RESEARCH ✓ Tables, graphs or figures (used to summarize numerical

data, making data, making data easier to read, understand

- involves a systematic method of finding out things that either you do and interpret.
not know or no one else knows. 7. Generalization outcome- data obtained from samples can be used to
- Emphasizes that collecting relevant facts and interpreting them are key predict future results or establish causal relationship.
to gaining meaningful understanding of the world around us and even 8. Prior study- outcomes or results justify the need to investigate the
within us. current research problem.
- Two approaches: QUANTITATIVE (frequency of things) & QUALITATIVE
(interpret the meaning of the experiences of people). WHY MOST RESEARCHERS PREFER TO CONDUCT QUANTITATIVE RESEARCH
THAN A QUALITATIVE?
SYSTEMATIC METHOD (What does it mean?)
1. MORE SPECIFIC- uses appropriate statistical procedures.
✓ Follows orderly and sequential procedure. 2. CONTROL-SENSITIVE- researchers have great control over the data-
✓ Uses all the existing research or secondary research (research or collection procedures.
secondary). 3. MORE OBJECTIVE- answers gathered in relation to the research
✓ In quantitative, data is presented statistically, referred to a meta- questions or objectives.
analysis. 4. FOCUSED- uses appropriate research methodology to provide
evidence to support or reject the hypothesis.
HOW IMPORTANT IS BEING SYSTEMATIC?
5. DEALS WITH LARGE SAMPLES
✓ It can save your time and effort 6. REPEATABLE- replicated and repeated.
✓ It provides researchers with a framework for designing, conducting & 7. ARRANGED IN SIMPLE ANALYTICAL METHODS- uses a table, chart,
analyzing research. figure or non-textual forms to manage and organize.
✓ Making it easier to manage and organize their work. 8. GENERALIZABLE
9. RELATABLE- can be compared, allows to test or validate existing
QUANTITATIVE theories or a hypothesis.
10. MORE STRUCTURED
- It is concerned with data that are quantifiable or measurable. 11. PERTINENT IN LATER STAGES IN RESEARCH- useful
- It deals with number 12. CONSISTENT WITH DATA- deals with data that are precise, reliable and
- Uses measurable data to formulate facts and uncover patterns that consistent, quantitative and numerical.
explain a particular phenomenon. 13. MORE ACCEPTABLE- can be precise
- Performing statistical, mathematical or computational techniques on 14. FAST- collection and analysis of data are faster and more time-efficient
the data gathered. than qualitative data.
15. USEFUL FOR DECISION MAKING- can inform and guide important
QUALITATIVE QUANTITATIVE decision making.
• Aim is a complete, • Count things to explain
detailed description of what is observed. IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS
what is observed.
• Uses surveys to collect • Uses surveys and
data. scientific experiments to
collect numerical data.
•Textual • Numerical
•Data obtained • Through precise
based/depends on the measurement and
individual interpretations quantitative analysis.
of events.
• Interpretative or • Statistical
exploratory.
CHARACTERISTICS OF QUANTITATIVE RESEARCH

1. Large sample size- the results are based on a large sample size that is
representative of the population.
2. Structured research method- surveys, observations and experiments:
questionnaires, test instruments, rating scales (likert scale- coded
numerically and respondents are asked how much they agree &
semantic differential scales- it is grammatically opposite at each end)
and checklist.
3. Highly Reliable outcome- gather specific and measureable responses
from the sample.
It Show patterns, relationship or comparisons between variables.
4. Reusable outcome- can be used several times and used in succeeding
studies of another related studies.
5. Close-ended questions- specific and aligned with the research
objectives.
Example:
What is your average grade in math?
How much is your daily allowances?
✓ Answerable by numbers that can be used to derived
meaningful conclusions.
6. Numerical outcome- managed and presented using frequency,
percentage, ranges.
 2.1.2. STATIC GROUP COMPARISON- uses two or more intact (static)
groups where only one of which is exposed to treatment. Two groups but no
experiment is administered.

Example: One wants to determine whether reading to children an extra

½ hour a day would increase their reading skill.

2.2. TRUE EXPERIMENTAL RESEARCH DESIGN- It relies on statistical

analysis to support or reject hypothesis. It can be implemented with/without
a pretest administered on at least two randomly assigned groups.
QUANTITATIVE RESEARCH DESIGN R- RANDOM ASSIGNMENT
1. DESCRIPTIVE RESEARCH DESIGN X- TREATMENT ADMINESTERED TO THE TREATMENT GROUP
- Answer the questions who, what, where and how in the research.
- It cannot conclusively ascertain answers to “why” O- PRETEST/POSTTEST OBSERVATIONS ABOUT THE DEPENDENT VARIABLE
- Obtain information or identify characteristics or current status of an
observed phenomenon. CLASSIFICATIONS:
- Used when your aim is to investigate the correlations between two or
2.2.1. POSTTEST-ONLY CONTROL GROUP DESIGN- participants get randomly
more variables.
assigned to either receive an intervention or not.
- More on the what of the research and characteristics of the population.
Example: Examine if CCU (Critical Unit Care) noise affects REM (Rapid
RULES:
Eye Movement) sleep. They randomly assigned 70 women with no
✓ Subjects/participants are measured only once. hearing or sleeping problems to attempt to sleep in one of the following
✓ The purpose is to establish associations between variables conditions: Noisy environment & quiet environment. Result showed
✓ Large populations as samples that CCU sounds can cause poorer Rem sleep.

THREE TYPES: VARIABLES Treatment Control Group

Group (R) (R)
1.1. Observation Studies Pretest
- Both used in quantitative and qualitative research. Intervention X
- It is objectivity in examining the behavior. Posttest O1 O2
1.2. Correlation Research
- Establishes the relationships between variables without controlling or
2.2.2. PRETEST-ONLY CONTROL GROUP DESIGN- Both groups are given a
manipulating any of them.
pretest, but only the treatment group is treated or implemented with an
- Directions: positive correlation, negative correlation and zero
intervention. After observation, a posttest is administered to both groups to
correlation
measure the extent of change in each group in terms of the dependent
1.3. Survey Research
variables.
- Known as descriptive survey/normative survey.
- A technique to learn about people and why they behave the way they
VARIABLES Treatment Control Group
do. Group (R) (R)
1.3.1. Cross-sectional Survey- data collected at one point at a Pretest O1 O3
time. Intervention X
1.3.2. Longitudinal Survey- repeated observations of the same Posttest O2 O4
groups of people.
a. Cohort Studies- follows research participants over a
period of time. 2.2.3. SOLOMON FOUR GROUP DESIGN- Intended to test the potential effect
b. Panel studies- method for repeatedly collecting data of bias of the pretest observations on posttest observations that are possible
from a pre-recruited set of people. to occur in PRETEST-POSTTEST CONTROL GROUP DESIGN BUT NOT IN THE
2. EXPERIMENTAL RESEARCH DESIGN POSTTEST ONLY CONTROL GROUP DESIGN.
- It uses scientific method to identify and impose control over variables.
- Have a high causal validity or internal validity VARIABLES Treatment Control Treatment Control
- It involves manipulation of independent variable and measurement of Group- A (R) Group- Group- B Group-
Pretest- (R) Posttest-
dependent variable.
posttest only
- Procedures: RIGOROUS SCIENTIFIC, RANDOMNIZATION &
control control
MANIPULATION. group group (R)
design (R)
THREE CATEGORIES OF EXPERIMENTAL RESEARCH DESIGN
Pretest O1 O3
2.1. PRE-EXPERIMENTAL DESIGN- researchers don not recommend this Intervention X X
design but used in educational research studies. Posttest O2 O4 O5 O6

DIVISIONS:
3. QUASI-EXPERIMENTAL DESIGN
2.1.1. ONE-GROUP PRETEST-POSTTEST DESIGN- provide a - It is similar to true experimental research design but lacks one key
comparative description of a group before and after the experimental element- the random assignment of subjects.
treatment. - It evaluates interventions but do not use randomization.
- It also demonstrates causality between an intervention and an
Example: The teacher analyzes the differences between the pretest outcome.
and posttest scores to see if the teaching technique had a significant
effect on scores. VARIABLES IN QUANTITATIVE RESEARCH
1. CATEGORICAL VARIABLE- one that has two or more categories but 1. The purpose of the research
cannot be ordered or measured. 2. The scope of the research (variables or subjects)
It can be broken down into: ORDINAL, BINARY & NOMINAL VARIABLE. 3. The method used to study the problem
2. DICHOTOMOUS VARIABLE- It has two distinct categories or levels. It 4. The type or design of the research study
cannot be arranged in a meaningful order. - The researcher must ensure that their research title reflects the main
EXAMPLES: courses in SHS, courses offered in NCF or religious idea of the research study to catch the attention of the readers.
affiliations. - A title is essential as it serves as an identity of your work.
3. CONTINUOUS VARIABLE- The values belonging to the set can take on
any value within a finite interval. No fixed intervals and represented Example:
with any degree of precision via fractions or any decimal points.
EXAMPLES: life span of a human being, height of students & number of
stars in the universe.
4. DISCRETE VARIABLE- gaps or interruptions in the values. It has specific
values.
EXAMPLES: number of visits to the doctor & marital status (no in
between)
5. DEPENDENT VARIABLE- It is need to be measured or to be investigated.
The change that happened because of the independent variable.
6. INDEPENDENT VARIABLE- It is the one thing you can change and
limited to only one in an experiment.

SCALES OF MEASUREMENT

1. NOMINAL- It is a scale that categorizes items and cannot be quantified Techniques in Writing the Research Title/topic
or rank ordered. (Examples: eye color, hair color, country of birth & etc.)
1. Deficiencies Model (J.W. Creswell)
2. ORDINAL- It allows for labelling or ranking. (Examples: Satisfaction
2. T.I.O.C Approach (Alvin Nuqui)
data, race & most preferred visit)
3. Inverted Pyramid
3. INTERVAL- A scale that categorizes and rank orders, items and has
equal intervals. Zero is an existing variable. Characteristics of a Good research Topic/title
4. RATIO- A properties from all four scales of measurement. It can be
broken down into exact values. 1. Reflect the scientific inquiry or topic of the study.
2. Avoid the use of abbreviations that are not established or widely
PROPERTIES OF THE SCALES OF MEASUREMENT familiar.
3. Use words that create a positive impression and catch readers’
1. Identity
attention.
2. Magnitude
4. Use current nomenclature (system of names for things) in the field
3. Equal Intervals
where the research problem belongs to.
4. Absolute Zero
5. State important key words- important concepts found in your study.
STAGES IN RESEARCH 6. Indicate possible relationships between the variables to support the
research hypothesis- cause and effect statements or if x is… then y is...
a. SELECTING A RESEARCH PROBLEM 7. Avoid the use of “study of...” “Analysis of…” or similar phrases at the
Sources of a Research Problem beginning.
1. Interest- creating a concept map indicating the major fields and
different subfields of your passion or interest may help you STATING THE PROBLEM STATEMENT
identify a research problem. Also, connecting it to a scholarly
- It indicates the objective of the study.
problem.
- It depends on the type of your research study.
2. Inspiration- this requires your strong connection with the different
- It sets the direction as to where your study will go.
aspects of the things around you. It can be drawn from the
TWO PARTS:
following: PERSONAL INSIGHTS AND EXPERIENCES, OBSERVED
1. GENERAL PROBLEMS- A problem statement. It states what you
PHENOMENON OR SITUATIONS, CONTEMPORARY OR TIMELY
want to accomplish or achieve in the study.
ISSUE & STAKEHOLDER’S NEED.
Example:
3. Theories- It embodied various sets of interrelated statements,
The study aims to determine the peer tutoring and its effect
principles and prepositions that explicitly state the relationship
of reading fluency of grade 11 students of Academic Senior High
between variables.
School of the City of Naga.
4. Related Literature- Published literature along your field of interest
2. SPECIFIC PROBLEMS- Indicates what variables are included, how
or along the field of inquiry.
these variables will be measured and what relationships between
CHARACTERISTICS OF A GOOD RESEARCH the variables will be investigated. It can be stated as a question or
in a narrative form.
1. The research problem should be significant. TWO TYPES:
2. The research problem is one that can lead to a new question or further 2.1. NON-RESEARCHABLE – answerable by Yes or No.
research. Example:
3. The research problem must be researchable. Should Senior High School students taking ABM
4. The research problem must be suitable for the researcher. be good in Mathematics?
5. The researcher must be ethically appropriate. 2.2. RESEARCHABLE- questions of value, opinions or policy to
gather data. Uses the WH questions.
FORMULATING A RESEARCH TITLE Example:
What effect does social media have on people’s
Four parameters to consider:
mind?
KINDS:
 2.2.1. Factor-isolating Questions/factor naming - This is the backbone of the research.
questions- It isolate, categorize, describe or - The theories that serve as the building blocks or skeleton for the
name factors or situations. foundation or basis of the study.
Example: What is the level of description of the
study habits of SHS students in terms of: review CONCEPTUAL FRAMEWORK
time, place of review and techniques.
- It shows the research claims and arguments in a narrative form.
2.2.2. Factor-relating Questions- Determine the
- Illustrates what the researcher expects to find in the research.
relationships among factors identified in the
- It presented using a graphic organizer or a diagram representing the
problem.
relationship or connections of variables.
Example: How does the study habits influence
the achievement level of the Grade 11 students Types:
in their subjects.
2.2.3. Situation-relating Questions- Hypothesis 1. IV-DV Model- it is used in an experiment-based studies. It involves
testing, experimental research design is applied manipulation or control of the IV (cause) and measurement of DV
and manipulation of variables are involved to (effects).
find out what will happen. 2. IPO Model- Used in factor-isolating questions or factor-naming
Example: What is the most effective food questions.
supplement to be given to increase the 3. PREDICTOR-CRITERION- Relating or assessing the influence between
productivity of tilapia farming. two or more variables.
4. P MODEL- It proposes a program or any intervention measure.
FORMULATING A RESEARCH HYPOTHESIS
WRITING THE BACKGROUND OF THE RESEARCH STUDY
- It is a logical conjecture that states the nature of relationships between
two or more variables, and it is written in a testable statement. - It entails rigorous reading of journals, related previous research
- Types: NULL HYPOTHESIS (It states that there is no significant studies, textbooks, online references and other literature related to
difference between the groups being compared in terms of the variable your research problems.
under consideration.) and ALTERNATIVE HYPOTHESIS (It states that - It hooked readers into reading your research study and convince them
there is a significant relationship between the variables involved or about the significant contributions.
there is a significant difference between the groups being compared in - It links the reader to the topic of your research study as it reflects why
terms of the variable under consideration.) your research is worth reading.

EXAMPLES: CREATING THE RESEARCH SPACE (CaRS MODEL)

MOVE 1: ESTABLISHING THE TERRITORY (THE SITUATION)- the study must
NULL (H1): There is no significant relationship between the profile of the present a careful analysis of the situation that surrounds your research
respondents and their level of difficulty towards modular distance learning. problem.
MOVE 2: ESTABLISHING THE NICHE (THE PROBLEM)- involves presenting a
ALTERNATIVE (Ha): There is a significant relationship between the profile of
strong argument that your research study is important and has value.
the respondents and their level of difficulty towards modular distance
MOVE 3: OCCUPYIN THE NICHE (THE SOLUTION)- discuss the nature of your
learning.
study research, your general problem statement and your specific problem
SCOPE AND DELIMITATION OF THE STUDY statements, also known as the research question.

- The Scope discusses its focus in terms of the variables: the location, b. REVIEW THE LITERATURE
time and duration, the respondents; the research method and research c. DESIGN THE STUDY
design; the instruments for data collection and the statistical tools for d. COLLECT THE DATA
analyzing the collected data. e. ANALYZE THE DATA
- The Delimitation of the study identifies parameters that provide f. INTERPRET THE DATA
restrictions to the scope of the research findings. It also points out g. REPORT THE FINDINGS
possibilities that are outside the control of the researcher.

DEFINING TERMS IN A RESEARCH STUDY

- It presents the various key words such as the different variables

involved, the interventions applied and other concepts used.
- It is arranged alphabetically and written in a narrative form.
- Key terms are also defined:
CONCEPTUALLY (LEXICAL DEFINITON)- It is provided by authorities or
credible references (Ex: books, dictionaries or electronic sources, etc.)
OPERATIONALLY- It describes how the terms was used in your research
study.

DESIGNING THE SIGNIFICANCE OF THE STUDY

- It provides an overview of the importance and potential contributions of

your research study.
- It provides the readers details about who will benefit and what benefits
they can derive from the results of your research study.
- It also states how the results of your research study may influence or
affect their roles and decisions.

THEORETICAL FRAMEWORK