Quantitative Research Designs PDF

Practical Research 2: The Nature of Inquiry and Research Quantitative Research Designs  1. What are the differences between quantitative and qualitative research? 2. What are the strengths of quantitative research?...

Practical Research 2: The Nature of Inquiry and Research Quantitative Research Designs  1. What are the differences between quantitative and qualitative research? 2. What are the strengths of quantitative research? Its weaknesses? 3. What are variables? Let’s look 4. How do we classify variables? back…  A variable varies and has values. The values of variables under study are the research data. Are these variables? chair, shape of table, tweet, shirt style. Classifying Variables according to Scales of Measure Variables ORDINAL NOMINAL RATIO INTERVAL EQUAL IDENTITY MAGNITUDE ABSOLUTE ZERO INTERVALS ACTIVITY ONE Daily Allowance Which goes Availability of Internet Connection where? Time Temperature AGE GRADE LEVEL GENDER Test Score Position in Student Government Cellphone Brand Height Cellphone number Class rank in the honor roll Classify the variables at the right based on their “likelihood” to the three others in the color-coded columns. The Nature of Inquiry and Research Our Learning Goals: After this discussion, you are expected to have the ability to… ✔ ❑ describe characteristics, strengths, and weaknesses of quantitative research; ✔ ❑ differentiate kinds of variables according to scales of measure; and ❑ contrast kinds of quantitative research.  Quantitative Research Designs Manipulating Studying Correla Experi conditions and relationships tional mental studying effects n-experimenta l research Descrip Describing tive characteristics Quantitative Research Designs Descriptive TYPES Research This design aims to Observational Survey research describe systematically methods Case Studies designs involves the facts and are used to Involves an administering a document and in-depth study of survey to a sample characteristics of a describe animal an individual or a or the entire given population or and human small group of population of area of interest, behavior in a individuals people to describe natural or artificial the attitudes, factually and environment. opinions, accurately behaviors, or characteristics of the population  Survey research TYPES designs Cross-sectional survey is used Longitudinal survey designs Use it when… when the researcher collects involves the survey procedure Describing trends data at one point in time. The of collecting data about trends Determining purpose is to examines current with the same population, individual opinions attitudes, beliefs, opinions, or changes in a cohort group or about policy practices subpopulation, or changes in a issues panel group of the same Identifying Compare two or more groups individuals over time. important beliefs in terms of attitudes, beliefs, and attitudes of opinions, or practices. individuals Evaluates a program.  Examples of Research Questions for Descriptive Research What are the sleeping habits of SHS students What do teenagers in DLSAU? consider when buying a new phone? What is the level of What factors affected marketability of the SHS track choice of What are the most personalized phone SHS students? common stressors that cases on DLSAU affect professors? students? Quantitative Research Designs Correlational TYPES Research Explanatory research Prediction research design determines the design seeks to aims to describe and extent to which two identify variables that measure the degree variables (or more) will predict an of association co-vary. outcome or criterion. between two or Co-vary means to predict Variables can be the more variables or a score on one variable predictor variable or sets of scores. with knowledge about the criterion variable. the individual’s score on another variable.  Examples of Research Questions for Correlational Research Does wearing school uniform have any relationship with Does mathematical Is there a relationship students’ ability to competence have any between a student’s participate in class? relationship with a attitude towards person’s willingness to research and his/her Is there a relationship do business? real world problem between phone brand solving skills? and Facebook usage among teens? Quantitative Research Designs Experimental Research Variables that cause change in the subject. Independent An experiment tests an variable idea to determine whether it influences an outcome. Used when the researcher wants to establish possible Dependent cause and effect between variable Variables that bear or variables. manifest the effects caused by the independent variable.  Experimental TYPES Research Designs In true experiments, the Quasi-experiments include researcher randomly assigns assignment, but not random participants to different assignment of participants to conditions of the experimental groups. variable. EG: O1 x O2 EG: R O1 x O2 CG: O1 x O2 Experimental group CG: R O1 x O2 (treatment group) post-test pretest Control group treatment (non-treatment group) Randomization (assigning individuals randomly to groups)  Examples of Research Questions for Experimental Research Does the use of audio-visuals in class have any effect on Does a meme-based ad students’ memory? on social media improve a product’s name recall Does playing indie pop as compared to an music improve students’ ordinary ad? ability to solve Math Can peer counseling problems while in class? improve a person’s school anxiety? ACTIVITY ONE Internet availability at home and student’s Determine the average sleeping time at night Social media involvement and practices of design Grade 12 HUMSS students The effect of the use of on the shelf life of a product. The marketability of to SHS students. Children of single parents and their level of Math anxiety. ACTIVITY TWO As a group, decide on a topic of interest for your Quest for research. Questions For the next 10 minutes, come up with at least three research questions, one for each quantitative research design based on that topic and relevant to your SHS track. Present your group’s ideas to the rest of the class by sharing why your group thinks the question is interesting and how you see the group doing it. Be creative. No idea is crazy. The more innovative the idea, the better.