PRACTICAL RESEARCH 2

Republic of the Philippines

Department of Education
REGION IV -A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE

SABANG SENIOR HIGH SCHOOL

Brgy. Sabang, Polillo,Quezon

DepEd Learning Activity Sheets (LAS) No.2

Name of Learner: ______________________________________Grade:______________

Section: _______________________________________ Date: _______________

KINDS OF QUANTITATIVE RESEARCH DESIGNS

In Qualitative research you learn that this type of research is more of subjective approach
used to describe life experiences and give them meaning. Just like the qualitative research,
quantitative research also uses a systematic process. It only deals with statistical data in order to
to describe, test relationships, and examine cause and effect relationships.
Quantitative research is about asking people for their opinions in a structured way so that
we can produce hard facts and statistics for guidance. To get reliable statistical results, it’s
important to survey people in fairly large number and to make sure they are a representative
sample of our target market.
There are different kinds of research design in order to integrate the different
components of the study to ensure you that this will be effectively addressed the research
problem. A research design constitutes the blueprint for the selection, measurement and analysis
of data. The research problem determines the research design you should use.
Quantitative research designs are generally classified as to experimental and non-
experimental.

A. Experimental research design

1. allows the researcher to control the situation
2. allows the researcher to answer the question
3. allows the researcher to identify the cause and effect relationships between variables and to
distinguish placebo effects from treatment effects.
4. supports the ability to limit alternative explanations and to infer direct causal relations in the
Study
5. provides the highest level of evidence for single studies.

 Pre-experimental types of research apply to experimental designs with the least internal
validity.
a) One shot case study
b) One-Group Pre-Test and Post-Test design
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.
 Quasi-experimental design, the researcher can collect more data, either by scheduling
more observations or finding more existing measures. This differs from true experimental
design by the absence of random assignment of subjects to different conditions. What
 PRACTICAL RESEARCH 2

Republic of the Philippines

Department of Education
REGION IV -A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE

quasi-experiments have in common with true experiments is that some subjects receive
an intervention and provide data likely to reflect its impact.

Types of Quasi-Experimental Design

1) Non-equivalent control group design-refers to the chance failure of random
assignment to equalize the conditions by converting a true experiment into this kind of
design, for purposes of analysis.

2. Interrupted Time Series Design – 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.

 True experimental design, 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
over the experimental treatment and the power to place subjects in groups.

A control group reflects changes other than those due to the treatment that occur during
the time of the study. Such changes include effects of outside events, maturation by the
subjects, changes in measures and impact of any pre-tests.

True experimental design offers the highest internal validity of all the designs.

B. Non-experimental Research Design

1. The researcher observes the phenomena as they occur naturally and no external variables are
Introduced.
2. The variables are not deliberately manipulated nor is the setting controlled.
3. Researchers collect data without making changes or introducing treatments.
 Descriptive Research Design, 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 (www.drjayeshpatidar.blogspot.com)
 Types of Descriptive Research Design
a) Survey – used when the researcher intends to provide a quantitative or numeric
description of trends, attitudes or opinions of a population by studying a sample of that
population (Creswell, 2003). For example, universities regularly float surveys to
determine customer satisfaction, that is, the students’ attitudes toward or opinions
regarding student services like the canteen, clinic, security, the guidance and counseling
services, and the like.

b) Correlational
 PRACTICAL RESEARCH 2

Republic of the Philippines

Department of Education
REGION IV -A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE

b.1.) Bivariate correlational studies – obtain scores from two variables for each subject,
then use them to calculate a correlation coefficient. This implies two variables are
correlated.
Examples: Children of wealthier (variable #1), better educated (variable#2) parents
earn higher salaries as adults

b.2.) Prediction studies – use 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?

b.3.) Multiple Regression Prediction studies – suppose the high school GPA is not the
sole predictor of college GPA, what might be other good predictors? All of these variables
can contribute to the over-all prediction in an equation that adds together the predictive
power of each identified variable.

c) Ex-Post Facto Research Design – used to investigate causal relationships. They examine
whether one or more pre-existing conditions could possibly have caused subsequent differences
in groups of subjects. Researchers attempt to discover whether the difference between groups
have results in an observed difference in the independent variables
(www.genesep.edu/esham/educ.604/research.pdf)
d) Comparative Design – involves comparing and contrasting two or more samples of study
subjects on one or more variables, often at a single point of time. This is used to compare two
distinct groups on the basis of selected attributes such as knowledge level, perceptions, and
attitudes, physical or psychological symptoms.
For example, a comparative study on the health problems among rural and urban older
people from district Polillo, Quezon.

e) Evaluative Research – seeks to assess or judge in some way providing information about
something other than might be gleaned in mere observation or investigation of relationships.
For example, a test of children in school is used to assess the effectiveness of teaching or
the deployment of a curriculum. (changingminds.org/explanations/research/design/evaluative
research.htm)
Evaluative research is to elicit useful feedback from a variety of respondents from various
fields to aid in decision making or policy formulation. Formative evaluation is a type of evaluative
research that used to determine the quality of implementation of a project, the efficiency and
effectiveness of a program, assessment of organizational processes like procedures, policies,
guidelines, human resource development and the like.

f) Methodological – 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.
 PRACTICAL RESEARCH 2

Republic of the Philippines

Department of Education
REGION IV -A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE

MELC: Describes characteristics, strengths, weaknesses, and kinds of quantitative research

(CS_RS12-Ia-c-1)

Activity 1: Kinds of Quantitative Research Designs

Direction: On the space provided, write Survey or Experiment, indicating the kind of quantitative
research you will use, given the following problem, inquiries, you, as a researcher,
intend to investigate.

1. how many students use the school library between 7 AM and 8 AM.

______________________________ _____________________________________

2. how many hours adolescents do Facebook in a day

______________________________ _____________________________________

3. the most frequently used student service in your school

________________________________ _____________________________________

4. the impact of blended learning on students enrolled in Oral Communication

________________________________ _____________________________________

5. the number of students who read the broadsheets (newspapers) or any printed material daily

________________________________ _____________________________________

6. the kind of shampoo women prefer

________________________________ _____________________________________

7. the most saleable items in three food chains

________________________________ _____________________________________

8. The results of a prescribed daily diet on the sugar count of diabetic patients

_________________________________ _______________________________________

9. The correlation of admission test results of high school graduates under the ALS and those under
the regular DepEd system of schooling.
 PRACTICAL RESEARCH 2

Republic of the Philippines

Department of Education
REGION IV -A CALABARZON
SCHOOLS DIVISION OF QUEZON PROVINCE

___________________________________ __________________________________________

10. The top 3 academic tracks chosen by SHS students in your school.

___________________________________ __________________________________________

Activity 2: Think of a possible topic you would like to investigate. What appropriate quantitative
research design you may employ? Why do you say so?

________________________________________________________________________________

________________________________________________________________________________

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References:
1. PRACTICAL RESEARCH 2 Textbook
2. Downloaded powerpoints
3. MELCS

NOTE:
PLEASE DO NOT SUBMIT THE LEARNING ACTIVITY SHEET WITH UNNECESSARY OR
WITHOUT ANSWERS. FOR CLARIFICATION OF CONCEPTS/IDEAS YOU CAN CONTACT
#09218054326 EVERY WEDNESDAY and FRIDAY AT 2:50 p.m. – 4:00 p.m.

Prepared by
MRS. CHERRINA D. AGUILA
SST – III