PR2 Quarter 3 – Module 4 The Methods in Quantitative Research.pptx

THE METHODS IN
QUANTITATIVE RESEARCH
Quarter 3 – Module 4
Practical Research 2

1. It is called as study group of the researcher.
a. co-researcher b. teachers
c. participants d. crowd
2. What research tool is use in survey?
a. guide questions b. interview guide
c. pre-Test d. questionnaire
3. In quantitative research, what will quantify to get the result?
a. Number of studies b. hypothesis
c. variables d. methods
ACTIVITY 1. LET US CHECK YOUR PRIOR
KNOWLEDGE...

4. Realizing the appropriate of your research is an initial act of your
study.
a. subjects b. time frame
c. design d. sampling
5. The following are forms of quantitative research survey, except:
a. sampling questionnaire
b. Questionnaire design
c. sampling technique
d. questionnaire administration
KNOWLEDGE...

6. What type of research where the researcher investigates a
problem by
studying the variables in survey?
a. Survey b. experimental
c. Causal-Comparative d. correlational
7. What stage of sampling where the researcher clearly defines
target
population?
a. stage 1 b. stage 2
c. stage 4 d. stage 3
KNOWLEDGE...

8. The process of gathering and measuring information on variables
of interest, in an established systematic fashion that enables one to
answer stated research questions, test hypotheses, and evaluate
outcomes is.
a. data collecting
b. methodology
c. research intervention
d. research procedures
KNOWLEDGE...

9. What kind of research where the researcher predicts certain
outcomes in one variable from another variable that serves as the
predictor?
a. Ex Post Facto b. correlational
c. survey d. experiment
10. The following are in research methodology, except:
a. Research locale b. respondents
c. sampling technique d. findings
KNOWLEDGE...

1. It is an action for the problem tackled by the researcher/s.
2. The researcher investigates the treatment of an intervention into
the study group and then measures the outcomes of the treatment.
3. Survey is used for collecting data from a predefined group of
respondents to gain information and insights into various topics of
interest.
Read the description below and choose your
answer from the box.

4. The entire population is involved but for your research study, you
need to select only apart from the whole because it is doubtful that
researcher should be able to collect data from all cases.
5. Developing questionnaire proposed by the researcher to obtain
valid information coming from different sources is one of the critical
activities.

6. Most researchers want to receive credit for their contributions
and do not want to have their ideas stolen or disclosed prematurely.
7. Capturing the quality evidence that then translates to rich data
analysis and allows the building of a convincing and credible answer
to questions that have been posed.

8. Choose the study design either questionnaire study or a
laboratory experiment? What kind of design do you choose
(descriptive, cross-sectional, case-control)?
9. Response rate is the number of cases agreeing to take part in the
study.

10. Researchers must be equipped with competence in providing
and selecting evidence on the components or construct of
research to be used in his/her study.

Research methodology simply refers to the practical “how” of any given
topic of research. More specifically, it is about how a researcher
systematically designs a study to ensure valid and reliable results that
address the research aims and objectives.
For example, how did the researcher go about deciding:
• What data to collect (and what data to ignore)
• Who to collect it from (in research, this is called “sampling design”)
• How to collect it (this is called “data collection methods”)
• How to analyze it (this is called “data analysis methods”)
RESEARCH METHODOLOGY

The methods and techniques used in writing
research paper gauge to answer the research
questions and in collecting data. Realizing the
appropriate design of your research is an initial act
of your study.
WHAT ARE THE METHODS OF
QUANTITATIVE RESEARCH?

SURVEY
According to Sukamolson (2007), survey research includes the use of
scientific sampling method with a designed questionnaire to quantify
a given population's characteristics using statistical methods.
More concisely, Sukamolson (2007) further describes survey as a form
of quantitative research that is concerned with ‘sampling
questionnaire, questionnaire design, questionnaire administration’ for
the sake of gathering information from the group/population under
study, and then make analysis to better understand their behavior
and characteristics.

SURVEY
In addition, Kraemer (1991) outlines three basic beliefs in
survey research, such as survey which is used to describe
quantitatively a sectional aspect of a given populations that
involves studying the relationship; in survey research method,
data are obtained from people; and lastly, survey sample a
part of population which is later used to generalize the whole
population, i.e., a section of a population is sampled to
represent the whole population characteristics, viewpoint as
well as opinion as the case may be.

CORRELATIONAL
A quantitative methodology used to determine whether, and to what degree, a relationship
exists between two or more variables within a population (or a sample). The degree of
relationships is expressed by correlation coefficients. Coefficients range from +1.00 to -1.00.
Higher correlations (coefficients closer to +1.00 or -1.00) indicate stronger relationships. Positive
correlations indicate that as the values associated with one variable go up, so do the values
associated with the other. Negative correlations indicate that as the values associated with one
variable go up, the values associated with the other go down. But tracing on this, Leedy &
Ormrod (2010) remark that correlation method of research deals with creating relationships
amid two or more variables in the same population. “The first type of correlational design,
explanatory design, is conducted when researchers want to explore the extents to which two or
more variables co-vary, that is, where changes in one variable are reflected in changes in the
other” (Creswell, 2008, p. 358). The second type of correlational design, prediction design, is used
by researchers when the purpose of the study is to predict certain outcomes in one variable from
another variable that serves as the predictor.

In the experimental research, the researcher investigates the
treatment of an intervention into the study group and then
measures the outcomes of the treatment.
There are three types of exploratory approaches:
a. pre-experimental
b. true experimental
c. quasi-experimental
EXPERIMENTAL

According to Leedy & Ormrod (2001), the pre-experimental design
involves an independent variable that does not vary or a control group
that is not randomly selected. Campbell and Stanley (1963) endorsed
the true experimental design, which provides a higher degree of
control in the experiment and produces a higher degree of validity. The
true experimental designs result in a systemic approach to quantitative
data collection involving mathematical models in the analyses. Whereas
the quasi-experimental design involves nonrandom selection of study
participants. Therefore, control is limited, and true experimentation is
not possible. Since the variable cannot be controlled, validity may be
sacrificed.
EXPERIMENTAL

The factorial design focuses on two or more categories with the
independent variables as compared to the dependent variable (Vogt,
1999). Key (1997) describes experimental research as a form of research
whereby a researcher takes control and maintains the basic elements
that might affect the result of an experiment. By so doing, the
researcher predicts the outcome of an experiment. While experimental
design is the synopsis that guides a researcher while testing his
hypothesis in order to reach a tangible conclusion on the relationship
concerning an independent variable and a dependent variable.
EXPERIMENTAL

Experiment deals with the process of supporting, rejecting, or
validating a hypothesis to get insight into the cause and effect of
something when certain factors are being manipulated. For example,
someone may carry out a basic experiment to understand the existence
of gravity, while others, basically scientists, carry out experiments for
years depending on the subject matter to be experimented.
EXPERIMENTAL

According to Gay (1976), Ex post facto implies "from after the fact,"
which means ex-post facto research, where the researcher investigates a
problem by studying the variables in survey. It is research in which the
dependent variable is immediately observable and now the main
concern is to find out the backgrounds that gave rise to this
consequence. In addition, a causal-comparative study is a form of study
that tries to identify and determine the cause and effect of the
relationship between two or more groups where the researcher
attempts to determine the cause, or reason, for pre-existing differences
in groups of individuals.
CAUSAL-COMPARATIVE OR EX POST
FACTO

• The causal-comparative study looks at differences between groups while the
correlational study looks for relationships of variables within a single group.
• Causal-comparative and correlational studies are similar in that both are used
to examine relationships among variables.
• Causal-comparative research includes categorical independent and/or
dependent variables, but the correlational study only includes quantitative
variables.
• Causal-comparative research provides better evidence of cause and effect
relationships than correlational research.
• Like correlational research, causal-comparative research is sometimes treated
as a type of descriptive research since it too describes conditions that already
exist.
Here are the differences and similarities between causal-
comparative and correlational studies:

Sampling means selecting from a huge number of
respondents or participants to answer your research
questions. The entire population is involved, but for your
research study, you need to select only a part from the whole
because it is doubtful that the researcher should be able to
collect data from all cases. Thus, there is a need to select a
sample. The entire set of cases from which the researcher
sample is drawn is called the population. Since researchers
neither have time nor the resources to analyze the entire
population, they apply sampling techniques to reduce the
number of cases. (Taherdoost, Hamed. 2016)
SAMPLING METHODS

Figure 1 Sampling Process Steps illustrates the stages that are likely to
go through when conducting sampling in your research.
SAMPLING METHODS
CLEARLY DEFINCE
TARGET
POPULATION
SELECT
SAMPLING
FRAME
CHOOSE
SAMPLING
TECHNIQUE
ASSESS
RESPONSE
RATE
COLLECT
DATA
DETERMINE
SAMPLING
SIZE

The first stage in the sampling process is to clearly
define the target population. Population is
commonly related to the number of people living in a
particular country. In other words, this group of
individuals, that the intervention intends to conduct
research in and draw conclusions from.
Stage 1: Clearly Define Target
Population

A sampling frame is a list of the actual cases from
which the sample will be drawn. The sampling frame
must be representative of the population. The 'list'
may be an actual listing of units, as in a phone book
from which phone numbers will be sampled, or some
other description of the population, such as a map
from which areas will be sampled.
Stage2: Select Sampling Frame

Before examining the different types of sampling methods, it is
important to note what is meant by sampling, besides the reasons
why researchers are likely to select a sample. Taking a division from a
chosen sampling frame or entire population is called sampling.
Sampling can be used to make inferences about a population or to
make generalizations in relation to existing theory. In essence, this
depends on the choice of sampling technique.
Sampling techniques can be divided into two types: The Probability or
random sampling and the Non-probability or non-random sampling.
This was clearly discussed in the previous modules in the Practical
Research 1 in the First Semester.
Stage 3: Choose Sampling Technique

Before choosing a specific type of sampling technique, it is needed to decide on the broad sampling
technique. Figure 2 shows the various types of sampling techniques.
STAGE 3: CHOOSE SAMPLING TECHNIQUE
Figure 2. Shows the Sampling
Techniques

In order to simplify from a random sample and avoid sampling errors or
biases, a random sample needs to be of suitable size. What is suitable
depends on several issues which often confuse people doing surveys for the
first time. This is because what is important here is not the proportion of the
research population that gets sampled, but the absolute size of the sample
selected relative to the complexity of the population, the aims of the
researcher, and the kinds of statistical manipulation that will be used in data
analysis. While the larger the sample the lesser the likelihood that findings
will be biased does hold, diminishing returns can quickly set in when
samples get over a specific size which need to be balanced against the
researcher’s resources (Gill et al., 2010). To put it bluntly, larger sample sizes
reduce sampling error but at a decreasing rate. Several statistical formulas
are available for determining sample size.
Stage 4: Determine Sample Size

After having a target population, sampling
frame, sampling technique and sample size
have been established, the next step is to
collect data coming from the subjects of your
research study.
Stage 5: Collect Data

Response rate is the number of cases agreeing to take part in
the study. These cases are taken from the original sample. In
reality, most researchers never achieve a 100 percent response
rate. Reasons for this might include refusal to respond,
ineligibility to respond, inability to respond, or the respondent
has been located but researchers are unable to make contact. In
sum, response rate is important because each nonresponse is
liable to bias the final sample. Clearly defining the sample,
employing the right sampling technique, and generating a large
sample, in some respects, can help to reduce the likelihood of
sample bias.
Stage 6: Assess Response Rate

The main objective in conducting research for all students is to
develop them as competent researchers and acquire the
knowledge and skills of conducting and disseminating his or her
research in a particular field of research. This has been the focus
in most of the programmes by research (Dodani & LaPorte, 2008;
Murtonen, 2005; Sveiby, 2001).
DEVELOPING AN INSTRUMENT TO
MEASURE RESEARCH SKILLS

A review of literature on the development of the
ability to conduct research was carried out in this
step. Therefore, researchers must be equipped
with competence in providing and selecting
evidence on the components or constructs of
research to be used in his/her study.
STEP I
The following are the five-phase model for development of questionnaire:

After identifying the concept and defining it operationally, items were
developed for each construct. Some of the items from existing instruments
which are available in the literature were adapted. The rest of the items were
developed by the researchers based on the operational definition of the
construct. A Likert-type scale was preferred where students were asked to tick
against each item.
Example:
Construct Sample of item for the construct
The use of Protective Equipment in TVL I am confident wearing of PPE
during laboratory time
STEP II

The draft items were then reviewed by the
researcher and place the items according to the
constructs it belongs based using the
operational definitions and sent to the subject
teacher for validation.
STEP III

The next phase, involved item analysis, using
and the output of the analysis on inter-
correlations between the items and its
constructs. A few items were deleted if it is not
in line with the construct.
STEP IV

The reliability for each construct was again
computed to see the reliabilities of the
constructs were sufficiently high, the
instrument is ready for use.
STEP V

Research intervention is the heart of the study where strategies employed
to minimize the problem handled by the researcher. It is the treatment for
the problem tackled by the researcher/s. It is characterized by both the
design and development of interventions. Design involves the specification
of an intervention. This includes determining the extent to which an
intervention is defined by explicit practice principles, goals, and activities
needed for enhancement of the research conducted. Some interventions
are highly responsive to dialogue and the hermeneutics of exchange
between intervention agents and participants (Wolpe 1969).
The development of intervention generally comes from the interest of the
researcher/s to stop or help the problem to be solved.
WHAT IS RESEARCH INTERVENTION?

Data collection involves systematically gathering and measuring
information on variables to answer research questions, test hypotheses,
and evaluate outcomes, ensuring the integrity of research (Kabir, 2016). It
aims to produce high-quality evidence for thorough data analysis and
credible answers. Quantitative data, being numerical, is analyzed using
scales such as nominal, ordinal, interval, and ratio, addressing the "what"
of a program through standardized methods like surveys. While it is cost-
effective and facilitates easy comparison and measurement of effects, it
has limitations in exploring nuances and unexpected differences.
Quantitative methods typically rely on random sampling and structured
instruments, which help generalize findings to a larger population.
DATA COLLECTION & ANALYSIS
PROCEDURE

1. Experiments/clinical trials.
2. Observing and recording well-defined events (e.g.,
counting the number of patients waiting in emergency at
specified times of the day during the Pandemic).
3. Obtaining relevant data from management information
systems.
4. Administering surveys with closed-ended questions (e.g.,
face-to face and telephone interviews, questionnaires etc).
Characteristic quantitative data
gathering strategies include:

5. In quantitative research (survey research), interviews are more
structured than in Qualitative research. In a structured interview,
the researcher asks a standard set of questions and nothing
more. Face -to -face interviews have a distinct advantage of
enabling the researcher to establish rapport with
potential participants and therefore gain their cooperation.
6. Paper-pencil-questionnaires can be sent to many people and
saves the researcher time and money. People are more truthful
while responding to the questionnaires regarding controversial
issues since their responses are anonymous.
Characteristic quantitative data
gathering strategies include:

There are several reasons why it is important to obey
ethical norms in research.
1.Promote the aims of research, such as knowledge,
truth, and avoidance of error.
Example: Prohibitions against fabricating, falsifying, or
misrepresenting research data promote the truth and avoid
error.
Ethical Norms in data collection

2. Since research often involves a great deal of cooperation and
coordination among many different people in different disciplines
and institutions, ethical standards promote the values that are
essential to collaborative work, such as trust, accountability,
mutual respect, and fairness.
Example: Many ethical norms in research, such as guidelines for
authorship, copyright and patenting policies, data sharing policies,
and confidentiality rules in peer review, are designed to protect
intellectual property interests while encouraging collaboration. Most
researchers want to receive credit for their contributions and do not
want to have their ideas stolen or disclosed prematurely.

3. Many of the ethical norms help to ensure that
researchers can be held accountable to the
public.
4. Ethical norms in research also help to build
public support for research. People more likely to
fund research project if they can trust the quality
and integrity of research.

5. Many of the norms of research promote a variety of other
important moral and social values, such as social
responsibility, human rights, animal welfare, compliance with
the law, and health and safety. Ethical lapses in research can
significantly harm human and animal subjects, students, and
the public.
Example: A researcher who constructs data in a clinical trial may
harm or even kill patients and a researcher who fails to abide by
regulations and guidelines relating to radiation or biological
safety may jeopardize his health and safety or the health and
safety of staff and students.

This section focuses on how researchers plan to address their research problem
by outlining a work plan and detailing the necessary activities for project
completion. The methodology chapter clarifies what was done and how,
enabling readers to assess the research's reliability and validity. Methodology
itself refers to the systematic and academic study of methods applied within a
field, including paradigms, theoretical models, and both quantitative and
qualitative techniques (Irny and Rose, 2005). Unlike methods, which provide
specific solutions, methodology supports understanding the best practices and
methods applicable to a particular case. Research methodology, therefore, is a
structured guide that describes and analyzes methods, highlights their
limitations and resources, and relates their potential to advancing knowledge
(Igwenagu, 2016).
GUIDELINES IN WRITING
RESEARCH METHODOLOGY

1. Study design -Is it a questionnaire study or a laboratory
experiment? What kind of design do you choose (descriptive,
cross-sectional, case- control)?
2. Selection of research location - (Where was the study
conducted?)
3. Subjects or participants - Who will take part in your study?
What kind of sampling method / procedure do you use? You will
need to decide on the inclusion and exclusion criteria?
For quantitative studies, the method section typically
consists of the following sections:

4. Sample size – you need to calculate your sample size based on
the type of study you are conducting. There are several formulas
for sample size calculation.
5. Study instruments - What kind of measuring instruments or
questionnaires do you use? Why do you choose them? Are they
valid and reliable?
6. Data collection - How do you plan to carry out your study?
What activities are involved? How long does it take?

7. Data analysis and interpretation – this includes plans for
processing and coding data, computer software to be used (eg
Statistical Package for Social Sciences / SPSS, EPI-INFO, etc),
choice of statistical methods, confidence levels, significance
levels etc. It is also convenient to provide even not final tables for
the data you plan to analyze from your study.
8. Ethical considerations – It is necessary to have a thorough
review of your work if it is in line with the ethics on research.

1. Identify the research methodology used in
your research.
2. Why is research methodology important?
3. Is research intervention significant? Prove
your answer.
ANSWER EACH QUESTION

1. It is called as study group of the researcher .
a. co-researcher b. teachers
c. participants d. crowd
2. What research tool is use in survey?
a. guide questions b. interview guide
c. pre-Test d. questionnaire
3. In quantitative research, what will quantify to get the result?
a. Number of studies b. hypothesis
c. variables d. methods
CAREFULLY READ THE STATEMENTS OR
QUESTIONS BELOW

4. Realizing the appropriate of your research is an initial act of your study.
a. subjects b. time frame
c. design d. sampling
5. The following are forms of quantitative research survey, except:
a. sampling questionnaire b. Questionnaire design
c. sampling technique d. questionnaire administration
6. What type of research where the researcher investigates studying the
variables in survey?
a. Survey b. experimental
c. Causal-Comparative d. correlational
QUESTIONS BELOW

7. What stage of sampling where the researcher clearly defines target
population?
a. stage 1 b. stage 2
c. stage 4 d. stage 3
8. The process of gathering and measuring information on variables of
interest, in an established systematic fashion that enables one to
answer stated research questions, test hypotheses, and evaluate
outcomes is .
a. data collecting b. methodology
c. research intervention d. research procedures
QUESTIONS BELOW

9. What kind of research where the researcher predicts certain outcomes
in one variable from another variable that serves as the predictor?
a. Ex Post Facto b. correlational
c. survey d. experiment
10. The following are in research methodology, except:
a. Research locale b. respondents
c. sampling technique d. findings
QUESTIONS BELOW

PR2 Quarter 3 – Module 4 The Methods in Quantitative Research.pptx

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