandemic 10. Level of Efficiency of SMAW Students in Mastering Welding Skills by Peer Coaching 7 Lesson Importance of Quantitative 2 Research Across Fields What’s In You have learned from Lesson 1 that quantitative research is a formal, deductive, and systematic process that focuses mainly on obtaining and analyzing numerical data. The method of data collection is objective and replicable. At the same time, its analysis is statistical and generalizable to the population making the findings of quantitative research very credible and useful for administrators, law makers, scientists, decision-makers and business owners. It is for these reasons that quantitative analysis can be applied and very useful to various fields of study. In this lesson, you will uncover the role of quantitative research in the advancement of knowledge across disciplines. Key Question: How is quantitative research applicable across fields? What I Need to Know People indulge in research to know more, to solve problems, or to improve existing conditions. More and more institutions promote research studies while younger individuals indulge in research projects not only because they are required to but also because they came to realize the value and benefits research has to offer. The quantitative research’s systematic way of finding the answers forges its pertinence regardless of the area or sector. The more you perceive the value of quantitative research to different groups or field of study, the more you appreciate it, hence, igniting your interest from knowing that you may make use of it in your own chosen track. What’s New Activity 1: Where do I belong? Direction. Listed in Column A are the important inventions, innovations or discoveries in history. Identify which field in Column B do these discoveries have great importance. Column A Column B _______1. Vaccine A. Agriculture and Fisheries _______2. Refrigeration B. Natural and Physical Science _______3. Printing press C. Business and Accounting _______4. Computer D. Information and Communications Technology _______5. Airplane E. Arts _______6. Photo finishes F. Education _______7. Social media G. Sports _______8. Paint H. Humanities and Social Science I. Mathematics 8 Activity 2: Expanding your vocabulary! Directions: Read through the text of this lesson and look for an underlined word that has the same meaning as the word in the list below. Write the word on the space provided. 1. Intercession - _________________ 2. To find out – __________________ 3. Salable - _____________________ 4. Quicken, expedite - _____________ 5. Relationship - _________________ 6. Create, produce - _______________ 7. Compatibility - __________________ 8. Toughest - _________________ 9. Changeable - ______________ 10. Global, widespread - ________________ What Is It Importance of Quantitative Research Across Fields The value of quantitative research to man’s quest to discover the unknown and improve underlying conditions is undeniable. Throughout history, quantitative research has paved the way to finding meaningful solutions to difficulties. For instance, the development of vaccines to strengthen our immunity against viruses causing highly communicable diseases like polio, influenza, chickenpox, and measles to name a few, underwent thorough experimental trials. You bet, scientists and medical experts all over the world today are working their best to fast track the development, testing and release of the vaccine for the Corona Virus Disease of 2019 (Covid-19) as the pandemic has critically affected the world economy, education, as well as physical and emotional well-being of people. The findings of the quantitative study can influence leaders and law-makers’ decisions for crafting and implementing laws for the safety and welfare of the more significant majority. For example, a community with high cases of Covid-19 positive patients is mandated by law to be under Enhanced Community Quarantine where only the most essential businesses can operate. On the other hand, cities with less or zero case will be under General Community Quarantine where some businesses, public and private offices are already allowed to operate. Using quantitative design helps us determine and better understand relationships between variables or phenomenon crucial to reducing the range of uncertainty because the mathematics (more of this in the last module) behind quantitative studies helps us make close estimates of the outcome (dependent variable) from a given condition/s (independent variable). Relationship between demand and supply, age and health, discipline and academic achievement, practice and winning at sports, depression and suicidal rates, algae population and Oxygen demand are just a few examples of real-life applications of correlation studies in the past that we still apply today. Most inventions and innovations are products of quantitative studies. Before you can enjoy the uses and features of a smart phone, it took years of research to establish compliance to standards for interoperability, to find the most cost-effective raw materials, identify the sleekest and sturdiest design, the fastest data saving and processing power, and most marketable add-ons according to consumer needs. Indeed, mankind will dwell in the darkness of ignorance if not for the people who conducted their research before reading about it from books or manuals. 9 The table below shows some of the contributions of quantitative research to other fields and their example. Field Contribution/Application Example Social Science Effects of intervention to group The effects of pandemic behavior. on social behavior and Understanding cultural or racial economic stability. conflicts. Human satisfaction and stressors Natural and Physical Investigate the effectiveness of Antidiabetic properties of Sciences a product or treatment to common Philippine herbs. illnesses. Finding or enhancing alternative energy sources. Advancement in material science. Agriculture and Increase the yield of crops The effectiveness of Fisheries Prevention and cure for crops organic and inorganic and livestock diseases fertilizer to vegetable production. Sports Enhance athletic performance Diet and exercise techniques for different kinds of sports. Business Device marketing strategies Effectiveness of Facebook Improve marketability ads on sales. Arts and Design Relationship between color and The effects of music on architectural space learning and behavior. Multimedia use and adaptation for recreation, business marketing and lifestyle changes. Environmental Science Causes and effects of climate The environmental factors change affecting natural calamities 10 What’s More Directions: In a separate sheet, make a concept map (example below) of all other fields/disciplines where you think quantitative research can be applied. Explain why quantitative research is important to these fields. Journalism Quantitative Anthropology History Research Engineering _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 11 What I Have Learned Directions: Answer the following questions clearly but briefly. A. How is quantitative research relevant to different discipline? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ B. Explain briefly, the importance or contribution of quantitative research to each of the following fields of study. Field Importance / contribution Natural and Physical Science Education Sports Arts and Design Agriculture and Fisheries Information and Communication Technology Social Science Business and Accounting 12 What I Can Do Directions: Search online, from a book or publication one particular quantitative study for every field below and indicate its contribution to the development of knowledge to that field. Field Title, Author/s, Yr published Contribution Education The Better You Feel the Better You Finds a way to improve Learn: Do Warm Colours and Rounded learning through colors Shapes Enhance Learning Outcome in and shapes. Multimedia Learning? Munchow, H, Mengelkamp, C, Bannert, M. (2017) Medicine Sports Food Industry Agriculture Arts Social Science Environmental Science ICT Energy 13 Lesson Variables in 3 Quantitative Research What’s In You have learned from the previous lessons that quantitative research is concerned about numerical or measurable values that we can analyze statistically. How do we measure such values? Is it measurable at all times? Do these values change? Are these values applicable for descriptive, correlational, ex post facto, quasi-experimental and experimental research? In this lesson, you will learn about the different classifications of data used in quantitative research and their examples. What I Need to Know Variables play a significant role in quantitative research. When you intend to accomplish something through research, the boundaries of your goal must be defined first to direct your focus into a specific characteristic or condition through identifying the variables of your research study. Doing such eliminates complexities and elaborate work especially for a senior high school student like you. Knowing the different kinds of research variables also aids in smooth data collection and analysis. What’s New Activity 1: Let’s review! Directions: Read and analyze the following questions. Choose the letter of the correct answer. 1. Which variable is manipulated by the researcher? A. Extraneous variable C. Dependent variable B. Independent variable D. Confounding variable 2. Which of the following is an example of a quantitative variable? A. Plant variety C. Hair color B. IQ D. Race 3. Which of the following is an example qualitative variable? A. Monthly sales C. gender B. Basketball player number D. IQ 14 4. The variable is the presumed effect of the manipulation on the object/subject of the experiment. A. Extraneous variable C. Dependent variable B. Independent variable D. Confounding variable 5. A type of variable that represent categories and can be ordered. A. Nominal C. Ordinal B. Discrete D. Ratio 6. What type of variable is characterized by evenly dispersed range of numbers? A. Nominal C. Dichotomous B. Interval D. Ratio 7. The variable that have potential effect on the dependent variable that are not part of the study. A. Extraneous variable C. Dependent variable B. Independent variable D. Confounding variable 8. A variable that is used to name, categorize, or label the attributes being measured. A. Nominal C. Ordinal B. Interval D. Ratio 9. What type of variable is gender? A. Nominal C. Dichotomous B. Interval D. Continuous 10. The height of students before and after taking growth enhancers for 2 months is what type of variable? A. Nominal C. Dichotomous B. Interval D. Continuous What Is It In order to get an answer to an inquiry that they are investigating, researchers will observe and measure the quality or quantity of the object of the study. It is therefore imperative for the researcher to identify the variables significant in explaining observed effects or behavior. A Variable is anything that has a quantity or quality that varies. For instance, during the quarantine period, your mother planted tomato seedlings in pots. Now common understanding from science tells you that several factors are affecting the growth of tomatoes: sunlight, water, kind of soil, and nutrients in soil. How fast the tomato seedlings will grow and bear fruits will depend on these factors. The growth of tomatoes and the number of fruits produced are examples of the Dependent Variables. The amount of sunlight, water, and nutrients in the soil are the Independent Variables. If there is an existing relationship between the independent and dependent variables, then the value of the dependent variable varies in response to the manipulation done on the independent variable. The independent variable is also identified as the presumed cause while the dependent variable is the presumed effect. In an experimental quantitative design, the independent variable is pre-defined and manipulated by the researcher while the dependent variable is observed and measured. For descriptive, correlational and ex post facto quantitative research designs, independent and dependent variables simply do not apply. 15 It is important to note other factors that may influence the outcome (dependent variable) which are not manipulated or pre-defined by the researcher. These factors are called Extraneous Variables. In our example above, the presence of pests and environmental stressors (e.g. pets, extreme weather) are the extraneous variables. Since extraneous variables may affect the result of the experiment, it is crucial for the researcher to identify them prior to conducting the experiment and control them in such a way that they do not threaten the internal validity (i.e. accurate conclusion) of the result. Controlling the extraneous variable can be done by holding it constant or distribute its effect across the treatment. When the researcher fails to control the extraneous variable that it caused considerable effect to the outcome, the extraneous variable becomes a Confounding Variable. For example, if the tomato had been infested by pests (confounding variable) then you cannot conclude that manipulations in sunlight, water and soil nutrients (independent variable) are the only contributing factors for the stunted growth and poor yield (dependent variable) of the plant or is it the result of both the independent variables and the confounding variable. The variables can also be classified according to their nature. The diagram below shows the different classifications: VARIABLE QUANTITATIVE QUALITATIVE (NUMERICAL) (CATEGORICAL) DISCRETE CONTINUOUS NOMINAL ORDINAL DICHOTOMOUS 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. A. Discrete variables are countable whole numbers. It does not take negative values or values between fixed points. For example: number of students in a class, group size and frequency. B. Continuous variables take fractional (non-whole number) values that can either be a positive or a negative. Example: height, temperature. Numerical data have two levels of measurement, namely: A. Interval are quantitative variables where the interval or differences between consecutive values are equal and meaningful but the numbers are arbitrary. For example, the difference between 36 degrees and 37 degrees is the same as between 100 degrees and 101 degrees. The zero point does not suggest the absence of a property being measured. Temperature at 0 degree Celsius is assigned as the melting point of ice. Other examples of interval data would be year and IQ score. 16 B. Ratio type of data is similar to interval, the only difference is the presence of a true zero value. The zero point in this scale indicates the absence of the quantity being measured. Examples are age, height, weight and distance. II. 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. C. Dichotomous are consisting of only two distinct categories or values. For example, a response to a question either be a yes or no. D. Nominal variable simply defines groups of subjects. Here you may have more than 2 categories of equivalent magnitude. For example, a basketball player’s number is used to distinguish him from other players. It certainly does not follow that player 10 is better than player 8. Other examples are blood type, hair color and mode of transportation. E. Ordinal variable, from the name itself denotes that a variable is ranked in a certain order. This variable can have a qualitative or quantitative attribute. For example, a survey questionnaire may have a numerical rating as choices like 1, 2, 3, 4, 5ranked accordingly (5=highest, 1=lowest) or categorical rating like strongly agree, agree, neutral, disagree and strongly disagree. Other examples or ordinal variable: cancer stage (Stage I, Stage II, Stage III), Spotify Top 20 hits, academic honors (with highest, with high, with honors). What’s More Activity 2: Identifying variables Directions: Identify the Independent, Dependent and Extraneous variable/s in each of the following situations. 1. Three groups of students were placed in a classroom with controlled room temperatures of 18°C, 20°C, 25°C. The math exam scores of the students were then taken and compared to the other groups. Independent variable: ____________________________________________________ Dependent variable:______________________________________________________ Extraneous variable: _____________________________________________________ 2. An online seller would like to know whether the indication of price on Facebook posts will attract consumers more. He posted 50 products for sale on Facebook market, 25 of which he indicated the price while the remaining 25 products, did not have prices. Buyers were just instructed to send him a personal message (pm) if they want to know the price. He then identified which products have greater sales. Independent variable: ____________________________________________________ Dependent variable:______________________________________________________ Extraneous variable: _____________________________________________________ 17 3. A housewife wanted to know which soil is best for her pechay plants: the soil purchased from an online seller, soil from her backyard compost or the soil underneath the nearby bamboo tree. She planted 30 pechay seeds into each soil source and then compared the growth of pechay after a month. Independent variable: ____________________________________________________ Dependent variable:______________________________________________________ Extraneous variable: _____________________________________________________ 4. Jenny is only borrowing the cellphone chargers of her brother, sister and mother because she lost her phone charger. All chargers are of the same specifications as hers even though they have different phone brands. However, she would like to know which charger and charging cable combination would fill her phone battery the fastest. She used the following codes as her reference and charged her phone uninterrupted using the following combination. The charging time of the phone was then compared. Brother’s Charger: BB Sister’s Charger: SS Mother’s Charger: MM Brother’s Cable: bb Sister’s Cable: ss Mother’s Cable: mm Combination Charging Combination Charging Combination Charging time time time BBbb SSss MMmm BBss SSbb MMbb BBmm SSmm MMss Independent variable: ____________________________________________________ Dependent variable:______________________________________________________ Extraneous variable: _____________________________________________________ 5. A teacher wanted to know which learning delivery modes (pure online, pure modular, combination of online and modular) is most effective and has the fastest turnaround time in the submission of accomplished activities among her Grade 12 students. She divided the students into 3 groups, gave them the same activity sheets and asked them to submit as soon as it is completed. She then compared the scores and completion time of the 3 groups. Independent variable: ____________________________________________________ Dependent variable:______________________________________________________ Extraneous variable: _____________________________________________________ Activity 2: Classifying variables Directions: Identify the following variable as either qualitative or quantitative. Then classify which specific category they belong. Data Type of variable Classification (Qualitative/Quantitative) (Discrete, continuous, interval, ratio, nominal, dichotomous, ordinal) Ex. Number of eggs laid by chickens Quantitative Discrete, interval 1. Amount of fertilizer given to plants 2. Weight of Pechay harvested (in grams) 3. Speed of car 4. Tomato plant variety 18 5. Color of alcohol packaging (blue, orange, white, pink) 6. Educational level of parents (high school grad, college grad, MS, PhD) 7. Online seller satisfaction rating (1- 5 stars) 8. Cellphone brand 9. Number of Covid-19 positive cases 10. Type of music 11. Number of passengers in a PUJ 12. Socio-economic status 13. Gender 14. Temperature in Fahrenheit 15. Civil Status Activity 3: Let’s Go Online Go to the link below and practice what you’ve learned from this lesson: https://bit.ly/2TEw2o4 https://bit.ly/2X3TdtL What I Have Learned Directions: Explain briefly what is being asked for. 1. Compare and contrast qualitative variables and quantitative variables. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Why are dependent and independent variables not applicable in a descriptive type of research? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 19 3. How important is it for the researcher to identify the type of variables used in the study? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. How does confounding variable affect the validity of the study? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. When do we use discrete, continuous, nominal, ordinal ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What I Can Do Make a quick survey to your friends, family members and teachers who have previously conducted a quantitative research study. Evaluate the title of their papers and identify the independent, dependent, and other variables. 20 Summary Quantitative research uses scientifically collected and statistically analyzed data to investigate observable phenomena. Characteristics of quantitative research are (1) Large sample size, (2) Objective, (3) Visual result presentation, (4) Faster data analysis, (5) Generalized data, (6) Fast data collection, (7) Reliable data, and (8) Replication. Kinds of quantitative research are (1) Descriptive, (2) Correlational, (3) Ex post facto design, (4) quasi-experimental, and (5) experimental. Types of Variables: (1) Independent, (2) Dependent, (3) Extraneous, (4) Continuous, (5) Discrete, (6) Dichotomous, (7) Nominal variable and (8) Ordinal variable. 21 Assessment: (Post-Test) Directions: Read and analyze the statements below. Encircle the letter of the correct answer. 1. Which of the following statements is NOT true about the importance of Quantitative Research? A. helps educators identify ways to improve learning. B. helps improve crop production using safe organic fertilizers. C. helps pharmaceutical companies explore safe and effective medicines. D. helps understand victims of domestic violence perception of satisfaction. 2. Which of the following statements is NOT a characteristic of quantitative research? A. The results taken from a sample can be generalized to the population. B. It provides an in-depth understanding of the problem or study. C. Provides a more credible and reliable result. D. Statistical analysis of numerical data. 3. In an experiment, which group does not receive intervention? A. The treatment group C. The control group B. The participant group D. The experimental group 4. Which of the following research questions could be answered by using quantitative research methods? A. What is the most popular social media platform used by Senior High School students? B. How has the Covid-19 pandemic affects career choices among college students? C. What are the factors affecting depressive behavior? D. None of the above. 5. Which of the following is NOT a strength of quantitative research? A. Speedy data analysis B. Less expensive C. Replicable D. Objective 6. Which statement below illustrates a weakness of quantitative research? A. The responses of the participants are limited to what has been asked and the choices given. B. The researcher's perspective can influence interpretation of results. C. Data gathering takes too much time. D. Low degree of subjectivity For items 7 and 8, identify whether the given research topic is: A. Correlational C. Descriptive B. Quasi- experimental D. Experimental 22 7. Determination of the degree of satisfaction of parents, teachers, and students on the online and modular blended learning. 8. The effects of non-renewal of the ABS-CBN franchise to the average daily time watching television of housewives. 9. Which type of quantitative research seeks to determine relationship of one characteristic to the other characteristic? A. Correlational C. Ex-post facto B. Experimental D. Descriptive For items 10 to 12, determine if the statement is: A. Always true C. Never true B. Sometimes true D. Cannot be identified 10 Dependent variables can be manipulated. 11. The independent and dependent variables are applicable to ALL quantitative studies. 12. A nominal variable is expressed in numbers. 13. A group of students would like to know if spending time with a cat or dog decreases the amount of stress and allows students to perform better on tests. Which of the following is an extraneous variable? A. Student’s feeling towards the cat or dog B. Amount of time spent with a cat or dog C. Test scores of students D. Amount of stress 14. Which of the following is an example of a continuous variable? A. Learning modality used B. Student’s test score C. Student’s height D. Student’s IQ 15. A famous vlogger wanted to know if changing the content of his vlogs (food review, travel, study tips, etc.) will affect the number of views per uploaded video. The number of views per uploaded video is the: A. Confounding variable B. Independent variable C. Dependent variable D. Continuous variable 23 References Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E Publishing, Inc., 2017. Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E Publishing, 2018. CIRT: Center for Innovation in Research and Teaching. no date. " An Overview of Quantitative Research." Grand Canyon University. Accessed June 1, 2020. https://bit.ly/2LUP3ye I Hope. 2019. " Quantitative Research: It’s Characteristics and Strenghts." YouTube. Accessed June 3, 2020. https://bit.ly/2LWH6bR "Introduction to Quantitative Research." SAGE Publication. Accessed June 1, 2020. https://bit.ly/2B2867y For inquiries and feedback, please write or call: Department of Education – Bureau of Learning Resources (DepEd-BLR) DepEd Division of Cagayan de Oro City Fr. William F. Masterson Ave., Upper Balulang, Cagayan de Oro Telefax: ((08822)855-0048 E-mail Address: [email protected] 24

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