REVIEWER-PR2-MIDTERM.pdf

PRACTICAL RESEARCH MIDTERM EXAMINATION REVIEWER Strength of Quantitative Research 1. It can provide findings that are generalizable to a large population. 2. It can be replicated. 3. It can make predictions based on the numerical, quantifiable data. 4. It has a low deg...

PRACTICAL RESEARCH MIDTERM EXAMINATION REVIEWER Strength of Quantitative Research 1. It can provide findings that are generalizable to a large population. 2. It can be replicated. 3. It can make predictions based on the numerical, quantifiable data. 4. It has a low degree of subjectivity. 5. Data-gathering techniques are typically less demanding. 6. Data analysis using statistical software is faster Weaknesses of Quantitative Research 1. It cannot provide in-depth information 2. Reponses of the participants are strictly limited to what has been asked. 3. Self-reported data may not be very accurate. 4. Numerical data may be insufficient in analyzing intangible factors. RESEARCH DESIGN Refers to an over-all strategy that a researcher uses to logically and coherently integrate the various components of a study (Barrot, 2016). A research design is a plan which structures a study to ensure that the data collected and generated will contain the information needed to answer the initial inquiry as fully and clearly as possible (Cristobal & Cristobal, 2016). Refers to your plan for answering your fundamental research questions (Grand Canyon University, 2021). QUANTITATIVE RESEARCH DESIGN 1.DESCRIPTIVE It aims to observe and report on a certain phenomenon, type of behavior, or trait as it takes place or manifest itself. Case or case study Case series Cross-sectional study Prospective study Case-control study 2.CORRELATIONAL Measures or evaluates the variables involved. A correlational study can also establish whether this relationship has a positive or negative direction. 3. QUASI-EXPERIMENTAL The researcher attempts to establish a cause-effect relationship from one variable to another. 4. EXPERIMENTAL Utilizes the scientific approach. It establishes procedures that allow the researcher to test a hypothesis and systematically and scientifically study causal relationships among variables. An experimental quantitative study has the following characteristics: The nature and relationship of the variables A specific hypothesis that can be tested Subjects assigned to groups based on pre-determined criteria Experimental treatments that change the independent variable Measurements of the dependent variable before and after the independent variable changes VARIABLES Researchers can further categorize quantitative variables into two types: Discrete: Any numerical variables you can realistically count, such as the coins in your wallet or the money in your savings account. Continuous: Numerical variables that you could never finish counting, such as time. Researchers can further categorize qualitative, or categorical, variables into three types: Binary: Variables with only two categories, such as male or female, red or blue. Nominal: Variables you can organize in more than two categories that do not follow a particular order. Take, for example, housing types: Single-family home, condominium, tiny home. Ordinal: Variables you can organize in more than two categories that follow a particular order. Take, for example, level of satisfaction: Unsatisfied, neutral, satisfied. A confounding variable is a type of extraneous variable that is associated with both the independent and dependent variables. An extraneous variable is anything that could influence the dependent variable. These unwanted variables can unintentionally change a study's results or how a researcher interprets those results. A confounding variable influences the dependent variable, and also correlates with or causally affects the independent variable. Confounding variables can invalidate your experiment results by making them biased or suggesting a relationship between variables exists when it does not. SPECIFIC RESEARCH QUESTIONS FOR DESCRIPTIVE RESEARCH Specific research questions in this kind of study can begin with phrases such as: How often How many How much What is/are To what extent What proportion What percentage SPECIFIC RESEARCH QUESTIONS FOR CORRELATIONAL RESEARCH What is the relationship between the length of the review and examination scores? Is there a relationship between IQ of a test taker and his performance in review sessions? Is there a relationship between performance of test taker in a previous examination and the length of review he/she takes for a new one? SPECIFIC RESEARCH QUESTIONS FOR QUASI EXPERIMENTAL / EXPERIMENTAL RESEARCH Is there a difference between the posttest gains of the xontrol group and treatment group? Is there significant posttest gain on student’s academic performance?