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
variable
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



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



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
A B
A B
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 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 pupils 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
Roots

Phenomenology
Symbolic Interactionism

Positivism, Logical empiricism

3. Associated
phrases

Fieldwork, ethnographic (participant
observation), naturalistic
(unobtrusive), grounded, constructivist

Experimental, empirical,
statistical

4. Goal

Understanding, description, discovery,
meaning, hypothesis generating
(deductive)

Prediction, control, description,
confirmation, hypothesis testing

5. Sample Design
Characteristics

Flexible (statement of the problem
foreshadows) evolving, emergent,
small, non-random, purposeful,
theoretical

Predetermined, structured,
large, random, representative

6. Data Collection

Researcher as primary instrument,
interviews, observations, documents

Inanimate instruments (scales,
tests, surveys)

7. Mode of Analysis

Inductive (by researcher),
comprehensive, holistic, expansive,
richly descriptive

Deductive (by statistical
methods), precise, numerical


Epistemology
Theoretical Perspective
Methodology
Method
Common Types of Qualitative Research

Type Characteristics Example

1. Basic or generic

Includes description,
interpretation, and understanding
Identifies recurrent patterns in the
form of themes or categories
May delineate a process

Meaning-making in
transformational learning

2. Ethnography

Focuses on society and culture
Uncovers and describes beliefs,
values and attitudes that structure
behavior of a group

A study of 20 successful
Hispanic High school students

3. Phenomenology

Concerned with essence or basic
structure of a phenomenon
Uses data that are the participants
and the investigators firsthand
experience

The role of intuition in reflective
practice

4. Grounded theory

Designed to inductively build


5. Case study

Intensive
Holistic description and analysis of
a single unit

Comparative study of power
relationships in 2 classes


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?




Criteria for a Researchable Problem
1. Researchers 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








*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?

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

Teaching Performance
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?