What are the different kinds of research?

INTRODUCTION
On
On the
the previous
previous module,
module, you you learned
learned about
about quantitative
quantitative
research
research which
which isis an
an objective,
objective, systematic
systematic empirical
empirical investigation
investigation of
of
observable
observable phenomena
phenomena throughthrough the the useuse ofof computational
computational
techniques
techniques andand itit highlights
highlights numerical
numerical analysis
analysis of
of data
data hoping
hoping that
that
the
the numbers yield unbiased results that can be generalized to some
numbers yield unbiased results that can be generalized
larger
larger population and explain a particular observation.
In
In this
this module,
module, youyou will
will be
be learning
learning about
about the
the different
different kinds
kinds
of
of quantitative
quantitative research.
research. This
This includes
includes non-experimental
non-experimental and and
experimental
experimental research.
research.

Learning Competency
At the end of the module, the learners will be able to describe characteristics, strengths,
weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1).
Learning Objectives
At the end of the module, learners will be able to:
1. Identify the different kinds of quantitative research;
2. Differentiate experimental and non-experimental research design; and
3. Identify the research design used in a certain quantitative research.
Learning Procedures

Pre-activity
Pre-activity
Instructions: Read and understand the given statements below. Write TRUE if the sentence is correct and
FALSE if otherwise. Write your answers on the space provided.

STATEMENTS ANSWER
1. 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.
2. Qualitative research requires a large number of respondents. It assumes
that the larger the sample is, the more statistically accurate the findings
are.
3. Evaluation describes the status of a phenomenon at a particular time. It
describes without value judgment a situation that prevents.

4. 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.

5. 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.
Lesson
LessonProper/
Proper/Assigned
Assigned
Reading
Reading

KINDS OF QUANTITATIVE RESEARCH

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

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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.

QUANTITATIVE RESEARCH DESIGNS

EXPERIMENTAL NON-EXPERIMENTAL

TRUE QUASI- PRE-

EXPERIMENTAL EXPERIMENTAL EXPERIMENTAL DESCRIPTIVE

Survey
Pre-Test Design Non-equivalent One Shot Case Correlational
Post-Test Design Control Group Study Ex-Post Facto
Post Test only/ Design One Group Pre-Test Comparative
Control Time Series Post-Test Design Evaluative
Methodological

The following are the various kinds of quantitative research design that a researcher may employ:
1. 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 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: This type of research applies to experimental design with least
internal validity. One type of pre-experiment, the simple group, pretest-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 the following.
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 over the experimental
treatment and the power to place subjects in groups.

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 True experimental design employs both treated and control groups to deal with time-related rival
explanations.
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. Quasi-
experimental design differs from true experimental design by the absence of random assignment
of subjects to different conditions. What quasi-experiments have in common with true
experiments is that some subjects receive an intervention and provide data likely to reflect its
impact.
2. NON-EXPERIMENTAL DESIGN: In this kind of design, the researcher observes the phenomena as
they occur naturally and no external variables are introduced. In this research design, the variables
are not deliberately manipulated nor is the setting controlled. Researchers collect data without
making changes or introducing treatments. This may also be called as DESCRIPTIVE RESEARCH
DESIGN because it is only one under non-experimental design.
DESCRIPTIVE RESEARCH DESIGN’s 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. The types of descriptive design are as follows:
A. CORRELATIONAL: 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.
Correlational Research has three types, these are:
a. Bivariate Correlational Studies – It obtains score from two variables for each subject, and
then uses them to calculate a correlation coefficient. The term bivariate implies that the two
variables are correlated (variables are selected because they are believed to be related).
Example: Children of wealthier (variable one), better educated (variable 2) parents earn
higher salaries as adults.
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?
D. 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: 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.
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 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.

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 H. SURVEY: It is used to gather information from groups of people by selecting and studying
samples chosen from a population. This is useful when the objective of the study is to see
general picture of the population under investigation in terms of their social and economic
characteristics, opinions, and their knowledge about the behavior towards a certain
phenomenon.

Learning
LearningActivities
Activities
Learning Activity 1: Differentiating Experimental and Non-experimental Research
Instructions: Read and understand the question before answering. Express your answer in 5 sentences.
Write your answers legibly on the space provided below.

What is the difference between experimental and non-experimental research

design?

Experimental design is_____________________________________________________________

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
____________________
while non-experimental design is ___________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
____________________

SCORING GUIDE
10 (Outstanding) 8 (Very Good) 6 (Good) 4 (Fair) 2 (Poor)
The question was The question was
The question was The question was The question was
answered fully and answered
answered correctly. answered fairly. answered poorly.
excellently. satisfactorily.

Learning Activity 2: Classifying Researches Based on Designs

Instructions: Work with a partner and research 5 different titles of research and classify them to any of
the research designs presented in the lesson proper. Choose only quantitative research titles. Follow the
format below.

RESEARCH TITLE RESEARCH DESIGN

1.

2.

3.

4.

5.

Learning
Learning
Synthesis
Synthesis

What did you learn in this module?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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____________________________________________________________________________________________
____________________________________________________________________________________________
________________
 Scoring Guide
5 4 3 2 1 0
Generalization/
Generalization/ Generalization/ Generalization/ Generalization/ Generalization/
Reflection was
Reflection was Reflection was Reflection was Reflection was Reflection was
excellently
correctly done. averagely done. limitedly done. poorly done. not done.
done.

Learning
Learning
Assessments Learning Assessment 1: Matching Test
Assessments
Instructions: Match the items in COLUMN A with those of COLUMN B. Write the letter of the correct
answers in the blank provided.

COLUMN A COLUMN B

____1. The posttest of the treated groups is compared with that of an

untreated group.
A. Normative
____2. A test of children in school is used to assess the effectiveness of
teaching or the deployment of a curriculum. B. Survey
____3. It is useful when the objective of the study is to see general picture C. Census
of the population under investigation in terms of their social and D. Evaluative
economic characteristics, opinions, and their knowledge about the
behavior towards a certain phenomenon. E. Comparative
____4. An example of this is conducting a research on the study habits of F. Ex-post facto
the high school students you are to use the range of score to
G. Descriptive
describe the level of their study habits.
____5. It discusses why and how a phenomenon occurs. H. Correlational
____6. It happens when you select groups, upon which a variable is tested, I. Bivariate Correlational
without any random pre-selection processes. J. Prediction
____7. It uses correlation coefficient to show how one variable predicts
K. Multiple Regression
another.
____8. It employs both treated and control groups to deal with time-related L. Pre-Experimental
rival explanations. M. Quasi Experimental
____9. It obtains score from two variables for each subject, and then uses N. True Experimental
them to calculate a correlation coefficient.
____10. This term seems synonymous to survey research.

Learning Assessment 2: Identification

Instructions: Read each given description carefully. Then, identify what is being asked in each number.
Write your answer on the blank provided.

__________________1. 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.
__________________2. It suggests that the data concerned can be analyzed in terms of numbers.
__________________3. This kind of research derives conclusion from observations and manifestations
that already occurred in the past and now compared to some dependent
variables.
__________________4. It describes the norm level of characteristics for a given behavior.
__________________5. In this design, the researcher can collect more data, either by scheduling more
observations or finding more existing measures.
__________________6. 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.
__________________7. 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.
__________________8. 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.

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__________________9. 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. Its 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.

References
Module References:
Mariano, J. M. Quantitative Research Compilation in Practical Research 2. Upper Tumapoc National
High School. Retrieved from file:///C:/Users/User/Desktop/research/kupdf.net_practical-research-2-
module.pd
Pa-ac, M. (2020). Characteristics, Strengths, Weaknesses, and Kinds of Quantitative Research
Learner’s Module in Practical Research 2 First Quarter • Module 1. DepEd Schools Division of Baguio
City Curriculum Implementation Division. Pp. 7-9, 13-14.

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