Quantitative Research

2.  1. Describe the nature of quantitative research.
 2. Identify basic concepts related to quantitative research.
 3. Discuss characteristics of T-test and regression.

3. 
Research is defined as a careful, systematic study in a field of
knowledge, undertaken to discover or establish facts or
principles (Webster, 1984).

“Research is a systematic, controlled, empirical, and
critical investigation of hypothetical propositions about the
presumed relations among natural phenomena.” (Kerlinger,
1973)
 “Research is an honest, exhaustive, intelligent searching for
facts and their meanings or implications with reference to a
given problem. The product or findings of a given piece of
research should be an authentic, verifiable contribution to
knowledge in the field studied.” (Cook, n.d.)

4.  MacDonald, S., & Headlam, N. (2015) Explained quantitative - as the name
suggests, is concerned with trying to quantify things; it asks questions such
as ‘how long’, ‘how many’ or ‘the degree to which’. Quantitative methods look
to quantify data and generalise results from a sample of the population of
interest. They may look to measure the incidence of various views and
opinions in a chosen sample for example or aggregate results.


5. The purpose of quantitative research is to investigate a
particular topic or activity through measurement of
variables in quantifiable ways. (Sorolla, N.D.)

6.  Large Sample Size.
 Structured Research Methods.
 Highly Reliable Outcome.
 Reusable Outcome.
 Close-ended questions.
 Numerical Outcome.
 Generalization of Outcome.
 Prior study.

7.  The basic stages in the research process are suggested by (Ardales, 2001):
1. Problem Identification
2. Review of Related Literature
3. Objectives Formulation
4. Formulation of Hypotheses and Assumptions
5. Theoretical/Conceptual Framework Construction
6. Research Design Selection
7. Data Collection
8. Data Processing
9. Data Analysis and Interpretation
10. Report writing

9.  Descriptive research seeks to describe the current status of an
identified variable.
 These research projects are designed to provide systematic
information about a phenomenon.
 The researcher does not usually begin with an hypothesis, but is
likely to develop one after collecting data.
 The analysis and synthesis of the data provide the test of the
hypothesis.
 Systematic collection of information requires careful selection of
the units studied and careful measurement of each variable.

10. • A description of how much is the running time of every lathe
machines in manufacturing engineering technology department
in each term in SY 2020-2021.
• A description of the facebook use habit of third year
manufacturing engineering students of TUP Visayas.

11.  “Quantitative methodology used to determine whether, and to what degree, a
relationship exists between two or more variables within a population (or a sample).”
(Apuke, 2017)
 Correlational research attempts to determine the extent of a relationship between two
or more variables using statistical data.
 In this type of design, relationships between and among a number of facts are sought
and interpreted.
 This type of research will recognize trends and patterns in data, but it does not go so
far in its analysis to prove causes for these observed patterns.
 Cause and effect is not the basis of this type of observational research. The data,
relationships, and distributions of variables are studied only.
 Variables are not manipulated; they are only identified and are studied as they occur
in a natural setting.

12. • The relationship between intelligence and self-
esteem
• The relationship between diet and anxiety
• The relationship between an aptitude test and success
in an algebra course
• The relationship between ACT scores and the
freshman grades

13. Ex post facto means “from after the fact”. In research,
the ex post facto, also known as casual-comparative
design is a method wherein the researcher studies the
problem by analyzing past events or existing conditions
to determine influence or causation.
It is also the method to use when the aim of the
researcher is to find out the existing differences in the
status, behavior, attitude and belief of groups of
individuals. (Sorolla, N.D.)

14. If the aim of the researcher is to find out what caused
the change in the characteristics or behavior of the
subjects and what change or effect has been made then
the design to use is the experimental research design.
It is a design in which an investigator/researcher
manipulates and controls one of the independent
variables and observes the dependent variable or
variables for variation concomitant to the manipulation
of the independent variables (Kerlinger, 1986).

15.  Surveys are a popular method of collecting primary data. The
broad area of survey research encompasses any measurement
procedures that involve asking questions of respondents.
 They are a flexible tool, which can produce both qualitative and
quantitative information depending on how they are structured
and analyzed.
 In this section we focus on the quantitative use of surveys, and
in later sections we explore the more qualitative use of survey
methods. (MacDonald, S., & Headlam, N., 2015)

16.  Validity refers to the appropriateness, meaningfulness and
usefulness of inferences a researcher makes on the data they
collect.
 A research instrument is valid when it measures what it intends
to measure.
 Researchers should make sure that any information collected
through the use of an instrument serves the purpose for which
it is collected. (Sorolla, R., N.D.)

17. 1. Content Validity.
2. Criterion-related validity.
3. Construct-related validity.

18. An instrument has content validity if the content and
format of an instrument appropriately covers the topics
and the variables intended to be studied. The items
should adequately represent the subject to be
assessed.

19. An instrument has criterion-related validity if a score
obtained by an individual using a particular
instrument is significantly associated with a score
he/she obtains on another instrument or another
measure, known as the criterion.

20. This refers to specific psychological constructs or
characteristics being measured by the instrument and
how well these constructs explain the differences in the
behavior of individuals.

21. a) History
b) Maturation
c) Testing
d) Instrumentation

22. a) Sample characteristics
b) Stimulus Characteristics and Settings
c) Treatment Variations
d) Outcome Variations
e) Context Dependent Mediation

23. a) Attention and Contact with Participants
b) Single Operations and Narrow Stimulus Sampling
c) Experimenter Expectancies

24. a) Low Statistical Power
b) Assumption Violation of Statistical Tests
c) Error Rate Problem
d) Restriction of Range

25. Reliability refers to the consistency of the responses or
the scores obtained by an individual in a test or
research instrument administered twice.
There are two methods commonly used in determining
the reliability of an instrument: test-retest method and
the split-half method.
a) Test-retest method.
b) Split-half method.

26.  Test-retest method. This involves administering the same test
twice to the same groups of individuals. After a certain time has
elapsed, the same test is administered to the same people
again. Then the reliability coefficient is calculated to determine
the degree of association between the results of the two
administrations. If the coefficient is significant, instrument is
reliable.
 Split-half method. This approach involves the scoring of the
first half and then the second half of the instrument separately
for each person and then calculating a correlation coefficient for
the two sets of score. If the correlation between the two sets of
scores is statistically significant, then the instrument is reliable.

27. Sampling is the process of selecting a few (a sample)
from a bigger group (the sampling population) to
become the basis for estimating or predicting the
prevalence of an unknown piece of information,
situation or outcome regarding the bigger group.
A sample is a subgroup of the population you are
interested in. The figure below shows some methods of
sampling.

30. Quantitative data is factual information involving
numbers and categories. Categories often refer to
choices between options, such as your favorite type of
food or your opinion in a range from strongly disagree
to strongly agree.

31. 1. Numerical data (this could be whole numbers or
decimals)
2. Ordinal data - Categories with a natural ordering
(such as strongly agree, agree, neutral, disagree,
strongly disagree)
3. Nominal data - Categories without any agreed
ordering (such as protein, dairy, carbohydrate, fruit
and vegetables)

32.  The best kind of quantitative data in statistical analysis is
numerical, followed by ordinal, and lastly nominal. It is
important to know what kind of data you are planning to collect
or analyze as this will affect your analysis method.

33. 1. Start with an aim and research questions
2. Collect data consistent with your aim and research questions
3. Process your data and create a raw data spreadsheet
4. Get a feel for your data with a descriptive analysis
5. Interpret and report on your analysis informally. (Descriptive analysis finishes here: the
remaining steps relate to statistical testing)
6. Decide whether to analyze groups of variables in your data set or just individual variables
7. Understand your statistical design
8. Generate advanced level descriptive statistics and check test assumptions
9. Understand the null hypothesis statistical testing process
10. Run and interpret an appropriate test
11. Report on your results
12. Be prepared to re-analyze

34. Statistical analysis is a mathematical method of
interrogating data. This is done by looking for
relationships between different sets of data.

35. Source: https://www.youtube.com/watch?app=desktop&v=UaptUhOushw