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356714282 Practical Research 2 Module

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Engineering economy (Econ 101)

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Eastern Visayas State University

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RESEARCH MY REVIEWER IN THIS SEMESTER Gly

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GRADE: 12 SEMESTER: FIRST SEMESTER SUBJECT TITLE:

PRACTICAL RESEARCH NO. OF HOURS/SEM.:

80 hours/semester

PREREQUISITE: Statistics and Probability

Common Subject Description:

This course develops critical thinking and problem-solving skills through quantitative research.

QUANTITATIVE RESEARCH

COMPILATION

IN

PRACTICAL RESEARCH 2

(UPPER TUMAPOC NATIONAL HIGH SCHOOL)

BY: JAY-AR MARIO V. MARIANO

PRACTICAL RESEARCH 2: QUANTITATIVE RESEARCH JAY-AR MARIO V. MARIANO X

CURRICUM GUIDE

CONTENT STANDARDCONTENT PERFORMANCE STANDARD COMPETENCIESLEARNING

Nature of Inquiry and Research

The learner demonstrates understanding of:

the characteristics, strengths, weaknesses, and kinds of quantitative research
the importance of quantitative research across fields
the nature of variables

The learner is able to:

decide on suitable quantitative research in different areas of interest

The learner:

describes characteristics, strengths, weaknesses, and kinds of quantitative research
illustrates the importance of quantitative research across fields
differentiate kinds of variables and their uses

Identifying the Inquiry and Stating the Problem

The learner demonstrates understanding of:

the range of research topics in the area of inquiry
the value of research in the area of interest
the specificity and feasibility of the problem pose

The learner is able to:

formulate clearly the statement of research problem

The learner:

designs a research useful in daily life
writes a research title
describes background of research
states research questions
indicates scope and delimitation of study
cites benefits and beneficiaries of study
presents written statement of the problem

Learning from Others and Reviewing the Literature

The learner demonstrates understanding of:

the criteria in selecting, citing, and synthesizing related literature
the ethical standards in writing related literature
the formulation of conceptual framework
the research hypotheses (if appropriate)

The learner is able to:

select, cite, and synthesize judiciously related literature and use sources according to ethical standards
formulate clearly conceptual framework,

The learner:

selects relevant literature
cites related literature using standard style (APA, MLA or Chicago Manual of Style)
synthesizes information from relevant literature
writes coherent review of literature
follows ethical standards in writing related literature

UNIT 1: NATURE OF INQUIRY and RESEARCH

conclusions and recommendations 2. the techniques in listing references 3. the process of report writing 4. the selection criteria and process of best design

conclusions 2. make recommendati ons based on conclusions 3. write and present clear report 4. execute best design

formulates recommendations
lists references
presents written research report
finalizes and presents best design
presents research workbook

UNIT 1: NATURE OF INQUIRY AND RESEARCH

WHAT THIS UNIT ALL ABOUT?

Human history abounds with problems. Problems are everywhere in different

variety in different perspective which affect mankind. Problems are observed along

political, social, environmental and many aspects of life. This may between

individuals, groups or in an organization. In that, mankind wants solution to these

problems. These solutions should not be only effective but also be acquired and used

for improvement. To be able to achieve that, solutions must be based in knowledge,

not on mere beliefs, guesses, or theories. To acquire this knowledge it requires a

well-planned and systematic procedure and should be continuously evaluated on its

accuracy and usefulness. In that, RESEARCH has been devised to meet this need.

Research is a natural day-to-day activity of gathering information. It may in the

form of qualitative or quantitative. Qualitative researches are those studies in which

the data concerned can be described without the use of numerical data while

quantitative research suggests that the data concerned can be analyzed in terms of

numbers.

Quantitative research designs use numbers in stating generalizations about a

given problem or inquiry in contrast to qualitative research that hardly uses

statistical treatment in stating generalizations. The numbers in quantitative research

UNIT 1: NATURE OF INQUIRY and RESEARCH

are the results of objective scales of measurements of the units of analysis called

variables.

Research findings are subjected to statistical treatment to determine

significant relationships or differences between variables, the results of which are the

bases for generalization about phenomena.

In this unit, you will be encountering also the characteristics of quantitative

research, its strength and weaknesses, its kinds and importance across disciplines. In

here also, we will be tackling kinds of variables and its uses.

WHAT DO YOU EXPECT TO LEARN?

After studying this unit, you are expected to be able to:

 describe the characteristics, strengths, weaknesses and kinds of quantitative research;  explain the kinds of quantitative research designs;  illustrate the importance of quantitative research across fields; and  differentiate kinds of variables and their uses.

HOW ARE YOU GOING TO LEARN?

This icon signals a pre-test that you need to answer to determine how much you about the topic. At every pre-test, you will find a question to answer. Write your answers in the blank provided for or as instructed in the pre-test. If you cannot answer a question may leave it blank. But see to it that you go back to check after you have studied or read the text.

You will find this icon before some chunks of text in the following pages. It tells you to carefully study the concepts, principles, or processes discussed in the text. It also tells you that there is a question to answer or an idea to think about it.

UNIT 1: NATURE OF INQUIRY and RESEARCH

Quantitative research can be easily misinterpreted because it provides numerical data. _______________
Quantitative research puts emphasis on proof, rather than discovery.
Normative research is conducted by researcher whose aim would be to find out the direction and/or relationship between different variables or group of respondents under study. _________________
Qualitative research requires a large number of respondents. It assumes that the larger the sample is, the more statistically accurate the findings are. ___________________
Evaluation describes the status of a phenomenon at a particular time. It describes without value judgment a situation that prevents.
Correlational is conducted by researchers whose aim would be to find out the direction and/or relationship between different variables or groups of respondents under study. _____________________
Methodological is the implementation of a variety of methodologies that forms a critical part of achieving the goal of developing a scaled- matched approach, where data from different disciplines can be integrated. ___________________
One characteristics of quantitative research is that its method can be repeated to verify findings in another setting, thus, reinforcing validity findings. _____________________ 10 quantitative experiments it filters out external factors, if properly designed, and so the results gained can be seen, as real and unbiased.

II. Put a tick (/) if it describes the characteristics of a Quantitative Research.

Data is in the form of words, pictures or objects.
The data is usually gathered using structured research instruments.
It is not based upon numerical measurements and does not use numbers and statistical methods as key research indicators and tools.
It tends to be associated with small-scale studies and a holistic perspective, often studying a single occurrence or small number of occurrences/case studies in great depth.
The research study can usually be replicated or repeated, given its high reliability.
Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms.
Emphasis is on discovery rather than proof.
The results are based on larger sample sizes that are representative of the population.
It tends to be associated with emergent research design, using a wide range of approaches 10 has a clearly defined research question to which objective answers are sought.

DEFINITION OF QUANTITATIVE RESEARCH

UNIT 1: NATURE OF INQUIRY and RESEARCH

Quantitative research is an objective, systematic empirical investigation of observable phenomena through the use of computational techniques. It highlights numerical analysis of data hoping that the numbers yield unbiased results that can be generalized to some larger population and explain a particular observation. Simply, quantitative research is concerned with numbers and its relationship with events. The quantitative research suggests that the data concerned can be analyzed in terms of numbers. An example that we can give for this study is a study comparing the performance of Grade 12 in Upper Tumapoc National High School and Burgos National high School in Physical Science when ICT is integrated in teaching. This can be approached by getting the average performance of both schools before and after integrating ICT. Then the averages can be compared and analyzed to see the differences or effectiveness. In this case, numbers are used as data for analysis. Another is surveying what do viewers in Burgos, La Union prefer to watch: is it GMA dramarama or ABS-CBN Golden Kapamilya noontime show. In here, it may be approached by making a survey questionnaire asking for the preference of viewers in Burgos, La Union.

May you now give your own example of a quantitative research?

_________________________________________________________.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

OBJECTIVE. Quantitative research seeks accurate measurement and analysis of target concepts. It is not based on mere intuition and guesses. Data are gathered before proposing a conclusion or solution to a problem.
CLEARLY DEFINED RESEARCH QUESTIONS. The researchers know in advance what they are looking for. The research questions are well-defined for which objective answers are sought. All aspects of the study are carefully designed before data are gathered.
STRUCTURED RESEARCH INSTRUMENTS. Standardized instruments guide data collection, thus, ensuring the accuracy, reliability and validity of data. Data are normally gathered using structured research tools such as questionnaires to collect measurable characteristics of the population like age, socio-economic status, number of children, among others.
NUMERICAL DATA. Figures, tables or graphs showcase summarized data collection in order to show trends, relationships or differences among variables. In sum, the charts and tables allow you to see the evidence collected.
LARGE SAMPLE SIZES. To arrive at a more reliable data analysis, a normal population distribution curve is preferred. This requires a large sample size, depending on how the characteristics of the population vary. Random sampling is recommended in determining the sample size to avoid researcher’s bias in interpreting the results.
REPLICATION. Quantitative methods can be repeated to verify findings in another setting, thus strengthen and reinforcing validity of findings eliminating the possibility of spurious conclusions.

UNIT 1: NATURE OF INQUIRY and RESEARCH

KINDS OF QUANTITATIVE RESEARCH DESIGNS

Research design refers to the overall strategy that you choose in order to integrate the different components of the study in a coherent and logical way, thereby ensuring you will effectively address the research problem. Furthermore, a research design constitutes the blueprint for the selection, measurement and analysis of data. The research problem determines the research you should. Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. The kind of research is dependent on the researcher’s aim in conducting the study and the extent to which the findings will be used. Quantitative research designs are generally classified into experimental and non-experimental as the following matrix below.

The following are the various kinds of quantitative research design that a researcher may employ:

EXPERIMENTAL RESEARCH DESIGN. This allows the researcher to control the situation. In doing so, it allows the researcher to answer the question, “What causes something to occur?” This kind of research also allows the researcher to identify cause and effect relationships between

UNIT 1: NATURE OF INQUIRY and RESEARCH

QUANTITATIVE RESEARCH DESIGNS

EXPERIMENTA L NON-EXPERIMENTAL

TRUE EXPERIMENTA L

PRE- EXPERIMENTA L

QUASI- EXPERIMENTA L

Pre-Test Design Post-Test Design Post-Test only/ Control Group Design

One Shot Case Study One Group Pre-Test Post-Test Design

Non-equivalent Control Group Design Time Series Design

DESCRIPTIVE

Survey Correlational Ex-Post Facto Studies Comparative Evaluative Methodological

variables and to distinguish placebo effects from treatment effects. Further, this research design supports the ability to limit alternative explanations and to infer direct causal relationships in the study; the approach provides the highest degree level of evidence for single studies.

A. PRE-EXPERIMENTAL DESIGN. A type of research apply to experimental design that with least internal validity. One type of pre- experiment, the simple group, pre-test-post-test design, measures the group two times, before and after the intervention. Instead of comparing the pretest with the posttest within one group, the posttest of the treated groups is compared with that of an untreated group. Measuring the effect as the difference between groups marks this as between-subjects design. Assuming both groups experienced the same time-related influences, the comparison group feature should protect this design from the rival explanations that threaten the within-subject design.

Two classes of experimental design that can provide better internal validity than pre-experimental designs are: quasi-experimental and true experimental design (Dooly, 1999).

B. QUASI – EXPERIMENTAL DESIGN. In this design, the researcher can collect more data, either by scheduling more observations or finding more existing measures. Quasi-experimental design involves selecting groups, upon which a variable is tested, without any random pre-selection processes. For example, to perform an educational experiment, a class might be arbitrarily divided by alphabetical selection or by seating arrangement. The division is often convenient and, especially in an educational situation, causes as little disruption as possible. After this selection, the experiment proceeds in a very similar way to any other experiment, with a variable being compared between different groups, or over a period of time. There are two types of quasi-experimental design, these are: a. Non-Equivalent Control Group. This refers to the chance failure of random assignment to equalize the conditions by converting a true experiment into this kind of design, for purpose of analysis. b. Interrupted Time Series Design. It employs multiple measures before and after the experimental intervention. It differs from the single-group pre-experiment that has only one pretest and one posttest. Users of this design assume that the time threats such as history or maturation appear as regular changes in the measures prior to the intervention. C. TRUE-EXPERIMENTAL DESIGN. It controls for both time-related and group-related threats. Two features mark true experiments: two or more differently treated groups; and random assignment to these groups. These features require that the researchers have control

UNIT 1: NATURE OF INQUIRY and RESEARCH

b. Prediction Studies – It uses correlation coefficient to show how one variable (the predictor variable) predicts another (the criterion variable). Example: Which high school applicants should be admitted to college?

c. Multiple Regression Prediction Studies – All variables in the study can contribute to the over-all prediction in an equation that adds together the predictive power of each identified variable. Example: Suppose the High School GPA is not the sole predictor of college GPA, what might be other good predictors?

C. EX-POST FACTO or CAUSAL-COMPARATIVE. This kind of research derives conclusion from observations and manifestations that already occurred in the past and now compared to some dependent variables. It discusses why and how a phenomenon occurs. Example 1: A researcher is interested in how weight influences stress-coping level of adults. Here the subjects would be separated into different groups (underweight, normal, overweight) and their stress-coping levels measured. This is an ex post facto design because a pre-existing characteristic (weight) was used to form the groups. Example 2: What is the Effect of Home Schooling on the Social Skills of Adolescents?

D. COMPARATIVE. It involves comparing and contrasting two or more samples of study subjects on one or more variables, often at a single point of time. Specifically, this design is used to compare two distinct groups on the basis of selected attributes such as knowledge level, perceptions, and attitudes, physical or psychological symptoms. Example: A comparative Study on the Health Problems among Rural and Urban People in Ilocos Region, Philippines.

E. NORMATIVE. It describes the norm level of characteristics for a given behavior. For example: If you are conducting a research on the study habits of the high school students you are to use the range of score to describe the level of their study habits. The same true is when you would want to describe their academic performance.

F. EVALUATIVE. It is a process used to determine what has happened during a given activity or in an institution. The purpose of evaluation is to see if a given program is working, an institution is successful according to the goals set for it, or the original intent was successfully attained. In other words, in

UNIT 1: NATURE OF INQUIRY and RESEARCH

evaluation judgments can be in the forms of social utility, desirability, or effectiveness of a process. For example, we can cite here a situation. In evaluation study, it will not just be considering the performance of the students who were taught under modular instruction; instead, it is the rate of progress that happened among the students who were exposed to modular instruction. Example: A test of children in school is used to assess the effectiveness of teaching or the deployment of a curriculum.

G. METHODOLOGICAL. In this approach, the implementation of a variety of methodologies forms a critical part of achieving the goal of developing a scale-matched approach, where data from different disciplines can be integrated.

What are the types of quantitative research designs? Give example each type.

KEEP THIS IN MIND.

UNIT 1: NATURE OF INQUIRY and RESEARCH

QUANTITATIVE RESEARCH - use numbers in stating generalization about a given problem STRENGHT or inquiry Objectivity Real & Unbiased Facilitates Sophisticated Analysis Analyzed in quick & easy way Replicable Useful in Testing Qualitative Research

WEAKNESSES Requires large number of Respondents Costly Contextual Factors are ignored Difficult to gather data Little glitch in the procedure leads to incomplete and inaccurate data

CHARACTERISTICS OBJECTIVE CLEARLY DEFINED RESEARCH QUESTIONS STRUCTURED RESEARCH INSTRUMENTS NUMERICAL DATA LARGE SAMPLE SIZES REPLICATION FUTURE OUTCOMES

EXPERIMENTAL NON-EXPERIMENTAL/ DESCRIPTIVE

PRE-EXPERIMENTAL

QUASI-

EXPERIMENTAL

TRUE-EXPERIMENTAL

SURVEY

CORRELATIONAL

EX POST FACTO

COMPARATIVE

NORMATIVE

METHODOLOGICAL

EVALUATIVE

_______________________________________________________________________________

______________________________________________________.

POST_TEST. This serves as your summative test. Answer the questions below following the instruction given in each test.

I. Identification. Identify what is being asked in each number. Write your answer after the statement.

It highlights numerical analysis of data hoping that the numbers yield unbiased results that can be generalized to some larger population and explain a particular observation. _________________________
It suggests that the data concerned can be analyzed in terms of numbers.
This kind of research derives conclusion from observations and manifestations that already occurred in the past and now compared to some dependent variables. _______________________
It describes the norm level of characteristics for a given behavior.
In this design, the researcher can collect more data, either by scheduling more observations or finding more existing measures. ________________________
It is conducted by researchers whose aim would be to find out the direction, associations and/or relationship between different variables or groups of respondents under study. ______________________
It refers to the overall strategy that you choose in order to integrate the different components of the study in a coherent and logical way, thereby ensuring you will effectively address the research problem.
It controls for both time-related and group-related threats. Two features mark true experiments: two or more differently treated groups; and random assignment to these groups. ____________________________
All variables in the study can contribute to the over-all prediction in an equation that adds together the predictive power of each identified variable.
10 main purpose is to observe, describe and document aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generation or theory development. __________________________

II. Multiple Choice. Choose the correct letter that best describe the question or complete the statement. Write your answer before the number.

Which of the following BEST defines quantitative research? A. It is an exploration associated with libraries, books and journals. B. It is an activity concerned with finding new truth in education. C. It is a systematic process obtaining numerical information about the world. D. It is an activity of producing or proving a theorem.
Which of the following is NOT a characteristic of quantitative research? A. Data are gathered before proposing a conclusion or solution to a problem. B. Quantitative methods can be repeated to verify findings in another setting, thus strengthen and reinforcing validity of findings eliminating the possibility of spurious conclusions.

UNIT 1: NATURE OF INQUIRY and RESEARCH

C. Figures, tables or graphs showcase summarized data collection in order to show trends, relationships or differences among variables. In sum, the charts and tables allow you to see the evidence collected. D. It seeks to gather a more comprehensive understanding of activities related to human behavior and the attributes that rule such behavior. 3. Which of the following describes the characteristics of research where data are in form of statistics? A. Objective B. NumericalData C. Replication D. Large Sample Size

This characteristic of quantitative research which refers to its necessity to arrive at a more reliable data analysis. A. Large Sample Sizes C. Numerical Data B. Replication D. Objective
It is done to check the correctness and verify the findings of the study. A. Large Sample Sizes C. Numerical Data B. Replication D. Objective
The researchers know in advance what they are looking for. The research questions are well-defined for which objective answers are sought. All aspects of the study are carefully designed before data are gathered. A. Future Outcomes C. Clearly defined Research Questions B. Structured Research Instruments D. Numerical Data
Which research design seeks to describe “what is”? A. Correlational C. Experimental B. Descriptive D. Evaluation
In this type of research, the investigator tries to probe the significance of relationship between two or more factors or characteristics A. Correlational C. Ex-post facto B. Experimental D. Survey
Which of the item below does NOT hold true for descriptive research? A. describes the nature of a situation or an event B. presents the profile of persons, events, and things C. describes past situations D. there is no manipulation of variables or search for cause and effect related to the performance 10 of the following illustrates a quantitative study? A. attributes to malnutrition in children B. public opinion to the sex scandal of the Pres. in our country C. academic performance of high school students D. all of the above choices

III. DETERMINATION. Determine if the description given below is a strength or weakness of a quantitative research. Write your answer on the blank provided for.

The most reliable and valid way of concluding results, giving way to a new hypothesis or to disproving it. ___________________________
Since, there are more respondents compared to qualitative research, the expenses will be greater in reaching out to these people and in reproducing questionnaires. _______________________
If not done seriously and correctly, data from questionnaires may be incomplete and inaccurate. ____________________________

UNIT 1: NATURE OF INQUIRY and RESEARCH

coefficient 10 that seems synonymous to survey research

ASSIGNMENT: RESEARCH WORK. Research 15 different titles of research in a research reports and classify them to any of the research designs we have discussed. Choose only quantitative research titles. Follow the format below.

RESEARCH TITLE RESEARCH DESIGN 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

LESSON 2: IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS VARIOUS

FIELDS

PRE-TEST QUESTIONS:

Answer the questions below. Follow instructions properly.

I. MATCHING TYPE. Match item in COLUMN A with those of COLUMN B by placing the letter of the correct answers in the space provided in column A from among the choices I column B. Identify what discipline the given research title is related.

COLUMN A COLUMN B

What Effect do Punitive Behavioral Control Statements have on Classroom? A. QUANTI & ANTHROPOLOGY

B. QUANTI & COMMUNICATION

C. QUANTI & SPORTS MED.

D. QUANTI & MEDICAL ED.

E. QUANTI & BEHAVIORAL SCI.

F. QUANTI & EDUCATION

G. QUANTI & PSYCHOLOGY

The Relationship between the Mushrooming of Fast Food Chains and Obesity of Children in Kuopo, Eastern England.
Effect of Tourism to the Cultural System of Villagers in Southern Cordillera.
Factors Affecting Quality of Medical Education in Saint Louis University.
Relationship of Verbally Aggressive Behavior to the Physical Aggression of a Person.

UNIT 1: NATURE OF INQUIRY and RESEARCH

H. QUANTI & ABM

I. QUANTI & STEM

Factors Affecting Crime Rates in Burgos, La Union.
Video Integration in Teaching Science in Grade 12 of Upper Tumapoc National High School.
Communicative Behaviors Associated in Different Stages of a Romantic Relationship.
Ethnographic Study: Changes of Aeta Behaviors in past 5 years. 10 of Physical Activity to the Amount of Adipose Tissue and Endurance Fitness of Children Aged 15 – 22 in Burgos, La Union.

II. ESSAY. Discuss briefly, what is ask below.

How quantitative research related or important to different field of discipline?

_____________________________________.
Choose two disciplines enumerated above (column B) and explain how quantitative research was used on it.

______________________________________________________________.

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

People do research to find solutions, even tentative ones, to problems, in order to improve or enhance ways of doing things, to disprove or provide a new hypothesis, or simply to find answers to questions or solutions to problems in daily life. Research findings can affect people’s lives, ways of doing things, laws, rules and regulations, as well as policies, among others. Widely, quantitative research is often used because of its emphasis on proof rather than discovery. In recent times, research studies are gaining an unprecedented focus and attention. Then, only the faculty in higher education has so much interest and conduct researchers, but now even the teachers in the basic education are engrossed in researches and devote time and effort in conducting researches to improve educational practices that may lead to more quality learning of the students. Many teachers do action researches because there is a serious need to identify the problems of the deteriorating quality of education. By doing so, they can address systematically and make educational decisions regarding the problems met. Innovative teaching strategies are product of research. In the natural and social sciences, quantitative research is the systematic, empirical investigation of observable phenomena via statistical, mathematical or

UNIT 1: NATURE OF INQUIRY and RESEARCH

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