Practical_Research_2_Quantitative_Resear.pdf

PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 0 WEEK 1 (Lessons 1 & 2; pages 2 – 10) Reminder: There are three TASKS (Tasks 1 – 3) you need to comply this WEEK 1. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 1 LESSON 1 – NATURE OF INQUIRY, INVESTIGATION, IMMERSION AND RESEARCH OBJECTIVES: At the end of this lesson, the students are expected to: 1. demonstrate their understanding about the overview of the research subjects offered in the senior high school curriculum; and 2. explain the importance of inquiry, investigation and immersion in conducting a research. Overview of the Senior High School Research Subjects o Practical Research 1 – Qualitative Research o Practical Research 2 – Quantitative Research (Our Subject this first semester) o Inquiries, Investigations and Immersion – Culminating Research Subject (Actual Conduct of Research and afterwards Final Defense of your research output) (Your subject in the second semester of the new normal School Year 2020-2021) o Research Capstone – Actual Conduct of Science Investigatory Project (SIP) (For STEM students only) o Qualitative Research – making “kuwento” without “kuwenta” of a certain event or phenomenon o Quantitative Research – doing “kuwenta” with “kuwento” of a certain event or phenomenon o Research = Inquiry + Investigation + Immersion o Quantitative Research = Statistics + Language Practical Research 1 (Qualitative Research) has no prerequisite. It is usually offered in the second semester of the Grade 11 curriculum. This means that students have already taken up some English and Filipino subjects before Practical Research 1 is offered. The foundation of writing a qualitative research is expertise in Language. Qualitative research is a scientific method of observation to gather non-numerical data. It refers to the meanings, concepts, characteristics, metaphors, symbols and description of phenomena, and not to their counts or measures. Qualitative research is making “kuwento” without “kuwenta” of an event or phenomenon. This means that a researcher is going to give meanings to the topic that interests him most. Giving meanings to a particular problem requires expertise in writing composition. Thus, qualitative research uses textual form in making “kuwento”. This research doesn’t apply statistical tools. Practical Research 2 (Quantitative Research) has a prerequisite which is Statistics and Probability. It is usually offered in the first semester of the Grade 12 curriculum. It is expected that students are already equipped with simple and complex writing of compositions following the basic and advanced grammar rules particularly the subject-verb agreement, tenses of the verb, changing from active voice sentences into passive voice sentences or vice versa. Students are also expected that they are already knowledgeable in sampling techniques, descriptive and inferential statistical tools such as standard deviation, frequency, percentage, weighted mean, t-test, z-test, analysis of variance (ANOVA), Pearson Product Moment Correlation (Pearson r) and Regression. A student is not allowed to take up Practical Research 2 if he has not yet taken up Statistics and Probability since Practical Research 2 is applying the concepts of Statistics in sampling techniques and hypothesis testing as well as in data analysis and interpretation. The foundations in writing a quantitative research are Language and Statistics. Statistical software such as Microsoft excel and Statistical Package for Social Sciences (SPSS) are very applicable in quantitative research. Computer software gives only the statistical findings. It doesn’t analyze nor interpret the data. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 2 Analysis and interpretation of statistical data lies on the expertise of a researcher with the help of his research consultants. Inquiries, Investigations and Immersion is the third research subject offered to all students from different tracks or strands of the senior high school curriculum. Its prerequisites are Practical Research 1 and Practical Research 2. It is offered in the second semester of the Grade 12 curriculum. It is the culminating research subject since final defense of the completed researches will be conducted. Students will be going to defend their research outputs before the examining committee and the invited panel of adjudicators. Students have the option which of the Practical Research 1 or Practical research 2 proposals they are going to continue for their Inquiries, Investigations and Immersion subject. They can have also the mixed methods of qualitative and quantitative researches to have best research outputs. Research Capstone is a research subject exclusively offered for students from STEM curriculum. Its prerequisites are Practical Research 1 and Practical Research 2. It is offered in the second semester of the Grade 12 curriculum. This means that STEM students have two research subjects in the second semester of their Grade 12; to wit: (1) Inquiries, Investigations and Immersion; and (2) Research Capstone. Pure Science topics will be the focus of the Research Capstone. Actual conduct of Science Investigatory Project (SIP) will be observed in Research Capstone. STEM students should really exert efforts so that they can produce two very good researches in Inquiries, Investigations and Immersion and Research Capstone. What is an Inquiry? an Investigation? INQUIRY is an act of asking questions. It is a process that has the aim of augmenting knowledge, resolving doubt or solving problem. In dictionary, “INQUIRY” is synonymous with the word “INVESTIGATION”. However, investigation has a deeper meaning if we are talking about research process. It is a systematic examination of a certain event or phenomenon. It is closely related to “RESEARCH”. What makes research different from investigation is that the former undergoes “IMMERSION”. Examples of inquiries are (1) What is your ambition in life? (2) Who is your favorite teacher? (3) How much is the monthly amortization of your loan? (4) Why is research important in improving person’s life? (5) How does research help the teachers for their career development? Examples of questions that need further investigations are (1) Who is the prime suspect of this major violation of the school policy? (2) What are the reasons why a group of students led the creation of first-ever gang in the school? (3) Why does this bullying incidence occur in the school? (4) Why did student A physically hurt student B which resulted to the minor fracture of the latter’s leg? (5) Who is behind the stealing of the school’s closed-circuit television (CCTV) footage? What is an Immersion? IMMERSION is a process whereby a researcher immerses (deeply involves) himself in the data gathering activities and the data he has gathered are carefully read or examined by him in details. Orientation as to the objectives of the study and distribution of survey questionnaires to the respondents are part of immersion activities of a quantitative researcher. Conducting the interviews and focus group discussions (FGDs) as well as participatory rapid appraisal (PRA) are part of immersion activities of a qualitative researcher. Combining the idea of “inquiry”, “investigation” and “immersion”, the concept of “research” comes in. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 3 What is a Research? RESEARCH is a systematic and refined technique of thinking, employing specialized tools, instruments, and procedures in order to obtain a more adequate solution to a problem. It starts with a problem; going to the collection of data; analysis and interpretation of incontrovertible facts and evidences, which are critical to reach decisions based on actual observations. It ends with a problem. Research tools such as interview and focus group discussion (FGD) guide questions, participatory rapid appraisal (PRA), tape or voice recorder and video camera are used in data gathering activities for qualitative research. Research instruments such as checklist, survey questionnaire and multiple-choice paper-pencil test are employed in collection of data for quantitative research. Examples of research questions are (1) How is bullying related to teenage depression? (2) What is the psychological effect of COVID-19 pandemic to the teachers and students? (3) What are the effects of teenage rebellion to the students’ studies and family relationship? (4) Is there a significant relationship between teachers’ commitment and their teaching performance? (5) Why are Maguindanaon able to preserve their cultural heritage despite the invasion of modern world? Inquiries are questions or situations that can be answered instantly. Investigations are questions or situations that cannot get instant answers. They need further verification and validation from several people before arriving at valid conclusions. Many settings of questioning process are manifested in conducting an investigation before getting the reliable information. Investigation sometimes uses tools such as checklist and interview guides to have a systematic flow of the questioning. Research is more complex compared with inquiry and investigation. A researcher needs to undergo immersion just to reliably get the answers of his research questions. He definitely uses tools or instruments in data gathering activities. He needs to personally engage in the data gathering activities to know more about his respondents or participants. Inquiry, investigation and immersion are all under the umbrella of research. In conducting a research, ordinary asking of questions that need instant answers is very useful. Deeper analysis of a phenomenon plays a huge part to get more comprehensive results of the study. Getting involved with the participants of the study is needed to get their innate feelings or emotions towards a research subject. General Reminder: Students are really required to answer all the ESSAY QUESTIONS in paragraph forms. This is a training for them to improve their writing skills and eventually, they can write their own researches. They are expected to have their full competence in basic writing composition following the correct grammar rules particularly the subject-verb agreement and tenses of the verb since they have already taken up many Language subjects. They are required to write first the essay questions before the answers. In every task, they need to write their name, section, name of their teacher. They have to submit their answers to the TASKS given to them in the drop points in their localities. They are advised to observe the SAMPLE ANSWER of an ESSAY QUESTION in paragraph form. ESSAY QUESTION: Why do we need to consider ethical standards in conducting a research? ANSWER: Following ethical standards in conducting a research is very important because our credibility might be ruined if we will not consider the research ethics. We might be charged of intellectual piracy or plagiarism if we won’t consider the proper in-text citation and referencing. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 4 Ethical standards in research will serve as our guides in conducting a research in a religious manner so that we can come out with valid and reliable research findings and our credibility as a researcher will boost. TASK 1: Answer the following questions in paragraph forms. 1. How does ‘inquiry’ differ from ‘investigation’? 2. Compare and contrast ‘investigation’ and ‘research’. 3. How is immersion done in conducting a research? 4. Differentiate the two research subjects: “Inquiries, Investigations and Immersion” and “Research Capstone”. 5. Elaborate this statement: “Qualitative research is making ‘kuwento’ without ‘kuwenta’ of a certain phenomenon. 6. Explain this equation: Quantitative Research = Statistics + Language. 7. Give two questions which are classified as: inquiries, investigations and researches. (two for inquiries, two for investigations and two for researches) LESSON 2 – CHARACTERISTICS OF QUANTITATIVE RESEARCH AND STEPS IN CONDUCTING A RESEARCH OBJECTIVES: At the end of this lesson, the students are expected to: 1. identify the characteristics of a quantitative research; and 2. explain the seven steps in conducting a research. Characteristics of Research 1. Empirical - Research is based on direct experience or observation by the researcher. The collection of data relies on practical experience. This means that research is learning by doing. A person who has NO EXPERIENCE in conducting a research means that he is NOT YET EXPERT in the research process. Researcher’s expertise in the research process can be manifested through his research outputs being utilized by his workplace and other agencies or through his online publications. If a person has no name yet in the internet with his research publication, he is not yet born as RESEARCHER. He is a certified researcher if he has already published at least one research in a prestigious international research publication. It is normal that conducting a research for the first time is very difficult. However, if a person is used to conduct researches, then it makes him a habit in which he will find all ways to look solutions to the existing problems that surround him or his workplace. Familiarizing the research process can only be done if there is an actual conduct of research. Learned research concepts and principles can easily be forgotten if not applied in actual conduct of research. 2. Logical - Research is based on logical reasoning and involves both inductive and deductive methods of data analysis. It is also based on valid procedures and principles. Scientific investigation is done in an orderly manner, so that researcher has a confidence in the results. A researcher has the ability to generalize idea from specific investigations of a particular phenomenon. He has also the expertise in breaking down the big idea into smaller parts to let the readers understand what is really imparted by the findings of the research. A researcher is able to answer the Why, What and How of the phenomenon through the findings of his research. A senior high school research (SHS) students’ output is expected PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 5 to have a logical reasoning based on the minimum standards of SHS curriculum. There are many Language subjects offered in the SHS curriculum. Thus, SHS researches must be of high quality compared with that of junior high school (JHS) researches. “Research is logical” also means that research is free from grammatical and conceptual errors and it is done in accordance with highest ethical standards in research. 3. Cyclical – Research undergoes a cyclical process. It starts with a problem and ends with a problem. Hence, research is repeated. A researcher conducts a study to answer his doubt about a certain topic. If a person is always curious about the existence of a particular phenomenon, then he can potentially generate a research problem out of that curiosity. Since he is interested to the Why, What and How of a phenomenon, he already starts with the process of inquiries and investigations. He proceeds with the collection of data relevant to that phenomenon. If he already has enough information about that phenomenon, he begins analyzing and interpreting the gathered data. After giving meanings to that phenomenon, he makes conclusions. Then, he proceeds with the recommendation where another problem which is potential for further investigation by other future researchers is found. Research doesn’t simply stop at finding the solution of one problem. A researcher recommends a problem that needs to be investigated by another researcher. All researchers end their research process with a recommendation. As long as there is a recommendation in the part of the research, then there is still a potential problem that needs to be investigated by other researchers. Thus, research is cyclical. 4. Analytical - Research utilizes proven analytical procedures in gathering data, whether historical, descriptive, and experimental or any alternative research methods. A researcher has the ability to use facts or evidences already available, and he is able to analyze these data to make a critical evaluation of the research output. He has the ability to establish why it is that way or how it came to be. Analytical skills in research are very important since they allow the researcher to find solutions to common problems and make decisions about what actions to take next. Understanding problems and analyzing the situation for viable solution is a key skill in conducting a research. If research findings are comprehensively analyzed, based from valid reasoning and factual evidences, they are said to be logical. This means that both logical and analytical process involves the inductive and deductive approaches in data analysis and interpretation. If a research finding is analyzed in a wrong way, it definitely arrives at invalid conclusion. 5. Replicable - The research design and procedures are replicated to enable the researcher to arrive at valid and conclusive results. The more replicated the researches are, the more valid and conclusive the results would be. Research can be replicated any time in a different setting, but its findings are never duplicated. Replicability is one of the beauties of quantitative research. For instance, a researcher conducted a study about the relationship between emotional intelligence and leadership competence of school administrators. His finding revealed that there is a strong relationship between the two involved variables (emotional intelligence and leadership competence). Another researcher can conduct a research using the same research objective but uses a different setting, he will definitely arrive at different findings compared with the former researcher. One research problem has two different findings if it is conducted in two different settings. Quantitative research cannot generate new concept or theory. It just only refines or recycles the old idea to make it relatable or appealing to the modern society. Quantitative research can be conducted to prove or disprove the previously established idea or theory. Conducting a research to validate the already constructed idea is a form of replicability. “Research is cyclical” means PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 6 that “research is replicable”. In layman’s terms, the two characteristics “cyclical” and “replicable” are closely related to each other and they signify that research is repeated. 6. Critical - Research exhibits a careful and precise judgment. A researcher must be critical in treating his hypothesis. A higher level of confidence must be established, i.e., at 99% or 97% or 95% level of confidence. If the level of confidence is 99%, level of significance (margin of error) is 1%. The commonly employed confidence level is 95% (significance level is 5%). This means that a researcher is 95% certain that his research finding is valid and reliable. Most quantitative research always starts with a hypothesis. Hypothesis is the tentative solution to a certain problem. Statistical analysis is very critical particularly in accepting or rejecting the null hypothesis. Testing a hypothesis is very crucial since a researcher’s decision is definitely affected if he accepts the null hypothesis, in fact, he has to reject it. “Research is critical” means that a researcher is equipped with so much expertise in Statistics and Language. The soul of the quantitative research is Statistics and its body is Language. That’s why, if a researcher is not expert in Statistics, then he has to hire Statistician to critically analyze his data. How expert a researcher in Statistics and Language, he still needs a “Third Eye” to check his work. A research which is critically done is a research that is free from statistical, grammatical and conceptual errors. Both beginning and experienced researchers need consultants to check the veracity of their research outputs. Characteristics of Quantitative Research The overarching aim of a quantitative research is to understand events, count them, and construct statistical models in an attempt to explain what is observed. The following are the characteristics of quantitative research: 1. The data are gathered using structured research instruments. 2. The results are based on larger sample sizes that are randomly chosen as representatives of the population. 3. The research can usually be replicated or repeated, given its high reliability. 4. The researcher has a clearly defined research question to which objective answers are sought. 5. All aspects of the study are carefully designed before data are collected. 6. Data are in the form of numbers and statistics. 7. Data are presented through tables, graphs, figures or other non-textual forms and followed by textual analysis and interpretation. 8. Project can be used to generalize concepts more widely, predict future results, or investigate causal relationships. 9. The researcher uses tools, such as questionnaires or computer software, to collect numerical data. 10. Findings are reusable. Steps in Conducting a Research Research is an organized and systematic method of finding answers to questions. It is organized because there is a planned structure used to reach reliable results. It is systematic because it undergoes a process broken up into clear steps that lead to valid conclusions. The following are the seven steps of the research process. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 7 The Seven Steps of the Research Process Defining and Developing a Problem/Topic (WORKING TITLE) Finding Background Information about a Chosen Problem/Topic (REVIEW OF RELATED LITERATURE) Planning a Research Design and Sample (METHODOLOGY) Gathering Necessary Data using Specialized Tools/Instruments (DATA GATHERING ACTIVITIES) Presenting, Analyzing and Interpreting Data Formulating New Insights (For Qualitative Research) or Conclusions (For Quantitative Research) Defining a New Problem STEP 1. Research doesn’t start from a TITLE. It starts from a RESEARCH PROBLEM. HOW CAN A RESEARCHER GENERATE A RESEARCH PROBLEM? He looks for a particular phenomenon where he is doubtful or curious about. Doubt brings curiosity. Curiosity leads to inquiry. Inquiry leads to investigation. Investigation leads to research. If a researcher has already found a topic in which he is curious about it, then he now begins scanning all the available materials both online and printed sources to look a related information to this topic. If a teacher stated that research starts from a review of related literature (RRL), then he is definitely correct. Looking for a research problem can only be done by series of reading. Many researchers look at the research title; going to the research objectives and then proceed to the reference list. From this technique, they can generate potential research problems (working titles). That’s why, defining and developing a problem or topic is also doing RRL. STEP 2. After having a research problem, a researcher now starts the rigid readings to collect a background information to the chosen problem. He has a NOTEPAD where he writes all the relevant information about the research topic. He writes the research title, author, publisher, year of publication, volume number, issue number, pages and uniform resource locator (URL) or digital object identifier (DOI) (for online sources). URL specifies the location of digital information on the internet and can be found in the address bar of the internet browser. DOI is a string of numbers, letters and symbols used to permanently identify an article or document and link to it on the web. It will help the readers easily locate a document for citation purposes using American Psychological Association (APA) format. RRL is very useful in writing the BACKGROUND OF THE STUDY since every paragraph of this section must contain at least one citation to make it more credible. Writing the background of the study follows the deductive method. It starts from the general idea going to the specific details of the research topic. Significance of the study can be included in the background of the study. Last paragraph of this section must contain the major objective of the study and the convincing statement why there is a need to conduct this particular research. RRL is based from the research variables which are summarized in the conceptual framework. RRL is also anchored on the objectives of the study. A researcher doesn’t go beyond his research objectives in collecting RRL. RRL plays a vital role in the data analysis and interpretation to support or to oppose the current findings of the research. A researcher makes sure that every research objective he has, there is a PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 8 corresponding RRL which he can use to support his findings in that particular research objective during the data analysis and interpretation. STEP 3. After all needed RRL are collected, a researcher starts planning his research design and sampling technique. This research section involves Statistics already. Research design is the blueprint of the research process. It is based from the major objective of the study. In other words, the major research objective of the study determines what particular research design will be applicable. Statistical tools can be determined using the specific research objectives. If a research objective hardly determines its statistical tool, it needs to be revised and it should undergo the revision of the research experts particularly the statistician. Methodology refers to the systematic procedures or techniques used to identify, select, process, and analyze information about a topic. It allows the readers to critically evaluate a study’s overall validity and reliability as well as the research parameters used in the study. Determining the sample is also a part of methodology. Sample should be systematically done using mathematical formula. Quantitative research has a large population. Thus, sampling technique is very necessary. Construction of the research instrument is a part of methodology together with the testing of its validity and reliability. Testing the validity means that research experts are invited to check the overall content of the research instrument if it will answer what the study intends to answer. Valid research instrument is an instrument that can generate the solution of the research problem. Research problem is also known as research objective or research question or statement of the problem (SOP). Testing the reliability means that initial respondents of the study will be invited to answer the research instrument to check the accuracy or closeness of the responses of the respondents. Checking the validity and reliability of the research instrument applies Statistics. STEP 4. After all plans of the research process are laid down in the methodology, data gathering activity follows. However, this activity cannot be pursued if there is no research instrument already validated by research experts. Research instrument is a measurement tool designed to obtain data on a topic of interest from research subjects. Interview, focus group discussion, participatory rapid appraisal and tape or video recorder are some of the research tools used in gathering qualitative research data. Checklist, survey questionnaire and multiple-choice paper- pencil test are the research instruments used for data collection in quantitative research. Research ethics should be observed all the times particularly the informed consent, human rights protection, anonymity and privacy during the data gathering activities. STEP 5. After all the needed data are collected, presentation of quantitative data through tables, graphs or figures follow. Presentation of data is based from the order of the research objectives. In quantitative research, data analysis is usually done in deductive approach. In deductive approach, overall mean is discussed first before tackling the indicators receiving the lowest and highest means. After the detailed discussion of the overall mean, the lowest and the highest means, RRL is used to support or contradict the current research findings. Then, implication of the results will be given. In qualitative research, data analysis is done in inductive approach. Presentation of the picture or photo is done first. Writing a short caption about the picture follows. Then, detailed explanation of the event or phenomenon depicted in the picture (photo) comes next. Verbatim quotes from the participants are explained without any alteration. Contradicting ideas should be explained and afterwards, a resolution should be given. Presentation of data without analysis and interpretation is dull. STEP 6. After all data are presented, analyzed and interpreted, conclusions are formulated based from the summary of findings. Summary of findings is based from the order of the research questions. Conclusions are applicable only in quantitative research. Quantitative research is PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 9 conducted to validate the already constructed theory. Major conclusion is based from the major objective or hypothesis of the research. Thus, conclusion is needed. Insights gained are applied in qualitative research. Qualitative research is conducted to generate new theory and is often times original in nature. Thus, new insights gained are appropriate in qualitative research. STEP 7. After drawing conclusions or laying down the new insights gained, recommendation of the current researcher should be formulated based from the conclusions or insights gained. From this recommendation, new problem is found. Thus, another research starts defining his research problem based from the findings, conclusions and recommendations of the previous research. New researcher might replicate the previous research using other setting or larger population. Thus, research is repeated (cyclical). WORRY NO MORE because in this subject, Practical Research 2 (Quantitative Research), senior high school students will end up with the methodology since the last three steps in the research process will be done in their Inquiries, Investigations and Immersion (2nd Semester). Before a student can have his final grade in Practical Research 2, he has to submit his research proposal before the 2nd Quarter examination. He has the option to continue his research proposal in this subject for Inquiries, Investigations and Immersion or to pursue his research proposal in Practical Research 1 (Qualitative Research). Students are advised to anchor their research proposal in the new normal setting since we are facing COVID-19 pandemic. TASK 2: Identify what characteristic of a quantitative research is described by each statement (Answers only). _______________1. Research is based on direct experience and observation by the researcher. _______________2. Research utilizes proven analytical procedures in gathering data. _______________3. The collection of data relies on practical experience. _______________4. Research is based on valid procedures and principles. _______________5. Research is repeated. _______________6. Research establishes the level of significance, i.e., at 1%, 3% or 5% level of significance. _______________7. How good a researcher is in research concepts, but, he doesn’t yet experience conducting a research by himself, he cannot be expert in research. _______________8. Scientific investigation is done in an orderly manner, so that a researcher has the confidence in the results. _______________9. The research design and procedures are replicated to enable the researcher to arrive at valid and conclusive results. _______________10. Results of the research are based on correct and valid information taken from the respondents. TASK 3: Answer the following questions in paragraph forms. 1. How important are the inquiry, investigation and immersion in doing an actual research? 2. Define research. What is its importance in improving people’s quality of life? 3. Expound this statement. “RESEARCH STARTS WITH A PROBLEM AND ENDS WITH A PROBLEM.” 4. Explain in details the steps in conducting a research. 5. Give two characteristics of a research and explain each. 6. Why is there a need to strictly adhere to the ethical standards in writing a research paper? PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 10 WEEK 2 (Lessons 3 & 4, pages 12 – 29) Reminder: There are seven TASKS (Tasks 4 – 10) this WEEK 2. Submit only three TASKS (Tasks 5, 7 & 8). Other tasks serve as your exercises at home. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 11 LESSON 3 – STRENGTHS OF QUANTITATIVE RESEARCH, APPROACHES IN CONDUCTING A RESEARCH AND SIMILARITIES & DIFFERENCES OF QUALITATIVE RESEARCH AND QUANTITATIVE RESEARCH OBJECTIVES: At the end of this lesson, the students are expected to: 1. describe the strengths and weaknesses of quantitative research; 2. explain the approaches in conducting a research; and 3. compare and contrast quantitative research and qualitative research. Strengths of Quantitative Research What makes quantitative research more credible, appealing and scientific compared to qualitative research is talking about the strengths of quantitative research. Quantitative research can test and validate the already constructed theories about how and why phenomena occur. Before a quantitative research is conducted, a researcher has already the target answer to his research question. What he needs to do is to validate only his tentative answer to his problem. Quantitative research is conducted to refresh or recycle the obsolete idea to make it applicable to the current situation of the community. Unlike with qualitative research, a researcher starts with a SCRATCH. It cannot test and validate the existing theories because its main goal is to generate new theory which is later on potential topic for a quantitative research. If a qualitative researcher is able to generate a new theory and sooner the principle is made available online or in printed material, a quantitative researcher can validate its truthfulness to refine what needs to be improved in that theory. To validate theory means to check whether it is very true, partially true or it needs improvement. Quantitative research tests hypotheses that are constructed before the data are collected. Highly credible quantitative researches have hypotheses. However, not all quantitative researches have hypotheses. Descriptive research has no hypothesis but still applies statistical tools which are purely descriptive such as standard deviation, frequency, percentage and mean. Inferential quantitative researches require hypotheses which can be tested using t-test, z-test, analysis of variance (ANOVA), chi-square, Spearman’s Rho, Pearson r and regression. All qualitative researches don’t require hypothesis. Thus, they don’t test hypothesis. Testing hypothesis is one that can be done only by quantitative research but never be done by qualitative research. Quantitative research can generalize research findings and it can be replicated on many different populations and sub-populations. One research problem can generate different solutions from one setting to another. Quantitative research can make a generalization out of these different ideas coming from various research locales. For instance, a researcher conducted a research on the implementation of special education (SPED) curriculum in Sultan Kudarat. Another researcher is interested in the finding of that research. He wants to replicate it using a wider scope, for example, regional level. The latest researcher can make a generalization using his current research findings and the results of previous researchers. If there is a research finding available online and that interests a researcher, he can replicate the research using different settings with proper citation and of course, using many other references. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 12 Quantitative research is useful for obtaining data that allow quantitative predictions about significant events. Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAG-ASA) and Philippine Institute of Volcanology and Seismology (PHILVOCS) are some of the government agencies that conduct quantitative researches that predict the occurrence of natural calamities since Philippines is always hit by typhoons due to its geographical location which produce heavy rains and flooding of large areas and also strong winds which result in heavy casualties to human life and destructions to crops and properties. Lately, Mindanao was struck by consecutive earthquakes that damaged several infrastructures and agricultural products. Not because of the quantitative researchers from PAG-ASA and PHILVOCS, many casualties are evident every time that there is a natural calamity that hits our country. Department of Agriculture (DA) and Bureau of Fisheries and Aquatic Resources (BFAR) are also doing quantitative researches to predict what appropriate modern techniques to be employed to increase the production of agricultural and aquatic resources for human consumption. Quantitative research provides precise, quantitative, numerical data. Research data which are presented in quantitative forms such as tables, graphs and figures are more precise compared with data presented through words, sentences or paragraphs. Data in the guidance office are presented in figures. Although, there is no explanation of the data, it is understandable. However, many research data presented through tables, graphs or figures are not comprehensible without verbal explanation. But this verbal explanation is just precise but complete. Quantitative research may have higher credibility with many people in power (administrators, politicians, people who fund the research programs). A quantitative researcher can lay down the expected results of his research proposals that can attract the funding agencies to give funds to the research proposals. Unlike with qualitative research, a researcher cannot lay down the target result of his study since he starts with a SCRATCH. He doesn’t know yet the possible outcome of his study since the research process undergoes changes as it progresses. Most of the researches approved for funding by Region XII-Basic Education Research Fund (BERF) are quantitative researches. Quantitative researches have direct benefits to the workplace or funding agency. Qualitative researches have benefits to the community as a whole since the main target of qualitative research is the cultural appreciation, reflection and preservation (CARP) of cultural heritage. Quantitative research findings are very beneficial to the decision-making process of the workplace or funding agency. Quantitative research involves data analysis which is relatively less time consuming since it can use statistical software such as Microsoft excel and Social Package for Social Sciences (SPSS). Analysis and interpretation of quantitative data is relatively quick and precise. No flowering words are manifested in the quantitative data analysis and interpretation. Unlike with qualitative research, data analysis and interpretation are lengthy. Qualitative data are not tet presented unless they become SATURATED. Saturation of data requires longer period of time and wider research settings. HOW CAN DATA BE SATURATED? When asking one qualitative research question to several participants of the study from different times and settings generates same or similar answer, then data are already SATURATED. This means that no more new information is obtained. It’s now time to present, analyze and interpret data. If participants have different answers to one guide question, that guide question should be revisited and it needs further validation and reliability test before PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 13 administering again to the identified participants. A guide question that cannot saturate data is not valid and reliable. Quantitative research involves data collection using some quantitative methods which are relatively quick. Research instruments such as checklist, survey questionnaire and multiple- choice paper-pencil test are the main reasons why collection of quantitative data is relatively quick. Collection of quantitative data only requires one to two settings. First setting involves the orientation of the objectives of the study as well as the distribution of the research instrument to the respondents. After one hour of answering, research instrument can be retrieved. There are some instances that retrieval of the research instrument happens after one to two weeks only. Unlike in qualitative research, data collection is relatively long since multiple research methods such as interview, focus group discussion, participant observation, participatory rapid appraisal, document analysis and scanning archived materials are all employed to give detailed meanings and metaphors to the phenomenon. In research, phenomenon is anything that happens in the classical and contemporary society that has a great impact on the life of the people. It is a fact or situation that is observed to exist or happen, especially one event whose cause or explanation is in question. Weaknesses of Quantitative Research What makes quantitative research behind compared with qualitative research is talking about the weaknesses of quantitative research. Quantitative research involves difficulty in data analysis. It is also known as Statistical research. Statistical treatment of data can only be done by Statistician. If a quantitative researcher has no exposure in statistical computation, then he will definitely get difficulty in data analysis. Software gives only the summary of statistical findings but it doesn’t analyze and interpret them. Analysis and interpretation of data lie on the hands of the researcher. Testing hypothesis is very difficult particularly in accepting or rejecting the null hypothesis. Unlike with qualitative research, it doesn’t apply statistical treatment. Data analysis is purely done in words, phrases, sentences and compositions. As long as a researcher is able to explain the phenomenon in words, he can do the analysis of qualitative data. There is a minimal use of numbers in qualitative research. These numbers don’t need analysis and interpretation. WHEN DO NUMBERS OCCUR IN QUALITATIVE DATA? If a researcher wants to describe the physical feature, awards and recognition of Esperanza National High School, then he needs to mention the total number of teachers and students. Specifying the number of teachers and students require numbers but these numbers don’t need further elaboration. Quantitative research requires extra resources to analyze the findings/results. Since analysis of statistical finding is difficult, a researcher needs to hire a statistician who requires a professional fee. He also needs to hire tabulator, critic reader and other research consultants who need snacks, meals and professional fees. Unlike with qualitative research, data gathering activities are all personally engaged. This means that it is the researcher who deeply immerses with his participants. He doesn’t need to hire tabulator and statistician since no quantitative data are taken from the guide questions. Qualitative researcher is the key instrument in data gathering activities. He doesn’t need extra resources to analyze the findings/results. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 14 Quantitative research is expensive and it requires a lot of time to perform the statistical treatment and analysis. Credible statistician and research consultant have a high professional fee. Aside from the expenses needed for the reproduction of research instrument, a researcher needs to collect many review of related literatures (RRL) to support the findings of the research. Collection of RRL requires strong internet connection which requires a subscription fee. Sometimes, a quantitative researcher needs to go the physical libraries of different schools to collect needed RRL to make his research more valid and reliable. If there are no available statistician to interpret the statistical finding, a researcher needs to consult many experts just to give justice to his quantitative data. All of these scientific research processes require material and human resources. Unlike with qualitative research, it often times doesn’t require RRL. Data can be recorded using tape or video recorder with the permission of the participants. A researcher should ask the approval of the participants before he can record the interview and focus group discussion. Qualitative research process is less expensive compared with quantitative research. Quantitative research has limited outcomes since it involves structured questionnaire with close-ended questions. A quantitative researcher cannot explore the analysis and interpretation of data beyond his statistical finding which is just only taken from limited options of the closed-ended questionnaire. He cannot also use other research parameters not specified in the methodology. In other words, research parameters and statistical results are scripted already in the table, graph or figure. A researcher needs not to mention something which is not indicated in the data presentation. Unlike with qualitative research, a researcher has all the chances to generate different ideas from many participants. All differing ideas coming from the participants should be explained in details. All verbatim quotes of the participants should be analyzed and interpreted. Wider scope of data analysis and interpretation is evident in qualitative research. Quantitative research involves a lot of resources for data collection. Large number of respondents is evident in quantitative research. Most scientifically done quantitative research has a minimum number of more than 300 respondents. Reproduction of research instrument (e.g. checklist or survey question) requires many bond papers. It also needs printer and inks. Mobilization fund for the data gathering activities is really necessary. Minimum health standards in collection of data should really be followed since the Philippines is hit by COVID-19 pandemic. Unlike with qualitative research, a researcher can have only one copy of guide questions that can be used in all settings of the interviews and focus group discussions. Interview can be done via email, messenger or phone calls particularly face-to-face conduct of school-related activities are discouraged due to this pandemic. Quantitative research data are prone to manipulation. There are instances that quantitative research findings don’t conform to the tentative solution of the problem already constructed before the research is conducted. There are cases that a researcher questions the gathered data since they don’t agree to the actual situation. What the researcher does is to manipulate the data in order to conform to the expected result he wants to generate. Manipulation of data should not be tolerated in any reason or in any form since it is a violation of the ethical standards in research. There are factors why the current research findings don’t conform to the gathered review of related literatures (RRL). One of these factors is the concentration or condition or mode of the respondents during the data gathering activities. These respondents might not be guided accordingly as to the process of answering the survey questionnaires. Some respondents just only give their answers to the questionnaire without PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 15 reading and interpreting the message of the statement. Another factor why current research finding doesn’t agree with the actual situation is the lack of validity and reliability of the survey questionnaire. Unlike with qualitative research, “What you hear, what you see is what you write.” This means that qualitative data are not manipulated since participants’ answers to the research questions are based on their actual experiences. If qualitative data are manipulated, it is easily identified since actual scenario is observed during the data gathering activities. If quantitative data are manipulated, only the researcher knows the reality. As long as there is a strong support of the RRL, manipulation of data is never detected. Manipulation of data is one of the three research misconduct (The other two are falsification and fabrication of data). Research misconduct degrades the credibility of the researcher as well as his workplace that might be barred from availing future research funds. Approaches Applied in Conducting a Research Inductive Approach is also known as bottom-up approach. It is concerned with the generation of new theory emerging from the specific data to general idea. It is often times associated with qualitative research. It starts with the observations and theories are proposed towards the end of the research process as a result of personal reflection. However, inductive approach can also be applied in data analysis for quantitative research. IN WHAT WAY IS QUALITATIVE RESEARCH INDUCTIVE? Qualitative Research is inductive since the researcher starts with the observations and the new theory or insight is generated towards the end of the research process. The researcher starts from a SCRATCH, a completely open mind without any preconceived ideas of what will be found. In Qualitative Research, the researcher begins from gathering all the small or specific details of the subject before he will give his generalization towards the end of the research process. This means that NO CONCLUSION will be formulated. NEW INSIGHTS OR THEORIES GAINED will be used instead of conclusions. Deductive Approach is also known as top-down approach. It usually begins with a hypothesis. Its emphasis is generally on causality. It starts with general idea to specific investigations of a certain phenomenon. It is usually associated with quantitative research. Nevertheless, deductive approach can also be employed in qualitative research. WHY IS QUANTITATIVE RESEARCH DEDUCTIVE? Quantitative Research is deductive as it starts from an already constructed theory or principle. The researcher begins with a hypothesis or already constructed theory. He focuses on exploring the previously researched phenomenon from different perspectives. The aim of quantitative research is to test hypothesis or theory. In Quantitative Research, the researcher begins with an expected pattern “that is tested against observations”. In other words, the researcher explores a known theory or phenomenon and tests if that theory is valid in a given circumstance. The reasoning starts with a theory and leads to a new hypothesis. This hypothesis is put into the test by confronting it with observations that either lead to a confirmation or a rejection of the hypothesis. In other words, inductive approach is not mutually exclusive to qualitative research. Deductive approach is also not mutually exclusive to quantitative research. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 16 DIRECTION: Place a check (√) on the right columns provided whether a statement is an inquiry or research. Situations Inquiry Research 1. A landlady wants to know the occupants of one condominium. √ 2. A student wants to know the medical effects of guava leaves on √ some diseases. 3. Mr. Cruz wants to determine the techniques to make his electric fan √ function instantly. 4. Professor Gomez wants to discover the impact of social networking √ sites on students’ learning abilities. 5. Aling Rosa wants to know the reason behind the decrease of her √ sales for the day. 6. A businessman wants to find out the effect of marketing strategies √ on the increase of daily sales. 7. Mr. Abdullah aims to identify the impact of social media on students’ √ performance. 8. Mr. Mangakoy wants to know how much he will pay for the house √ rent. 9. Sarawat wants to see his final scores in the football game. √ 10. Tine aims to get the attention of Sarawat. √ TASK 4: Place a check (√) on the right columns provided whether a statement is an inquiry or research. Situations Inquiry Research 1. A student wants to know the latest cell phone brands which are sellable in the market. 2. A teacher wants to investigate the relationship between students’ problem-solving skills in Math and Science subjects. 3. A principal wants to get the complete list of all the students and teachers. 4. A guidance counselor wants to investigate the effect of bullying on the self-esteem of students. 5. Mr. Maliga wants to know the effects of COVID-19 pandemic to the mental health of nurses. 6. Mr. Simpal wants to determine the final grades of his students. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 17 7. Mrs. Santiago aims to examine the effect of online and modular learning modalities to the academic performance of students. 8. A student wants to know the likes and dislikes of his teacher. 9. Mr. Abubakar wants to know the best students in his class. 10. Dr. Legaste wants to determine the level of psychological resilience of teachers amid COVID-19 pandemic. TASK 5: Answer the following questions in paragraph forms. 1. Why are quantitative data prone to manipulation? 2. If you want to generate new theory, what type of research is applicable? Quantitative research or qualitative research? Why? 3. If you want to validate the previously constructed theory, what type of research is applicable? Quantitative research or qualitative research? Why? 4. Differentiate “inductive approach” and “deductive approach” in conducting a research. 5. Explain. “Research can be replicated any time but its findings can never be duplicated.” Nature of Quantitative Research Quantitative research emphasizes the expressions such as numerical forms, objective measurements, statistical or mathematical methods of collecting data through polls, closed-ended questionnaires and surveys. Numbers, scales, hypotheses, calculations, computations and statistics are applied in quantitative research. Quantitative Research is objective as it only seeks precise measurements and analysis of target concepts to answer inquiries. The researcher employs standard criteria in analyzing data. He doesn’t go beyond what is found in the set research parameters. He employs closed-ended research instrument in gathering data. Conclusion is formulated towards the end of the research process. One word that reflects the true nature of qualitative research is numerical or statistical. Quantitative research is also known as Statistical Research. CLOSED-ENDED QUESTIONS are questions that can only be answered by selecting from a limited number of options, usually “multiple- choice”, “yes or no”, or a rating scale (e.g. from strongly agree to strongly disagree). They are the foundation of all statistical analysis techniques applied on questionnaires and surveys for quantitative research. Quantitative Research versus Qualitative Research Quantitative research uses numbers and figures to denote a particular phenomenon. It requires the researcher to focus his full attention on the objectives of his study. By doing this, he tends to exclude his own thoughts and feelings about the subject or topic. That’s why, quantitative research is described as objective research. In contrast to Qualitative research which is subjective, Quantitative research is characterized by objectives, in which only the real or factual, not the emotional condition or existence of the object matters. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 18 Qualitative research uses verbatim quotes of the participants and it employs thematic analysis or clustering of ideas. Researcher’s prior knowledge and experience can be used by him in discussing the data. He can also use his personal views on the topic. He can be part of the participants of the study. He is the key instrument in gathering data. Quantitative research is more specific compared with qualitative research. Qualitative research is broader compared with quantitative research. Quantitative research can only validate the already established theory. Qualitative research has a wider scope compared with quantitative research. The former can generate new theory. Every time that there is a new completed qualitative research, there is an addition of new theory to the existing theories. Qualitative research is primary exploratory research. It is used to gain understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or it helps to develop ideas or hypotheses for potential quantitative research. Quantitative research is used to quantify the problem using rating scale and other research parameters. It is used to quantify reasons, opinions and motivations. Similarities and differences of quantitative research and qualitative research are comprehensively discussed in the following table. Research Aspects Qualitative Research Quantitative Research Mental survey of reality Results from social interactions; Exists in the physical world Superstitious beliefs, folk (can be seen, touched, tasted, narratives, folklores, fables, smelled or felt); Has scientific legends, and the like can be basis subjects of qualitative research. Researcher’s Subjective; Always personally Objective; Least involvement involvement with the engaged by the researcher object or subject of the study. Focus Often studies unknown or little- Always studies well-known known phenomena; Development phenomena; Tests hypotheses of hypotheses and theories and theories Research Plan Takes place as the research Research aspects are all proceeds gradually planned before collecting data. Behavior toward Preservation or conservation of Control or manipulation of research aspects/ the natural setting of research research conditions by the conditions features or cultural appreciation, researcher; Scope and reflection and preservation delimitation of the study (CARP) Research method in Multiple methods such as Scientific method (one to two obtaining knowledge interview, focus group discussion, methods only) such as participant observation, descriptive or descriptive PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 19 participatory rapid appraisal comparative or descriptive (immersion), etc. correlational Purpose Makes social interactions Determines the extent of the understandable; Explores program implementation; complex issues and interactions Evaluates objectives and between humans; Discusses examines cause-effect reasons for the existence of phenomena Data analysis techniques Data gathering and analysis occur Data are gathered first before simultaneously; Thematic analysis and interpretation; analysis; Clustering of ideas; Statistically-based methods; usually inductive approach; Usually deductive approach; Context (text, audio and video RRL is used to support or footage); Data are reported in the contradict the research language of the informants before findings; Data are analyzed translating them in international through numerical comparisons language (English). and statistical inferences; Data are reported through statistical analysis Style of expression Lack of formality; Come what may Impersonal (personal views and opinions are not allowed), scientific, or systematic Sampling technique More inclined to purposive Random sampling as the most sampling technique or use of preferred technique in choosing chosen samples based on some the individual respondents; personal criteria; “to who you Using math formulas in know” are potential participants of obtaining the sample size the study Expression of data, data Verbal language (words, visual Numerals, statistics, tables, analysis, and findings aids, objects, simulation) graphs, figures, words TASK 6: Tell whether or not each of the following statements is TRUE. Write TRUE or FALSE. ________1. Deductive approach of data analysis is breaking down the general principle into specific details of the phenomenon. ________2. Inductive approach is usually associated with quantitative research. ________3. Quantitative data are presented through tables, graphs or figures only and no textual description is done. ________4. Quantitative research is broader compared with qualitative research. ________5. Research starts with a title and ends with a conclusion. ________6. Qualitative research is conducted to validate the theory already constructed by the previous researchers. ________9. Research problem can be found from rigid review of related literature. ________10. Qualitative research methods are well-planned. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 20 TASK 7: Answer the following questions in paragraph forms. 1. What are the strengths of quantitative research? 2. Specify two weaknesses of quantitative research and explain each. 3. Why qualitative research is personally engaged? 4. Quantitative research is also known as statistical research. Why? 5. Compare and contrast quantitative research and qualitative research. LESSON 4 – IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS DIFFERENT FIELDS, KINDS OF QUANTITATIVE RESEARCH AND KINDS OF VARIABLES OBJECTIVES: At the end of this lesson, the students are expected to: 1. illustrate the importance of quantitative research across different fields; 2. identify the kinds of quantitative research; and 3. differentiate kinds of research variables and their uses. Importance of Quantitative Research across Fields A progress cannot exist without inquiry. Doubt is often times better than overconfidence. Doubt leads to inquiry, and inquiry leads to invention. Invention brings progress to the modern community (Hudson Maxim; 1853-1927). Quantitative Research and Anthropology Anthropology is the scientific study of humans, their behavior and societies in the past. Quantitative researches have given huge contributions to the improvement of human life. Anthropology is concerned with simultaneously exploring of connections of human kinds amidst their cultural differences, alternatives and identity. In the contemporary academic, socio-cultural and political climate, these connections have immense symbolic implications. Because of quantitative research, there are so many discoveries such as human behavior in the society, racial conflicts and human evolution. We are able to trace back the sacrifices of our ancestors because of anthropology. Anthropologists study the concept of culture and its relationship to human life in different times and places. They deal with other societies to gain clearer perspectives to trace back the past to help interpret the present and the future. They measure the sizes of the fossils such as skulls, bones, shells and exoskeletons. The following pictures (credited to the owners) depict the relationship of quantitative research and anthropology. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 21 Figure 1 Figure 2 Figure 3 Figure 4 In Figure 1, an anthropologist measures the skull and other bones of ancient people to determine their struggles and sacrifices for survival in the caves, mountains and coastlines. They compare their findings with the lived experiences of the modern people invaded by industrialization and technologies. Comparative researches are conducted by the anthropologists to give meanings and implications of the past, present and future activities of human kinds. Figure 2 reminds us that human kinds originated from apes such as gibbon (first picture), orangutan, gorilla, chimpanzee, bonobo and human (last picture). This theory of human evolution was realized due to quantitative research that analyzes the fossils (remains of the past) such as stone imprints of humans and deoxyribonucleic acid (DNA) remnants. Measuring the remains of the past to interpret the future is a product of quantitative research. Shown in Figure 3 is the evolution of modern humans. Human evolution is the lengthy process of change by which people originated from apelike ancestors. Fourth photo shows that ancient people were able to discover sword to defend themselves against wild animals and other opponents or invaders. Fifth photo (2nd to the last photo) reveals that our ancestors were able to defend themselves without using traditional swords or weapons. Last photo signifies that modern humans are already invaded by modern technologies and they use these technologies to communicate each other from far places. Facebook is the widely employed social media platform. All of these modern technologies are discovered because of anthropologists who are curious about the past, present and future activities of humans. Their curiosity creates quantitative researches that try to understand how people interact in social relationships. Figure 4 illustrates the different dimensions of anthropology that are of potential research subjects. In the Philippines, our cultural diversity serves as our strengths. Many foreigners are attracted with the diverse and beautiful cultures in Mindanao as well as in Luzon and Visayas. There are quantitative researches conducted to determine the extent of the cultural appreciation, reflection and preservation (CARP) of traditional practices of the minorities. The above figures illustrate how quantitative research plays a significant role in the history and development human activities. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 22 Quantitative Research and Communication Communication is the act of conveying meanings from one entity or group to another through the use of mutually understood signs, symbols, and semiotic rules. Every communication involves at least one sender, a message and a recipient. The primary purpose of communication research is to help people understand communication phenomena and direct their communication towards accomplishing individual and organizational goals. The following figures (credit to the owners) explain the importance of quantitative research in the development of communication. Figure 1 Figure 2 Figure 3 Figure 4 Figure 1 shows that through quantitative research, people are able to communicate each other from distant places because of telephones and internet connection. Once upon a time, it was very hard to send messages to our love ones abroad. We send letters or voice tapes via post office and we’ll wait for three months or more before our love ones receive the letters or voice tapes. However, as of this moment, just only 1 click to the messenger or email, we can send our greetings and important messages to our close friends, family and relatives abroad. Quantitative researches lead to invention of these modern ways of communication. Figure 2 illustrates that essential communication skills necessary for personal and professional growth and development such as listening, friendliness and open-mindedness are developed because of quantitative researches. Determining the extent of these essential communication skills leads to design a program of action to further improve the said skills. Without quantitative research, we are not given an idea how to enhance our essential communication skills. Figure 3 reveals that leading people of diverse backgrounds needs valuable interpersonal skills such as leadership, caring, active listening, teamwork, responsibility and motivation. Teachers conduct quantitative researches to improve the level of interpersonal skills for career development. They use the findings of their researches to design capability-building activities to enhance their interpersonal skills. Communication is our link to humanity. Interpersonal communication is the ongoing, ever-changing process that occurs when we interact with other people. It is about human PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 23 relationships. Enhancing communication skills is one of the most researched topics for quantitative research. Figure 4 shows two persons who are communicating each other using different communication platforms such as mobile phone, social media and other modern devices. It unveils the various sources of information such as newspapers, television, radio and social networking sites. It also presents modern technologies that transmit messages such as satellite dishes, headset, tower, megaphone and other devices useful for conveying messages from one person to another. Invention of modern communication devices is a product of quantitative researches. Quantitative Research and Medicine Medicine is the science and practice of establishing the diagnosis, prognosis, treatment, and prevention of disease. It encompasses a variety of health care practices to maintain and restore health by the prevention and treatment of illness. Medical research aims to advance our knowledge to prevent and cure health problems. It can provide important information about disease trends and risk factors, outcomes of treatment or public health interventions. The importance of quantitative research in medicine is shown by the following figures (credit to the owners): The previous photos show that most medical or health care researches are based on quantitative methods in which, by definition, information is quantifiable. That is, the variables used in medical researches are measured and recorded as numerical data that can be analyzed by means of statistical tools. After the effects of a given drug or treatment have been tested on a sample population, the statistic record of the observed outcomes will provide objective results generalizable to larger populations. Determining which drugs and medical procedures are best for treating diseases, quantitative research is irreplaceable function of quantitative research. Medical researchers (as shown previous page) tend to use similar statistical methods, experiments and trials performed in different institutions and at different times and places. Their findings can be aggregated together in large meta-analysis to accumulate a body of evidence regarding the effectiveness of different treatments. Medical scientists design and conduct PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 24 quantitative studies to investigate human diseases, and methods to prevent and treat them. They conduct researches aimed at improving overall human health. They often use clinical trials (as shown in the previous) and other investigative methods to reach their findings which are beneficial to treat infectious disease like the COVID-19. They conduct biomedical research to advance knowledge of life processes and of other living organisms that affect human health, including viruses, bacteria, and other infectious diseases. As of this moment, there are several medical researchers who conduct studies to discover the vaccine for COVID-19. Without quantitative research, there is no hope that this COVID-19 will be cured. Quantitative Research and Psychology Psychology is the scientific study of the human mind and behavior. It is a multifaceted discipline which includes many sub-fields of study such as human development, social behavior and cognitive process. Quantitative psychologists study and develop the methods and techniques used to measure human behavior and other attributes. Their work involves the statistical and mathematical modelling of psychological processes and analysis of psychological data. The following figures (credit to the owners) illustrate the importance of quantitative research in psychology. The previous figures show that psychologists study the mental process and human behavior by interpreting and recording how people relate to one another and the environment. They assess, diagnose, and treat the mental problems and the behavioral dysfunctions resulting from, or related to physical and social health status of a person. In addition, they play a major role in the promotion of healthy behavior, preventing mental diseases and improving person’s quality of life. Quantitative psychologists collect information through checklists and surveys. They conduct studies of clients’ brain function and behavior, identifying behavioral and emotional patterns in clients, diagnosing disorders, setting treatment plans and making referrals. Without quantitative research, our mental and emotional problems will not be properly attended. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 25 Quantitative Research and Social Science Social Science is the study of society and the manner in which people behave and influence the world around them. It tells them about the world beyond their immediate experience, and can help explain how their own society works. It provides vital information for governments and policymakers, local authorities and non-governmental organizations. Social science research is the activity of gathering, analyzing and interpreting information for a variety of social, economic, educational and political purposes. It is the scientific study of human society and social relationships. Social sciences include cultural or social anthropology, sociology, social psychology, political science, history, linguistics, archeology, and economics. The importance of quantitative research in social sciences is explained by the following figures (credit to the owners): Figure 1 Figure 2 Figure 3 Figure 4 Figure 1 shows that there are numerous quantitative researches conducted to determine the extent of leadership competence of organizational leaders. Relationship of leadership to other dimensions of social science such as emotional intelligence, social competence, decision-making skills, and organizational productivity has been conducted to help leaders determine their strengths and weakness. Quantitative researches about leadership give education planners a concrete idea in designing a capability-building for school heads to improve their leadership competence that is really needed by the schools to boosts their performance indicators. Figure 2 reveals that one of the widely researched social science topics is commitment. Commitment is a strong self-promise to carry out a course of action. It is a binding pledge which obligates an individual to do something good to a certain person or an organization. The success or failure of an organization is closely related to the effort and motivation of its employees. The motivation of employees is the product of their commitment towards their job or career. Work commitment is an extremely important research topic for the organization to succeed. Quantitative research that investigates the impact of work commitment on the organizational performance plays PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 26 a gigantic role to sustain the positive sides of an organization that make its employees more committed to their work. Figure 3 illustrates that role and responsibilities of team members are of great significance to provide clarity, alignment, and expectations to those executing the work. Role and responsibilities enable effective communications among team members. There are quantitative researches conducted to determine the extent of the execution of the role and responsibilities of team members to enable them to concentrate on the least performed responsibilities. There are team members who don’t have a clear sense of their respective role and responsibilities. They don’t intuitively understand which responsibilities need immediate execution for the welfare of the team. Quantitative research lets these team members to execute their role and responsibilities to the best of their abilities. Figure 4 shows that absenteeism is another widely conducted quantitative research topic to help struggling students cope with their subject deficiencies. Researchers are motivated to conduct the factors of student absenteeism as a basis for developing intervention program to help these students-at-risk of dropping out (SARDOs) embrace the importance of formal education. Without quantitative research, problems on student absenteeism cannot be resolved. There are many DepEd programs to address the problems of schools on student absenteeism. These programs are based from the findings of quantitative researches conducted by the teachers. Two Kinds of Quantitative Research 1. Experimental Research 2. Non-experimental Research Three Kinds of Experimental Research 1. True-experimental Research 2. Quasi-experimental Research/Ex post facto Research/Causal-comparative research 3. Pre-experimental Research Three Kinds of Quasi-experimental Research 1. Matched-comparative-group Research 2. Time-series Research 3. Single-subject Research Common Types of Quantitative Non-experimental Researches 1. Descriptive Research 2. Comparative Research 3. Correlational Research PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 27 Kinds of Research Qualitative Research Quantitative Research Experimental Research Non-experimental Research True-experimental Descriptive Research Research Comparative Research Quasi-experimental Research Correlational Research Matched-comparative-group Research Pre-experimental Research Time-series Research Single-subject Research What is an Experimental Research? EXPERIMENTAL RESEARCH is a quantitative research that treats or deals with the object or subject of the research in a definite or exact manner and it determines the extent of the effect or influence of the treatment on the object or subject, then discovers the causes of such effect. It involves an experimentation to test the impact of the independent variable to the dependent variable. Research variable is given a special name that only applies to experimental and correlational investigations. What is a Research Variable? RESEARCH VARIABLE is a changing quality, attribute or characteristic of a person, a group, an educational system, or any topic that is of interest in a study. Examples of research variables are intelligence, social competence, bullying, stress management, commitment, performance, achievement, study habits, absenteeism, etc. Three Common Types of Variables 1. INDEPENDENT VARIABLE is the variable the researcher/experimenter changes or controls and is assumed to have a direct effect on the dependent variable. It gives effect to the dependent variable. In other words, it is the cause of the effect to the dependent variable. It is the variable that is stable and unaffected by the other variables. It also refers to the condition of an experiment that is systematically manipulated by the investigator. It is also known as the stimulus or predictor variable. 2. DEPENDENT VARIABLE is the variable being tested and measured in an experiment, and is ‘dependent’ on the independent variable. It receives the effect caused by the independent variable. It is also known as the outcome or response variable. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 28 3. INTERVENING VARIABLE is a hypothetical variable used to explain causal links between variables. Intervening variables cannot be observed in an experimental research. Usually, it can be observed in correlational research. That’s why, they are hypothetical. Examples of intervening variables are age, gender, income, religion, tribe, educational qualification, experience and nationality (demographic profile of respondents). INTERVENING VARIABLE is also known as mediating or moderating variable. TASK 8: Answer the following questions in paragraph forms. 1. Explain the importance of quantitative research across the following fields: a. Anthropology b. Communication c. Medicine d. Psychology e. Social Science 2. Give one academic discipline or field not mentioned in this module and explain the importance of quantitative research in that discipline or field. 3. Explain the importance of quantitative research findings in decision-making. TASK 9: Check (√) all words that can operate as a RESEARCH VARIABLE and place an (X) for the word/s that cannot be. 1. ___ water 11. ___ goals 2. ___ skills 12. ___ life plans 3. ___ self-esteem 13. ___ academic contests 4. ___ experience 14. ___ academic grades 5. ___ leadership qualities 15. ___ aspirations 6. ___ expectations 16. ___ curriculum 7. ___ reading comprehension 17. ___ intelligence 8. ___ cultural heritage 18. ___ economic status 9. ___ commitment 19. ___ competence 10. ___ social media 20. ___ resilience TASK 10: Identify the answer of each statement. ______________1. It is the study of society and the manner in which people behave and influence the world around them. It is concerned with simultaneously exploring of connections of human kinds amidst their cultural differences, alternatives and identity. ______________2. It is a multifaceted discipline which includes many sub-fields of study such as human development, social behavior and cognitive process. It is the scientific study of the human mind and behavior. ______________3. It is the science and practice of establishing the diagnosis, prognosis, treatment, and prevention of disease. It encompasses a variety of health care practices to maintain and restore health by the prevention and treatment of illness. ______________4. It is the act of conveying meanings from one entity or group to another through the use of mutually understood signs, symbols, and semiotic rules. ______________5. It is a quantitative research that aims to advance our knowledge to prevent and cure health problems. It can provide important information about disease trends and risk factors, outcomes of treatment or public health interventions. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 29 WEEK 3 (Lesson 5; pages 31 – 36) Reminder: There are four TASKS (Tasks 11 – 14) you need to comply this WEEK 3. PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 30 LESSON 5 – GROUPS INVOLVED IN AN EXPERIMENTAL RESEARCH AND NATURE OF CORRELATIONAL RESEARCH OBJECTIVES: At the end of this lesson, the students are expected to: 1. identify the two groups involved in conducting an experimental research; 2. demonstrate their understanding about a correlational research; and 3. identify the independent and dependent variables of experimental and correlational researches given the research titles. Two Groups Involved in an Experimental Research 1. Experimental Group. In this group, treatment or influence is applied. For educational experimental research, modern teaching strategy is treated in this group. Students assigned in this group are exposed to new instructional approach aside from the interactive lecture method. A researcher-developed activity sheets are given to the students. 2. Control Group. This group does not receive any treatment or manipulation. For educational experimental research, traditional teaching strategy (pure chalk and talk instructional approach) is subjected in this group. No activity sheets are distributed to the students who belong to this group. Pure chalkboard exercises and seatwork are given to the students. How to Conduct an Experimental Research? First, pre-test will be given to two groups to examine the initial knowledge of both groups in relation to certain topics covered in a study. Pre-test will be given to ensure that the two groups under experimentation are comparable in terms of academic performance/achievement. If pre-test results reveal that there is a significant difference in the academic preparation of experimental and control groups, experimentation using these group must not pursue. Selection of another two groups for experimentation will be done. That’s why, it is suggested that before giving the two groups with pre-test, standardized test or IQ test will be given to the two groups in order to ensure that there is no significant difference in the initial knowledge of students in experimental and control groups. Second, new treatment (modern teaching strategy) will be exposed to the experimental group. No treatment (traditional teaching strategy) will be assigned to the control group. Treatment refers to the new teaching strategy being tested for its effectiveness. Two sections under experimentation must not be beside each other to avoid the contamination of the teaching strategies employed to them. As much as possible, these two sections must be located in two different buildings to minimize the leakage of the pedagogies employed to them. Same set of competencies and learning objectives should be observed in both sections. Only the teaching strategies differ from one group to another. Third, post-test will be given to both groups after a minimum of six (6) weeks of experimentation to determine the effect or influence of the treatment or condition applied on experimental group. If the results of the post-test reveal that there is a significant difference in the academic achievement of students in favor experimental group, we can definitely say that the new teaching approach applied to experimental group is more effective than traditional approach. However, if the post-test results show that there is no significant difference in the academic achievement of students in two groups, we can conclude that the new teaching approach is as PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, PhD, MOHAMAD T. SIMPAL, MST & ARJEY B. MANGAKOY 31 effective as traditional approach. When a new teaching approach is proven more effective than traditional approach, dissemination of the results should be done so that other teachers can apply the new instructional strategy to improve the academic performance of students. What is a Correlational Research? Correlational Research is a type of non-experimental research in which the researcher measures the two variables and investigates the statistical relationship between them. Non-experimental Research particularly Correlational Research is dynamic. Statistical patterns between two variables that result from correlational research are ever-changing. Correlational results change depending upon to the setting of the study. For instance, previous research reveals that there is a relationship between bullying and teen depression. However, another research shows that teen depression is not influenced by bullying. It further indicates that there are several factors of teen depression. But bullying is not among them. This only means that the relationship generated from previously investigated research variables are not stable. They vary from one setting to another. For instance, positive relationship may turn into negative relationship or no relationship at all depending upon to the respondents, locale and some other factors. Essentially, there are three (3) types of correlational research, to wit: (1) Positive Correlational Research; (2) Negative Correlational Research; and (3) No Correlational Research. What is a Positive Correlational Research? A Negative Correlational Research? Positive Correlational Research is a type of correlational research in which an increase/decrease in independent variable is associated with an increase/decrease also in dependent variable. In other words, both the independent and dependent variables move in the same direction. Negative Correlational Research is a type of correlational research whereby an increase in independent variable is associated in a decrease in dependent variable. If no relationship is obtained from the two or more investigated variables, we cannot make predictions. If there is a relationship between the two variables, we can make predictions about one from another. Examples of Positive Correlational Research 1. Research Title: Emotional Intelligence and Leadership Qualities of School Principals “If the extent of emotional intelligence of school principals increases, then the extent of their leadership qualities also increases. In layman’s language, the better the emotional intelligence of school heads, the better their leadership qualities are.” 2. Research Title: Impact of School-Based Mentoring Program on the Performance of Teachers “If there is a better implementation of school-based mentoring program, then there is a big opportunity for the teachers to improve their teaching performance.” PRACTICAL RESEARCH 2 (Quantitative Research for Senior High School Students) by SAMSUDIN N. ABDULLAH, P

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