NOTES IN QUANTITATIVE RESEARCH

Definitions
 Formal systematic application of the scientific and disciplined inquiry approach to the study of
problems (Gay)
 Careful, systematic, patient study and investigation in some field of knowledge undertaken to
discover solutions (Frankel)
 Systematic, controlled, empirical, and critical evaluation of a hypothetical proposition about the
presumed relations among natural phenomena (Kerlinger, 1973)
 Theory-testing, theory-building
Role of Research in Development
 Seeks order for clearer direction and guidance in problem-solving
 Vital in arriving at intelligent decisions (supported by facts; statistically tested facts)
 Measures and appraises present conditions of organizations, communities and group (using
indicators for measurement)
 Evaluate the effects of policies, programs, and activities
 Predicts future conditions and events

Characteristics of Research
 Directed towards the solution of a problem
 Emphasizes the development of generalizations, principles, or theories that will be helpful in
predicting the future
 Based on observable experiences or empirical evidence
 Demands accurate observation and description
 Involves gathering of new data from primary, or firsthand sources or using existing data for a new
purpose
 Characterized by carefully designed procedures that require rigorous analysis
 Requires expertise
 Strives to be objective and logical
 Involves the quest for answers to unsolved problems
 Characterized by patient and unhurried activity
 Carefully recorded and reported
 Sometimes requires courage

Purposes of Research
 Draws its pattern and spirit from the physical sciences
 A more rigorous, structured type of analysis
 Carried on in a lab sometimes
 Goal is development of theories by the discovery of broad generalizations or principles

Evaluation Research
 Explicitly practical form of research
 Concerned with making decisions about, effectiveness, merit, or value of educational programs,
products or practices
 Focuses mainly on decision-making which is a highly applied and practical purpose
Education Research Continuum (Gay & Airasian, 2003)
Basic Research Applied Evaluation Research

Theory Data

Some Educational Problems Monitor progress/judge

input/make decisions

Quantitative Research Methods

 Survey research (formerly called descriptive)
- describes “what is?”
 Correlational research
 Causal-comparative (ex-post facto)
 Experimental research

Qualitative Research Methods

 Action research
 Historical research
 Ethnography
 Grounded Theory
 Phenomenology
 Ethnology
 Ethnomethodology
 Case Study
 Symbolic Interactionism

Parts of a Research Paper

 Title Page
- Title
 10-12 words
 Includes target population (sample where you get your generalization), variables, and
relationships among the variables)
 “data saturation” – wala na iban uwas sa ila
 variable – a characteristic that has 2 or more mutually exclusive properties or values

Types of Variables
1. Independent/Categorical – factor that is the presumed cause or antecedent of the dependent
2. Dependent – factor that is the presumed effect or outcome of the independent
3. Moderator/Intervening –secondary independent variable that helps
4. Extraneous – variables that cannot be observed or measured. Their effect can be deduced from
the interaction of the IV and the DV.
Types of Relationships among Variables
1. Symmetrical
Ex. Variable A causes occurrence of Variable B. However, occurrence of B does not depend
solely on A.

2. Assymetrical

Ex. Variable A causes occurrence of Variable B. However, occurrence of B will not cause the
occurrence of A

A B
3. Reciprocal
Ex. Variable A causes occurrence of Variable B. Every time A occurs B also occurs.

A B

What is a problem?
 A perceived difficulty
 A feeling of discomfort with the way things are
 A discrepancy between what someone believes of “what is” and “what should be”
 Absence of information

Parts of a Research Paper (continuation)

Preliminary Pages
 Title Page
 Approval Sheet
 Acknowledgement – only include those who “immensely” contributed
 Abstract (100-120 words)
 Problem
 Time of study
 Place of study
 Participants
 Sampling procedures
 Research method used
 Data-gathering instrument
 Statistics
 Results, some conclusions, and recommendations
 Table of Contents
 List of Tables
 List of Figures
 List of Appendices

*Preliminary pages are written in Roman numeral form and centered at the bottom
Body of the Research Report

Chapter 1
Introduction to the Study
(3 spaces)
Chapter one is divided into five (5) parts: (1) Background and Theoretical Framework of the Study, (2)
Statement of the Problem and the Hypothesis, (3) Significance of the Study, (4) Definition of Terms, and (5)
Delimitation of the Study.
Part One. Background and Theoretical Framework of the Study, presents the rationale for the choice of
the problem and the theoretical framework upon which the study is anchored.
Part Two. Statement of the Problem and the Hypothesis, identifies the main and specific problems to be
answered by the researcher.
Part Three. Significance of the Study, cites the benefits that may be derived from the findings of the study.
Part Four. Definition of Terms, presents the conceptual and operational meanings of the important terms
used in the study.
Part Five. Delimitation of the Study, specifies the scope and coverage of the investigation.
(3 spaces)
Background and Theoretical Framework of the Study (2 and ½ pages)
 Reasons for the choice of the problem
a. Experiences
b. Observations
c. Expert opinions
d. Readings
e. Current statistics about the problem
 Justifications for the need of the study
 Anchoring of study to a particular theory
(3 spaces)

*Page numbering in the body of the research report is in the upper right corner of the page

When do we use quantitative research?

There are 4 main types of research questions that quantitative research is particularly suites:
1. When we want a quantitative answer
Examples
 How many students choose to study education?
 How many math teachers do we need & how many have we got in our school district?

2. Numerical change can likewise only accurately be studied using quantitative methods.
Examples
 Is the number of students in our university rising or falling?
 Is achievement going up or down?

3. Finding out about the state of something (since we often want to explain phenomena).
Examples
 What factors predict the recruitment of math teachers?
 What factors are related to changes in student achievement over time?

4. When we are testing “hypotheses”

Examples
 Is there a relationship between a pupil’s achievement and their self-esteem and social
background?
Types of questions not well suited for quantitative research
1. Exploring problems in “depth”
- Quantitative research is good at providing information in breadth from a large number of units
2. Quantitative research is deficient on developing hypotheses and theories
- The hypothesis may come from a review of related literature or theory
- Exploratory qualitative research can develop hypothesis
3. Complex issues
- There is a limit to how many variables can be looked at
- It is the researcher who defines the variables to be studied
- In qualitative research, unexpected variables may emerge

*Quantitative research (cause & effect);

*Qualitative research – suited to looking at meanings of particular events/circumstances

Quantitative vs. Qualitative

Point of Comparison Qualitative Quantitative

1. Focus Quality (nature, essence) Quantity (how much, how

many)

2. Philosophical Phenomenology Positivism, Logical empiricism

Roots Symbolic Interactionism
Fieldwork, ethnographic
3. Associated (participant observation),
phrases naturalistic (unobtrusive), grounded,
constructivist
Understanding, description,
4. Goal discovery, meaning, hypothesis
generating (deductive)
Flexible (statement of the problem
5. Sample Design foreshadows) evolving, emergent,
Characteristics small, non-random, purposeful,
theoretical
Researcher as primary instrument,
6. Data Collection interviews, observations, documents
Inductive (by researcher),
7. Mode of Analysis comprehensive, holistic, expansive,
richly descriptive
Experimental, empirical,
statistical
Prediction, control,
description, confirmation,
hypothesis testing
Predetermined, structured,
large, random, representative
Inanimate instruments (scales,
tests, surveys)
Deductive (by statistical
methods), precise, numerical

Common Types of Qualitative Research

Type Characteristics Example

1. Basic or generic  Includes description, Meaning-making in

interpretation, and transformational learning
understanding
 Identifies recurrent patterns in
the form of themes or categories
 May delineate a process

2. Ethnography  Focuses on society and culture A study of 20 successful

 Uncovers and describes beliefs, Hispanic High school students
values and attitudes that
structure behavior of a group
 3. Phenomenology  Concerned with essence or The role of intuition in
basic structure of a reflective practice
phenomenon
 Uses data that are the
participants and the
investigator’s firsthand
experience

4. Grounded theory  Designed to inductively build

5. Case study  Intensive Comparative study of power

 Holistic description and analysis relationships in 2 classes
of a single unit

4 Questions in Developing a Research Proposal

 What methods do we propose to use?
 What methodology governs our choice and use of methods?
 What theoretical perspectives lie behind the methodology in question?
 What epistemology informs this theoretical perspective?

Epistemology

Theoretical Perspective

Methodology

Method

Criteria for a Researchable Problem

1. Researcher’s area of interest
2. Feasibility
3. Relevance
4. Timeliness
5. Two or more possible and plausible answers to the problem asked
6. Not answerable by a “yes” or “no”
7. Absence of information

Sample Conceptual Framework

Adversity and Emotional Intelligence Quotients as Related to Teaching Performance

Personal Factors
Adversity Quotient
 Sex
 Educational Teaching Performance
Preparation
 Years in teaching Emotional
 Teaching related Intelligence
trainings Quotient

*Teachers’ teaching performance is related to adversity quotient, emotional intelligence quotient and
other identified personal factors.

Statement of the Problem and Hypothesis

1. What is the teaching performance of teachers when taken as an entire group and when classified
according to (a) sex, (b) educational preparation, (c) years in teaching, and (d) teacher related
trainings?
2. What is the degree of adversity quotient among teachers when taken as an entire group and when
classified according to (a) sex, (b) educational preparation, (c) years in teaching, and (d) teacher
related trainings?
3. What is the level of emotional intelligence quotient among teachers when taken as an entire group
and when classified according to (a) sex, (b) educational preparation, (c) years in teaching, and (d)
teacher related trainings?
4. Are there significant differences in the teaching performance among teachers when taken as an
entire group and when classified according to (a) sex, (b) educational preparation, (c) years in
teaching, and (d) teacher related trainings?
5. Are there significant differences in the degree of adversity quotient among teachers when taken as
an entire group and when classified according to (a) sex, (b) educational preparation, (c) years in
teaching, and (d) teacher related trainings?
6. Are there significant differences in the degree of emotional intelligence quotient among teachers
when taken as an entire group and when classified according to (a) sex, (b) educational preparation,
(c) years in teaching, and (d) teacher related trainings?
7. Are there significant relationships among teaching performance, adversity quotient, and emotional
intelligence quotient?
8. Which among the personal factors are significant predictors of the teachers’ adversity quotient/ not
one among the personal factors?
9. Which among the personal factors are significant predictors of the teachers’ emotional intelligence
quotient/ not one among the personal factors?
10. Which among the personal factors are predictors of teaching performance?